CURRICULUM GRADE 10 -12 DIRECTORATE

NCS (CAPS) SUPPORT

LAST PUSH TEACHER SUPPORT

DOCUMENT

MATHEMATICAL LITERACY

GRADE 12

2024
 FINANCE - FINANCIAL DOCUMENTS
1. Finance Make sure learners are able to:
(±60% Paper 1) Define (explain) the meaning of financial terms
Calculate total income/ expenses from a given set of amounts and analyse the break-even
point;
Calculate profit/loss if income and expenses are both given;
Substitute into a given formula;
Rounding should be done according to the given context;
Read information directly from a financial table;
Calculate simple interest and compound interest without using a formula;
Increase or decrease a given amount by a certain percentage;
Calculate a one-step currency fluctuation and exchange rates;
Identify exchange rates between two currencies from the table
Show awareness of the significance of digits.
Calculate PAYE/personal tax.

Terms/Vocabulary Refer to terminology document

Background and Exposure to the different financial documents from grade 10 and 11 skills.
knowledge Terminology used in financial documents.
Calculating unknown values in financial documents.
VAT basic skills
Resources needed for Different financial documents
teaching Tax documents
Errors and misconceptions Financial documents are not read correctly.
Unable to define terms which leads to difficulty in understanding the questions.
Incorrect calculations done for example VAT.
Poor substitution skills.
Definition of terms often not done according to given context even when asked.
Methodology Expose learners to as many different types of financial documents.
Keep reinforcing the terminology.
Demonstrate the different calculations for example VAT inclusive and VAT exclusive
amounts.
Remind learners to answer according to the context of the question.

FINANCE TARIFF SYSTEMS

Terms/Vocabulary Refer to terminology document
Background and In this section we will learn about:
knowledge Tariff systems includes municipal tariffs, telephone tariffs, transport and bank fees.
How to calculate cost given tariffs and to draw graphs of tariff systems
 Be able to compare two or more different options for tariff systems by performing
calculations to determine the most appropriate option for individuals.
Solve problems that involve reverse calculations (Given the amount learners must calculate
the usage).
Resources needed for Municipal statements
teaching Municipal tariff charges
Telephone/Cellphone tariffs
Banking tariffs
Textbooks
Just in time booklets
Errors and misconceptions Learners fail to work with a scenario that has a fixed cost when working with calculations.
Confusion with money. e.g cents to Rands
Learners display difficulty with VAT Incl and Excl amounts.
Unable to calculate to maximum units per block.
learners are unable to understand this concept. This must be reinforced.
Methodology Learners need to be exposed to different types of tariffs.
Explain that some tariffs, for example electricity tariffs may need conversions from cents to
Rands or vice versa.
Tariff tables may be including or excluding VAT. Learners must identify this prior to
calculations.
FINANCE - INCOME, EXPENDITURE, PROFIT AND LOSS
COST PRICE, SELLING PRICE & BREAKEVEN
Terms/Vocabulary Refer to terminology document
Background and Difference between income and expenses
knowledge Difference between fixed, variable, occasional
Defining terms related to income, expenses etc.
Percentage increase/ decrease skills.
Ratios
Table of values, formula and graphs for breakeven
Resources needed for Past exam questions
teaching
Errors and misconceptions Learners lack understanding of terminology in this topic.
Poor percentage skills.
Learners fail to round off correctly.
Plotting and joining points pose a problem.
Interpreting from the break-even graph to determine break even point or number of items
required at break-even point.
Methodology Discuss all terminology thoroughly with learners and distinguish between terms.
 Use practical examples to encourage critical thinking.
Learners must be taught to use the given resource and not to rely on their general knowledge.
Expose learners to big numbers. Writing large numbers in words or in numbers should be
regularly assessed.
More activities on break-even scenarios covering tables, formula and graphs.

