EXAMINATIONS AND ASSESSMENT CHIEF DIRECTORATE

Home of Examinations and Assessment, Zone 6, Zwelitsha, 5600

REPUBLIC OF SOUTH AFRICA, Website: www.ecdoe.gov.za

2023 NSC CHIEF MARKER’S REPORT

SUBJECT MATHEMATICS
QUESTION PAPER 2
DURATION OF QUESTION PAPER 3 HOURS 150 MARKS
PROVINCE EASTERN CAPE
DATES OF MARKING 04/12/2023 – 18/12/2023

SECTION 1: (General overview of Learners Performance in the question paper as a whole)

Mathematics Paper 2 - 2023

90 85
80
70 62
Ave. perfomance %

57 58
60
45 47
50
40
40 33 35
29
30
20 13
10
0
Qn 1 Qn 2 Qn 3 Qn 4 Qn 5 Qn 6 Qn 7 Qn 8 Qn 9 Qn 10 Total
Questions

From the random sampled 100 scripts used to complete the Rasch Analysis candidates
managed to get high marks in Question 1 which was testing grade 12 bivariate data.
Calculator skill has been mastered by most candidates. Question 10, Euclidean Geometry
was poorly answered.

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From the sub question analysis, most candidates failed to answer 2.4, 3.7, 3.8, 4.6, 9.3, 10.2
and 10.3 properly. The sub questions above were the most poorly answered.

The performance per topic is depicted by the following graph. Paper 2 questions are
drawn from 4 topics which are Statistics (20 marks), Analytical Geometry (40 marks),
Trigonometry (50 marks) and Euclidean Geometry (40 marks).

Perfomance per Topic

70 65
60
Ave. performance %

60
47
50
40 34 35
30
20
10
0
Statistics Analytical Trigonometry Euclidean Total
Geometry Geometry
Topic

Mark Levels Number of candidates

0 – 44 1 24
45 – 59 2 15
60 – 74 3 17
75 – 89 4 12
90 – 104 5 12
105 – 119 6 14
120 – 150 7 6
Total 100

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SECTION 2: Comment on candidates’ performance in individual questions

QUESTION 1

(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

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 QUESTION 1
100 91 89
83 86 85
80 73 71

60

40

20

0
Qn 1.1 Qn 1.2 Qn 1.3 Qn 1.4 Qn 1.5.1 Qn 1.5.2 Qn 1.5.3

Question 1 was testing Statistics skills and calculator skills. This was the most well answered
question. The reason is basically that candidates were able to punch the values correctly
without any mistakes. The tendency is normally that once a candidate managed to punch all
the values correctly in the calculator then they will be able to score full marks in Question 1.2 –
1.4 and Question 1.5. These answers depend on whether you have punched calculator
correctly. It is strongly advised that learners must be used to their calculators from as early as
grade 10. This topic is difficult for learners to understand if they do not have calculators.
(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
There are a few candidates who struggled to interpret the value of correlation coefficient (r).
Learners should be encouraged to interpret the relation correctly. The correct interpretation
should be as follows.
Value of r Interpretation Value of r Interpretation
- 1 Perfect negative 1 Perfect positive
-1< r < -0,9 Very strong negative 0,9 < r <1 Very strong positive
-0,9 < r < 0,8 Strong negative 0,8 < r < 0,9 Strong positive
-0,8 < r < -0,7 Substantial negative 0,7 < r < 0,8 Substantial positive
-0,6 < r < -0,5 Moderate negative 0,5 < r < 0,6 Moderate positive
-0,5 < r < 0,2 Weak negative 0,2 < r < 0,5 Weak positive
0 No relationship

In Question 1.5.3, candidates swopped mean and standard deviation that is 𝜕𝑥 − 𝑥̅ instead of
𝑥̅ − 𝜕𝑥. This led to losing one mark. Many candidates wasted their time looking for the range of
within one standard deviation which was not required. Candidates must interpret the
questions correctly before they start answering.

(c). Provide suggestions for improvement in relation to Teaching and Learning

Statistics knowledge must be built up from grade 10. All learners must get used to their own
calculator; they must not get used to borrowing calculators when they are about to write
examinations. The topic should be addressed well in grade 10, most candidates will get

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maximum marks from the topic and boost their chances of passing if they have their own
calculators when the topic is taught.
Regular assessment of the topic will boost learners’ confidence. Teachers must plan and
prepare thoroughly to teach the topic. All teachers are strongly advised to attend 1 + 9
workshops in their districts before they start a new topic. Subject advisors should effectively
monitor curriculum coverage. Teachers must make sure that all learners have their calculators.

(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Many candidates are struggling with rounding off. This skill must always be assessed during the
year. When commenting on the correlation many candidates are not mentioning positive or
negative. Learners are supposed to be exposed to the calculator for them to calculate the
mean, standard deviation, correlation coefficient, equation of the least squares regression
line.

There are some candidates who swopped the values of A and B, others write the correct
values of A and B but substitute them wrongly in the equation. In question 1.2, some
candidates are substituting the 550 where there is 𝑦 instead of where there is 𝑥. A few
candidates rounded off the value of r and get 1 which becomes perfect. There are few
candidates who calculated the range instead of the mean. In Question 1.5.3 many
candidates leave the answer as interval, they are failing to count how many stops the driver
spent less than R99,50. Reading data from graphs must be part of regular assessment.

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QUESTION 2

(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

QUESTION 2
100 88 90

80

60 51

40

20 11

0
Qn 2.1 Qn 2.2 Qn 2.3 Qn 2.4

The question was not well answered by most of the candidates. Question 2.1 – 2.3 were well
answered, but 2.4 was poorly answered. Many candidates were able to add the frequency to
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get cumulative frequency. Question 2.2 and 2.3 depended on question 2.1, so many
candidates were able to use the previous question (question 2.1) to get the two marks.
(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
Question 2.4 was poorly answered mainly because the question was too long, and many
candidates who are First Additional Language speakers were not patient to read and answer
the question. The question required candidates to correctly put half of the absent teachers in
the correct interval. There are few candidates who struggled to complete the cumulative
frequency column.

(c) Provide suggestions for improvement in relation to Teaching and Learning

The best way for learners to master higher order questions is for teachers to assess them
regularly. All assessments tasks administered must have all cognitive levels. Teachers must also
plan with other teachers and make sure that all the concepts are fully prepared and taught.

Statistics knowledge must be built up from grade 10. All learners must get used to their own
calculator; they must not get used to borrowing calculators when they are about to write
examinations. If the topic is well addressed from grade 10, most candidates will get maximum
marks from the topic and boost their chance of passing.

Learners must be exposed on how to read information from graphs, tables, and cumulative
frequency tables.

All teachers are strongly advised to attend 1 + 9 workshops in their districts before they start a
new topic. The subject advisors must plan and arrange a day where teachers will meet and
plan for the topic to be taught. Teachers must make sure that all learners have their
calculators.

(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
There are some candidates who multiplied the upper boundary limits with the frequency to
get the cumulative frequency. Candidates failed to read from cumulative frequency for them
to answer question 2.3. Many candidates failed to apply the concept of estimated mean, a
concept taught in grade 10. Many candidates did not attempt to answer question 2.4.

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QUESTION 3

(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

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 120 QUESTION 3
100
100 95 91
82
80
61 64
60

40

20 10
9
0
Qn 3.1 Qn 3.2 Qn 3.3 Qn 3.4 Qn 3.5 Qn 3.6 Qn 3.7 Qn 3.8

Analytical Geometry from grade 10 and 11 was assessed in question 3. Most candidates were
able to answer question 3.1 to 3.6 well except for 3.4 which was partially answered. There is
evidence that most of the candidates revised thoroughly for this topic.
(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
Question 3.7 and 3.8 was poorly answered because many candidates failed to link and
integrate the concept of angle subtend by diameter will be 90. Angle L was given as 90 that
means SN will be the diameter and point P will be the midpoint of SN which is the centre of the
circle. Most candidates calculated the midpoint of SN and then applied the parallelogram
concept and calculated point P as
(6 ; 1) instead of (1 ; 1), many candidates lost marks. Question 3.8 depended on 3.7 many
candidates did not attempt to answer the question. Question 3.4 was testing inclination of
more than one line. Candidates mixed lines and were not able to identify the angle there
were working with.

(c) Provide suggestions for improvement in relation to Teaching and Learning

Teachers must always integrate other topics with Analytical Geometry. Team teaching and
planning is always encouraged to master the topic. When revising with learners, there must be
a session where integration of topics is revised in class. Subject advisors are strongly advised to
monitor curriculum coverage thoroughly.