FINANCE- INTEREST AND BANKING

Terms/Vocabulary Interest
Interest rate
Simple and compound interest
Refer to terminology document
Background and knowledge Percentage skills
Rounding off money to two decimal places.
Financial documents.
Understanding the different compound interest scenarios.
Resources needed for Past exam questions
teaching Financial documents
Errors and misconceptions Unable to differentiate between simple and compound interest
Within compound interest, learners confuse the compounding periods e.g half yearly,
quarterly etc.
Some learners still use a formula to calculate Simple and Compound interest. This is not
as per the CAPS document.
Confusion between interest on investments and loans.
Methodology Emphasise rounding off.
Different types of banking accounts should be discussed so learners are familiar.
Basic skills about interest and percentage must be reinforced.
Expose learners to different types of simple and compound calculations.

FINANCE - TAXATION
Terms/Vocabulary Refer to terminology document
Background and knowledge Knowledge of tax table and deduction table
Revise UIF, pension deduction, donation.
Rebates, threshold and medical tax credits.
Resources needed for Tax tables
teaching Payslip
IRP5
Errors and misconceptions Confusion between taxable income and tax payable.
Incorrect tax brackets used or formula from tax bracket not used correctly (eg the
 amount above....)
REBATES : Learners tend to add rebate instead of subtracting it. Some learners forget
the rebate entirely. Be careful of accumulated rebates.
MEDICAL TAX CREDITS : some learners do not multiply by 12.
Methodology Reinforce terminology used in this topic.
Begin by explaining how to calculate taxable income.
Discuss and explain how to use the tax bracket correctly (emphasise the steps like 31%
of the amount above....). Expose learners to different tax brackets to practise the
different styles.
Ensure that you expose learners to tax bracket one.
Explain the subtraction of the rebate according to the age.
Medical tax credits only if applicable.
Remind learners to read the question to calculate monthly tax or annual tax.

FINANCE- INFLATION AND EXCHANGE RATES

Terms/Vocabulary Refer to terminology document
Background and knowledge Percentage increase and decrease skills
Stronger and weaker currencies
Ratio skills
Resources needed for Current exchange rates
teaching
Errors and misconceptions Exchange
know when to multiply or divide.
Inflation : when learners see a lower percentage for the next year they automatically
assume that the price decreased .
Poor percentage skills failing to work with negative values during price decrease.
Methodology Exchange rates : expose learners to different currencies and calculations on each.
Discuss and explain when to multiply and divide.
Inflation : explain the percentage calculation when learners need to find original price
of items after a percentage change.
Reinforce the concept of a lower percentage for the next year means there will still be an
increase, but by a smaller amount.
Expose learners to graphs relating to the context of inflation.
 QUESTION 1[68]

Ques Solutions Explanations L&T

1.1.1 Bank statement-is the document showing the details of all transactions 2O correct explanation F
E (2) L1
E
1.1.2 Cheque account A 2A correct type of F
account L1
(2) E

1.1.3 June A 2A correct month F

(2) L1
E

1.1.4 Automated Teller Machine A 2A correct answer F

(2) L1
E

1.1.5 Mr. O. Ntusi A 1A correct F

FINANCE Bank accountholder L1
1A correct bank E
(2)
1.1.6 Debit- account showing a payment 2E correct debit
made from his account. E explanation F
Credit- 2E correct credit L1
into the account. E explanation
(4)
1.1.7 A = R29 148.23 R1 500 MA 1MA subtracting
= R27 648.23 A correct values
B = R21 490.23 R18 990.23 1A correct value of A
= R2 500 A 1A correct value of B F
C = R57 526.25 R57 929.51 1A correct value of C L2
=R403.26 A 1A correct value of M
D = R57 416.25 A D
(5)
1.1.8 Total bank fees 1RT for first 5 correct
RT values
= R12.50+R52.50+R18.00+R40.00+R24.00+R6.00+R8.88 1RT for the second 5
RT correct values
+R12.50+R403.26+R110 M 1M adding correct F
=R687.64 CA values L2
1CA correct answer E
(4)
1.1.9 Closing balance- 2E correct explanation F
30th of June 2024. E (2) L1
E
1.1.10 × 100 M 1RT correct values F
1M % concept L4
=7.398136903%
1Acorrect answer M
=7.4%
1O correct reasoning
His statement is incorrect.
(4)

1.2.1 0000 050 A 2A correct answer F

(2) L1
E
1.2.2 VAT A 2A correct answer F
(2) L1
E
1.2.3 Invoice is the document that details all the items bought by Pearl 2A correct document F
and the amount due. name L1
(2) E

1.2.4 A=2×R6 499.00 MA 1MA multiplying

=R12 998.00 A correct values
B=R19 000 ÷ 50 MA 1A correct answer
=380 A 1MA
C=R94 134.94× MA 1A F
1MCA L2
=R14 120.24 A
1CA D
D=R94 134.94+R14 120.24 MCA
OR
=R108 255.18 CA
1MA multiplying
OR
correct values
D=R94 134.94 × 1.15 MA
1A correct answer
=R108 255.18 A
(8)
1.2.5 One hundred and eight thousand two hundred and fifty five rands 2A correct answer F
eighteen cents A (2) L1
E
1.2.6 One plate = R380÷6 RT M 1RT correct values
= R63.33333333 1M dividing by 6
= R63.33 CA 1CA correct answer
OR OR
Total number of plates = 50×6 1A for 300
= 300 A 1M dividing by 300 F
One plate = R19 000 ÷300 M 1CA correct answer L3
= R63.333333333 (3) D
= R63.33 CA

1.2.7 Total dessert bowls = R4 260÷R142 MA 1MA dividing by R142

= 30 A×10 M 1S simplification
= 300 CA 1M multiplying by 10 F
1CA correct answer L3
(4) M

1.2.8 Total number of glasses = 1MA dividing and

(R11 985.00÷R799.00×12) MA+(R12 600.00÷R1 800×48) MA
+ multiplying correct
(R14 380 ÷R719.00×24) MA values F
=180+336+480 S 1MA dividing and L3
=996 A multiplying correct D
values
1MA multiplying and
dividing correct values
1S correct
simplification
1A correct answer
(5)
No. of crates of 48 = R12 600 ÷ R1 800 MA 1MA dividing correct F
1.2.9 =7 values L2
1A correct answer M
(2)
1.2.10 RT× 100 M 1RT reading correct
values F
= 20.18379148%
1M % concept L4
=20.18% A
1A correct answer M
The statement is valid. O
1O correct reasoning
(4)
1.2.11 R6 499.00× M 1M multiplying correct
values F
R6 160.1895734 S
 R6 160 R 1S correct L3
OR simplification M
R6 499.00 ÷ 1.055 M 1R correct rounding
= R6 160.1895734 S (3)
= R6 160 R
1.2.12 They break easily. O 2O correct F
explanation L4
(2)

QUESTION 2

Num Solution Explanation TL and

mark
2.1.1 Tariff refers to the rate of consumption of electrical power 2A TL 1
2
2.1.2 650kWh 400kWh 1M subtracting correct TL1
= 250kWh values
1A answer 2
2.1.3 = 15,1% 1 A numerator TL 2
1A denominator
1M concept of % 3
2.1.4 2022/2023
100 × 209,70c =20970c
300 × 245,41c =73623c 1 M correct values from TL4
10 × 267,38c = 2673,80c tariff table
Total = 97266,80c ÷100 1CA answer
= R972,67 ×1,15
= R1118,57 1CA Answer

2023/2024
100 × 241,37c =24137c
300 × 282,47c =84741c
10 × 307,75c = 30775c
Total = 139653c ÷100 1CA answer 7
= R1396,53 ×1,15
1CA Answer
= R1606,01

DIFFERENCE = R1606,01 R1118,57

1 CA difference
= R 487,44
STATEMENT IS INVALID. HE IS PAYING LESS THAN R500
1J
MORE THAN THE PREVIOUS YEAR.
2.1.5 Turn off lights and appliances when not in use. 2O TL 1
Use energy saving light bulbs
 Accept any logical explanation related to saving electricity. 2

2.1.6 R828,13 = 82813c 1 M conversion TL 2

100 × 209,70c =20970c {82813-20970 = 61843} 1 A difference
61843 / 245,41 = 252kWh 1CA kWh in block 2 4
100 + 252 = 352 kWh used. 1CA total kWh