(d)Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
In question 3.1 there are a few candidates who struggled to substitute in the distance formula.
The instruction of leaving the answer in surd form was not followed by some of the candidates.
There are still candidates who are failing to calculate the gradient properly. The few
𝑥2 −𝑥1 𝑦2 −𝑦1
candidates who got the wrong answer were calculating 𝑚 = instead of 𝑚 = . In
𝑦2 −𝑦1 𝑥2 −𝑥1

question 3.4 some candidates lost marks when they did not indicate the angle LKO. In
question 3.5 some candidates substituted the coordinates of S instead of L.
Some candidates used angle 𝜃 when calculating angle LKO, yet 𝜃 was given as angle of

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inclination of line NS. A few candidates calculated the 𝑥 intercept of line LN and SN and then
calculated the length of the sides below the x axis.
Learners must be encouraged to use the diagram provided in the answer booklet to indicate
all the angles that they have calculated to reach their answers. Teachers must always expose
learners to the use of diagrams by always providing learners with diagram sheets when they
are assessing them during the year.
QUESTION 4

(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

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 QUESTION 4
100
82 83 83
80

60 55
48
40

20 10

0
Qn 4.1 Qn 4.2 Qn 4.3 Qn 4.4 Qn 4.5 Qn 4.6

Grade 12 Analytical Geometry was assesed. Only question 4.1 to 4.3 were well answered by
most of the candidates. The candidates who were well taught circles were getting the
maximum marks.
(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
The candidates who got low marks failed to substitute the coordinates of D to calculate the
value of 𝑝. Many candidates failed to recognize that FG is perpendicular to FD in question 4.4.
Most of the candidates got 4.5 wrong because the radius was written as zero. Question 4.6
was a higher order question that many candidates failed to answer. Many of the candidates
did not attempt to answer the question at all.

(c) Provide suggestions for improvement in relation to Teaching and Learning

Translation of circles is part of the CAPS and it must be addressed well during the academic
year. The concept of transformation must be carefully integrated in Analytical Geometry
otherwise learners will lose a lot of marks. Learners must be encouraged to name the angles
that they are working with. Regular assessment of the topic is strongly recommended.

(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Some candidates substituted the value of 𝑥 instead of 𝑦 in question 4.1. There are some
candidates who failed to use brackets and ended up getting wrong answer, for example
instead of getting (−2)2 = 4, they get −22 = −4. In question 4.2 many candidates calculated
the midpoint of DF instead of applying the midpoint formula to calculate the coordinates of F.
In question 4.3 candidates swopped the 𝑥 coordinate and 𝑦 coordinate when substituting in
the equation of the straight-line DF. Some are getting the negative slope of the line.
Candidates must be encouraged to check the slope of the line so that they correct
themselves and avoid losing marks.
There are candidates who used the equation of DF and substitute the coordinates of G to get
a wrong value of 𝑡. in question 4.5, candidates failed to follow instructions and left the
equation of the circle as (𝑥 − 𝑎)2 + (𝑦 − 𝑏)2 = 𝑟 2 instead of 𝑎𝑥 2 + 𝑏𝑦 2 + 𝑐𝑥 + 𝑑𝑦 + 𝑒 = 0. Most of
the candidates did not attempt question 4.6.

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The formula for gradient has been incorrectly used by some candidates, instead of
calculating
𝑦2 −𝑦1 𝑥2 −𝑥1
𝑚= they used 𝑚 = . Application of perpendicular lines is still a challenge and must
𝑥2 −𝑥1 𝑦2 −𝑦1

be addressed adequately. The concept of collinear points, parallel lines and perpendicular
must be emphasized thoroughly.

QUESTION 5

(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

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 QUESTION 5
80 74
69 71
70

60

50

40 35 37
32
30
22
20 17
14
10

0
Qn 5.1.1 Qn 5.1.2 Qn 5.1.3 Qn 5.2.1 Qn 5.2.2 Qn 5.2.3 Qn 5.3.1 Qn 5.3.2 Qn 5.4

Question 5.1 was well answered because it was assessing on the basics of Trigonometry. Many
candidates were able to score some marks in the following sub questions.
(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
Question 5.2 to 5.4 were poorly answered because candidates did not apply the identities
properly, others failed to simplify Trigonometric expressions. Question 5.3.1 was straight forward
book work proof but many candidates failed to use the co ratio of sine to deduce the
compound angle identity. Question 5.3.2 was a follow up question to the book work which
candidates were supposed to score high marks, but they failed to link with the previous
question.