TELEPHONE TARIFFS
2.2.1 500 : 750 1A TL1
=2:3 1A simplification 2
2.2.2 Flexon 2 TL 3
R119 + (110 × R2,75) = R421,50 1A correct mins 110
1CA answer flexon 2
Flexon 4
R169 + (85 × R2,75) = R402,75 1A correct mins 85
1CA answer flexon 2 5
Flexon 4 is the cheaper option 1 CA statement
2.2.3 Flexon 2 : R119 × 24 = R2856 1A flexon 2 total TL 2
Flexon 4 : R169 × 24 = R4056 1A flexon 4 total
Difference = R4056 R2856
= R1200 1CA difference 3
2.2.4 a 1A fixed cost TL1
Cost (Flexon 4) = R169 + R2,75 (no.of minutes -100) 1A no of mins × rate 2
b A = R119 2A TL2
B = R169 + (75 × R2,75)
= R372,25 1M correct formula 4
1CA
c TL3
1A Start point 4

1A constant till 100min

1A shape

1A end point
 Cost of using Flexon 2 and Flexon 4 options
500
450
400
350
300
250
200
150
100
50
0
0 25 50 75 100 125 150 175 200 225
number of minutes

d Flexon 2 2A TL1
2

QUESTION 3
QUE. Solution Explanation T/L
3.1.1 Kilolitres A 2A, correct units F
Accept kl L1
(2) E
3.1.2 4 or FOUR A 2A, number of units F
(2) L1
M
3.1.3 R46,76 ×100 MA 1MA, R46,76 by 100 F
=4676cents A 1A, tariff in cents L2
(2) M
AO
3.1.4 Number of kl = 27 000÷1 000 M 1M dividing by 1000 F
= 27 kl A 1A correct kilolitres L4
Cost = (6x0)+(4x22,56)+(5x23,28)+(5x27,82)+(7x50,36) D
= R0+R90,24+R116,4+R139,10+R352,52 SF 1MA correct blocks
=R698,26
Claim is not VALID O 1S: simplification
1CA, total cost
1O: opinion (6)
3.2.1 All values must be rounded up to the nearest hundred or 2O correct explanation F
thousand. O L1
OR M
The fraction of the amount withdrawn will be taken as full R100
or R1000 (2)

3.2.2 R80 A 2A correct amount (2) F

L1
E
3.2.3 Cash deposit fee = R13 000-R8 000 MA 1MA subtracting correct values F
= (R7 000÷R1000) x R9 MA 1MA multiplying by R9 L2
=R63 MA 1A Correct Bank charge D
 (3)

3.3.1 MA 1MA multiplying by 3 F

Tollgate costs = R17,80x3x2 MA 1MA multiplying by 2 L2
= R106,80 S 1Simplification M
(3)
AO

3.3.2 Previous tariff = R5x(R100÷125) MA 1M, Dividing by 125% F

= R4 S 1MA percentage concept L2
1A simplification D
(3)

3.3.3 A= 0xR8 =R0 A 2A correct answer F

L3
B= 400+(150-100) x5 2A correct answer M
= 650 A
2A correct answer
C= 1050-400 = (650÷5) +100 = 230 A (6)

OR AO

C= 1840÷8=230 A

3.3.4 Company B has no hiring fee, meaning the school will only pay 2 opinion (2) F
for kilometres travelled. O L4
M

QUESTION 4 [45MARKS]

QUES Solution Explanation TL

4.1.1 Total expenses = R1 200 A+ ( R40 A × Number of 1A, Fixed charge F
lamps MA ) 1A, R40,00 TL3
1MA, multiplying by E
no lamps (3)
4.1.2 A = R1 200 A 1A, Answer F
B = R1 200 + ( R40 × 20 ) SF = R2 000 A 1SF,substitution TL3
C = R2 800 = R1 200+ ( R40 × Number of lamps ) SF 1A, Answer M
R2 800 - R1 200 = R40 × Number of lamps 1SF,Substitution
Number of lamps = M= 40 A 1M, Dividing by R40
1A, Answer
D = R100 × 40 M= R4 000 A
1M, Multiplying by 40
1A, Answer (8)
4.1.3 Income = R100 × 75= R7 500 A 1A, Answer F
Total expenses = R1 200 + ( R40 × 75 ) = R4 200 A 1A, Answer TL4
Profit/Loss = Income - Expenses 1M, Subtracting correct values M
= R7 500 - R4 200 M 1A, number of lamps (4)
= R3 300
Number of lamps sold is 75 A
4.1.4 % profit = SF× 100 M A 1SF, Substitution F
1M, Multiplying by 100 TL3
1A, Answer (3)
4.2.1 Fixed expenses - the amounts that must be paid every week/month 2E , Explanation F
and which stays the same. E TL2
E
Variable expenses - expenses that change over time or from one 2E , Explanation
week/month to the next. E (4)
 4.2.2 R13 567 + R10 790 + R2 400 MA = R26 757 A 1MA, Adding correct F
values TL1
1A, Answer (2) E
4.2.3 Fixed Variable Occasional 2A, Fixed expenses F
Car insurance Groceries Television repair 1A, Variable expenses TL1
School fees Water & Entertainment A 1A, Occasional expenses M
A electricity (4)
Scholar Fuel A
transport
DSTV A
Funeral plan
Car
instalment
4.2.4 The Ntombela`s budget for the month A 1A, Heading F
MONTHLY MONTHLY EXPENDITURE 1A, Structure TL 2
INCOME 2A, Total expenditure M
SALARY R13 CAR R1 300 (4)
567 INSURANCE
SALARY R10 ENTERTAINM R2 700
790 ENT
TUCK R2 SCHOOL FEES R4 700
SHOP 400
SCHOLAR R1 500 A
TRANSPORT
DSTV R799
FUNERAL R899
PLAN
CAR R9 764,54
INSTALMENT
GROCERIES R3 500
WATER & R2 300
ELECTRICITY
FUEL R2 000
TEVEVISION R750
REPAIR
R26 R30 212,54 A
757
4.2.5 Surplus/Deficit = Income Expenditure 1M, Subtracting correct F
= R26 757 R30 212,54 M values TL 2
= - R3 455,54 A 1A, Answer M
It will have a deficit. C 1C, Conclusion (3)
4.2.6 R26 757 + R2 400 MA= R29 157 1MA, Adding R2 400 F
Surplus/Deficit = Income Expenditure 1MA, Subtracting TL 4
= R29 157 R30 212,54 MA Correct values M
= - R1 055,54 (Deficit) A 1A, Answer
Mr Ntombela`s claim is invalid. C 1C, Conclusion (4)
4.3.1 R279,9 billion × 1 000 000 MA = R279 900 000 A 1MA, multiplying by 1 000 F
000 TL2
1A, Answer (2) E
4.3.2 % profit = SF × 100 M 1MA, Subtracting correct F
values TL4
= 3,533862597 1SF, Substitution D
R 1M, Multiplying by 100
1R, Rounding off (4)
QUESTION 5
Solution Explanation T/L
5.1.1 M A 1 M adding F
5:00 + 1 h + 1 h 30 min = 7:30 am 1A answer L1
E
5.1.2 SUGAR F
1g = 1,1829 ml L2
= 60 ml M
A
1 M converting 60 ml
50,722799 g = 60 ml
10 kg = R350
0,050722799 kg =
A = R1,78 CA 1 CA answer
MARGARINE
500 g = R20,99
60 g = x 20,99
B = R2,52 A 1A answer
ANCHOR YEAST
1M dividing by 48
C= M
1A answer
= R3,96 A
TOTAL 1CA answer
D = R48,29 CA
5.1.3 Cost price 2A explanation F
packaging one vetkoek. A L1
E
5.1.4 Use D from 1.1.2 1MCA dividing by 24 F
Cost price = MCA 1 CA answer L1
1 R rounding to the nearest rand D
= R2,01 CA
= R2,00 R
5.1.5 1A fixed expense F
Monthly Expenses = 100 + 2 x no. of vetkoek 1A variable expenses L1
M
5.1.6 MA 1MA calculating the map up price F
Selling price = R2 + (100% x 2) 1CA answer L2
= R2 + R2 D
= R4 CA
Profit = R4 R2 1CA answer
= R2,00 CA
5.2.1 SDS 1A starting point F
1A (50;200) TL3
1CA joining points D
1A labeling the graph
5.2.2 50 vetkoek 2R reading from the graph F
L2
E
5.2.3 X 4 MA = R7 A 1MA multiplying 4 by 175 F
1A answer L4
M
1M concept of break-even point M
INCOME = EXPENSES
1MA dividing 100 by 5
7 x n = 100 + 2 x n (where n = no. of vetkoek)
1CA answer
7n 2 n = 100 1J justification
5 n = 100 OR
N = MA
= 20 CA
Her statement was INVALID J
1MA multiplying 75% by 4
1A answer
OR
1M concept of break-even.
MA
75% x 4 = R3
R4 + R3 = R7 A
1M diving 100 by 5
M
INCOME = EXPENSES
1CA answer
7 x n = 100 + 2 x n (where n = no. of vetkoek)
1J justification
7 n 2 n = 100
5 n = 100
N = MA
= 20 CA
Her statement is INVALID J
ANNEXURE A