Question 5.4 was also poorly answered because candidates failed to break 3𝑥 to 2𝑥 + 𝑥 and
expand. Some candidates failed to use the correct identity for 𝑐𝑜𝑠2𝑥.

(c) Provide suggestions for improvement in relation to Teaching and Learning

Trigonometry is taught as the last topic in Term One when learners are busy writing March tests.
Many teachers fail to adequately teach and revise with learners before they write the
examination. Schools must not treat March Test as examinations. Teaching must still carry on
during the weeks that tests are administered. Trigonometry carries 50 marks in paper 2,
therefore the topic must be thoroughly taught, assessed, and revised. Subject advisors,
principals and teachers must ensure Annual Teaching Plan is adequately for each term.
Minimum / maximum value of the graphs need to be emphasized.

(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Some candidates drew the diagram in the first quadrant instead of second quadrant and
failed to substitute and simplify Pythagoras theorem. There are some that failed to choose the
correct value for 𝑥. There are candidates who failed to apply reduction formulae properly. In

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question 5.1.2 there are some candidates who failed to write the correct double angle of
𝑠𝑖𝑛2𝑥, they wrote it as 2𝑠𝑖𝑛𝑥 instead of 2𝑠𝑖𝑛𝑥𝑐𝑜𝑠𝑥.

In question 5.4 candidates failed to expand sin (3𝑥) correctly. Many candidates failed to
prove the identity because they failed to manipulate Trigonometric expressions when
removing brackets. Application of minimum value was poorly answered because candidates
failed to link the Left-Hand Side and the Right-Hand Side of the expression. Some candidates
struggled with the general solution, and they lost marks for not considering both quadrants
and not writing 𝑘 as an integer. Some candidates write the minimum value as 𝑥 = 0 instead of
𝑦 = 0. Minimum and maximum values refer to the 𝑦 values of the function.

Candidates wrote the general solution whilst they were to give a specific angle.

The topic must be thoroughly assessed and revised. All topic tests must include Trigonometric
questions.

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QUESTION 6

(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

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 QUESTION 6
80 70
70
60
50
40
28 26
30 23 24
20 12
10
0
Qn 6.1 Qn 6.2 Qn 6.3.1 Qn 6.3.2 Qn 6.4 Qn 6.5

Question 6.1 was well answered by most candidates. The basic concept was taught in grade
10 and advanced in grade 11. The concept was mastered properly.

(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
The questions 6.2 to 6.5 were poorly answered because Trigonometric graphs and application
is not adequately covered during teaching and learning. Revision of Trigonometric graphs
should be done before June examinations. Transformation is a concept that should be
integrated when graphs are being taught.
The topic must be assessed regularly.

(c) Provide suggestions for improvement in relation to Teaching and Learning

Trigonometric graph is a concept that learners are likely to score high markers if they are
taught well. Teachers must attend workshops organized by the district subject advisors to
address content gap in the topic. 1 + 9 workshops can be utilized to assist with preparation of
the topic before it is taught.

(d)Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Candidates failed to read information from the graph. Many wrote the lower limit of the range
as -1 instead of −0,7071. A few candidates wrote the domain as range. Interval notation was
not properly done in the three questions that were asking about interval notation. Some
candidates wrote the period as the interval for example 𝑝 = (0°; 180°). In question 6.3
candidates lost marks for wrong notation even if the end points were correct. Transformation
concept was not answered properly as well as reduction of −cos (𝑥 + 90°). In question 6.4
candidates left their answers as general solution, they did not get the specific angle in the
interval.
Reading from the Trigonometric graphs should be done thoroughly in grade 10 using one
graph before integrating with other graphs. When teaching Functions, interpretation of graphs
must be thoroughly taught.

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QUESTION 7

(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

QUESTION 7
40 38
35
35
30 27
25
20
15
10
5
0
Qn 7.1 Qn 7.2 Qn 7.3

Question 7.1 was fairly answered. 3D Trigonometry is another concept that is not being fully
addressed in teaching and assessment.
(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
The question was poorly answered probably because the topic was not thoroughly taught in
class. The

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concept is supposed to be addressed properly in grade 11. The candidates failed to identify
the correct triangle to work with.

(c) Provide suggestions for improvement in relation to Teaching and Learning

The 2 D Trigonometry should be thoroughly taught in grade 11, and more exercises should be
given when learners are in grade 12 including 3 D Trigonometry.

(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Most candidates failed to read the information given and analyse the 3 D diagram. Many
failed to recognize and use the right-angled triangle. Most candidates were not able to
choose the correct angles and sides to apply in the sine rule and area rule. Many candidates
struggled to make SK the subject of the formula. Many candidates failed to apply the
concept of angle of depression to find angle RKS. There are quite a few candidates who
failed to substitute and simplify to get the required angle.

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QUESTION 8

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(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

QUESTION 8
70 65 65
57
60 52
50
40
30
20
10
0
Qn 8.1 Qn 8.2 Qn 8.3.1 Qn 8.3.2

The application of Euclidean Geometry was well answered.

(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
The formal theorem of Euclidean Geometry was done in grade 11 but many candidates failed
to get full marks in the question. In Question 8.1 some candidates failed to construct the line
joining KO produced and as it became breakdown and candidates lost marks. In Question 8.2
they failed to link the two angles that will give them the required answer of 𝑥 = 32°. The
mistakes, that were done by many candidates was to multiply angle 𝑂1 by 2 to get A instead
of dividing by 2. In question 8.3 candidates lost marks for writing wrong reasons for example in
8.3.1 many wrote line from centre perpendicular to the chord instead of writing angle in a

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semicircle or angle subtended by diameter. In question 8.3.2 many candidates failed to use
Pythagoras theorem properly and wrote a wrong a reason for the statement AM = MB.

(c) Provide suggestions for improvement in relation to Teaching and Learning

Formal proofs should be over emphasized when teaching the concept. Solving riders must be
done on a regular basis. If Euclidean Geometry can be taught adequately learners will be
confident to solve riders. Subject advisors should arrange more workshops to cater for content
gap that teachers might have.

(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Candidates failed to construct and name angles properly. There are candidates who used
tan chord theorem and angles in the same segment theorems to prove that angle at the
centre is twice the angle at the circumference. These theorems are proved using angle at the
centre is twice the angle angle at the circumference. In question 8.2 many candidates failed
to connect the two angles that can be used to give them the correct answer.

QUESTION 9

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(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

QUESTION 9
60
49
50 44
40
30
20
10
10
0
Qn 9.1 Qn 9.2 Qn 9.3

Question 9.2 was well answered because candidates did not struggle in matching the angles
since it was given.
(b) Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
Proportional theorem question was not well answered as most candidates lost marks for not
writing the correct reason and indicating parallel lines. There are some candidates who
applied the midpoint theorem, some failed to write correct ratios. In question 9.3 they
equated the ratio to the actual length.

(c) Provide suggestions for improvement in relation to Teaching and Learning

Proportional theorem must be taught thoroughly and revised adequately for learners to get
more marks. 1 + 9 planning workshops organised by subject advisors should be done on a
regular basis. The use of technological applets for example Geogebra must be used to make
learners understand the topic better.

(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Some candidates wrote proportional theorem without indicating the parallel lines. In question
9.2 there are candidates that wrote third angle of triangle as a reason, yet they were referring
to the second angle. It must be clear that reasons like third angle and sum of angles in a
triangle must be written when referring to the third angle only and logic must be followed
always. Proportional theorem reason must be accompanied by parallel lines.
In question 9.3 many candidates assumed that DF is half of AB.

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QUESTION 10

(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?

QUESTION 10
30
26
25

20

15
9
10
5
5

0
Qn 10.1 Qn 10.2 Qn 10.3

Question 10 was poorly answered with the average of 14%. Most of the candidates failed to
find a set of exterior angles to work with and conclude that 𝑆3 = 𝑆4 .

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(b). Why were the questions poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
One of the possible reasons candidates failed to get the correct answer was that the diagram
was overcrowded with many small numbers. It took time for candidates to analyse the
diagram and answer the questions. Some candidates used their own methods that are not in
the marking guideline.

(c) Provide suggestions for improvement in relation to Teaching and Learning

Euclidean Geometry must be taught thoroughly and revised adequately for learners to get
more marks. 1 + 9 planning workshops organised by subject advisors should be done on a
regular basis. The use of technological applets for example Geogebra must be used to make
learners understand the topic better. The best way to pass Euclidean geometry is to practice.

(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
A few candidates assumed that APQR is a kite. There were candidates who were just throwing
statements and reasons, but they did not led them to the required solution.

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