INCOME AND EXPENSES OF NOMZAMO'S BUSINESS

700

600

500

INCOME
A
400

EXPENSES
300

CA

200

100
A

0
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150
NUMBER OF VETKOEK
QUESTION6 (31 MARKS)
SOLUTIONS Explanation Total
6.1.1 Is the agreement made by the store and the client to take goods on credit and 2E explanation F
pay on monthly basis? L1
E
OR

Is the method of payment where a customer is allowed to pay for the goods on
monthly basis while using them?
6.1.2 R759 800 RT 2RT cash price F
L1
E

6.1.3 R759 800 1A correct percentage F

1M multiplying by L2
=R83 578
cash price
1CA simplification

6.1.4 F
L3
Deposit +(71 months ×monthly instalment) + Residual 1M multiplying by 71 D

=R83 578 + (R71 months × R11 200) + R113 970

=R83 578 + R795 200+R113 970 1MA adding correct
=R992 748 deposit
1MA adding correct
residual
1S simplification
1CA final amount

6.1.5 R992 748 R759 800 1S subtracting F

=R232 948 1A answer L2
E

6.2.1 Monthly interest rate 1RT for 12,5% F

1 for dividing by 12 L1
=1,04166667%
M

6.2.2 Interest is the amount of money added on the investment or charged on the 2C correct definition F
money borrowed. L1
E
Interest rate is the percentage used to calculate the added or charged. 2C correct definition
6.2.3 1C period in months F
Investment =24 × R2400 1MA multiplying by L2
=R57 600 24 months E
1A answer
6.2.4 Annual interest rate =12,5% F
L3
Half year interest rate = 1MA dividing 12,5% D
by 2
=6,25%
1MCA half yearly
First year =R57 600 ×
percentage
= R64 800
1M adding the
Second year =R64 800 × interest
=R72 900 1CA 1st year closing
balance
Half yearly =R72 900 ×
=R69 577,8984 1CA 2ND closing
=R77 638,50 balance

1CA final balance

6.2.5 R77 638,50 R57 600 1MA subtracting F
=R20 038,50 correct values L1
1A answer E

QUESTION 7
Electronic Fund Transfer 2 correct writing in F
7.1.1 full L1
E
7.1.2 All values must be rounded up to nearest number of hundreds. 2 correct explanation F
L1
E
7.1.3 R40.00 2 RT Accuracy F
L1
E
7.1.4 Withdraw = R2.07 per R100 or part thereof A 1 A using a correct
=R2.07 × 190 A formula
=R393.30 CA 1A calculation F
number of R100 (190) L2
1 CA answer M
7.1.5 Deposit (bank)= R8.40 + R1.58 per R100 or part 1 A Formula &
Thereof substitution F
=R8.40 + R1.58 ×190 SF 1 CA answer L2
=R8.40 + R300.20 M
=R308.60 CA
7.1.6 ATM = R3.75 + R0.76 per R100 or part thereof 1 A Correct
=R3.75 + R0.76 × 190 SF substitution
=R3.75 + R144.40 1CA answer
= R148.15 CA 1 subtracting correct F
Difference = R303.60 R148.15 values(CA from 7.1.5) L3
=R154.85 CA 1A Difference M
7.1.7 a) R4.00 A 2 RT Accuracy F
b) No charge or R0.00 A 2 RT Accuracy L1
E
7.1.8 EFT A 2 RT F
L1
E
7.2
7.2.1 TNM Bank 1 Correct formula
Cash withdrawal= R3.90 + 1.17% of the value 1 A Correct
= R3.90 + 1.17% ×R970.00 A substitution
= R3.90 + R11.25 1 CA Answer F
=R15.25 CA L2
M
7.2.2 ZZS Bank 1 A Correct
Cash withdrawal= R2.00 + R1.00 per R100 or part thereof substitution
= R2.00 + R1.00 × 10 A 1 CA Answer
= R2.00 + 10 F
= R12.00 CA L2
M
7.2.3 SOM Bank = R3.75 + R1.00 per R100 or part thereof 1A Correct
= R3.75 + R1.00 × 12 A substitution F
= R15.75 CA 1CA Answer L2
M

7.2.4 Debit orders

ZZS Bank = R5.00 RT 1RT Accuracy
SOM Bank = R3.75 + R1.00 per R100 or part thereof 1A Correct
= R3.75 +R1.00 × 2 A substitution F
= R5.75 CA 1CA Answer L4
C 1C conclusion M

QUESTION 8
SOLUTION EXPLANATION T/L
8.1.1 Basic salary is a monthly fixed earning Nolwazi receives excluding other 2E, Explanation F
earning(bonus) has been added. O L1
(2) E
8.1.2 Annual basic salary = R38 400 ×12 months MA 1MA, Multiplying by F
=R460 800 A 12 L1
1A, Answer E
(2)
8.1.3 MA 1MA, Multiplying by F
Annual pension fund contribution= R460 800 ×7,5% 7,5% L2
=R34 560 A 1A, Annual pension E
(2)
8.1.4 MA F
Annual taxable income= R460 800 R34 560 +(0,80×R38400) MA 1MA, Subtracting L3
=R460 800 -R34560+R30720 MCA pension M
=R456 960 1MA, Using 80%
1MCA, adding bonus
(3)
8.1.5 MA F
MATC= R364+R364+R246+R246 1MA, Adding correct L2
MA values M
=R1220×12 MA 1A, Monthly MATC
=R14 640 A 1MA, Multiplying by
12
1A, Annual medical
 credit.
(4)
8.1.6 SF F
Tax payable = R77362+0,31× (R456 960-R370500) 1SF, Substituting L3
=R77362+0,31×R86460 S correct taxable M
MA 1S, Simplification
=R77362+R26802,60-R17 235 1MA, Subtracting
=R86 929,60 MCA rebates
12
=R7 244,13 CA 1MCA, Annual
taxable inc.

1CA, Monthly taxable

income
(5)

8.1.6 So that the government will be able to provide public funding for goods and 2O, Opinion F
services/ provide support social programs. O L4
(2) D
8.2.1 R905 508 RT 2RT, Answer F
(2) L1
M
8.2.2 RT 1RT, R409 F
Annual tax deduction =R409×12months MA 1MA, Multiplying by L1
=R4 908 A 12 months D
1A, Answer
(3)
8.2.3 RT 1RT, Two correct F
=R13767 + R13867 values L4
2 MA 1MA, Dividing by 2 D
A 1A, R13 817
=R13 817×12 months MA 1MA, Multiplying by
=R165 804 12months

(4)
8.2.4 M F
Monthly tax = 0,18 ×R173076 1M, Correct tax rate L2
M M 1M, Subtracting 1st M
=R31153,68-R17235-R9444-R3145 &2nd rebates
=R1329,68 MCA 1M, Subtracting 3rd
12 rebates
=R110,80 CA 1MCA, annual tax
=R111 payable
1CA, Answer

(5)

QUESTION 9 [45] Inflation Marking Guideline

9.1. Solution Explanation T/L

9.1.1 Inflation is general increase in the price of food and the fall of the purchasing 2O correct F
power over the period of time. O explanation L1
(2) E
9.1.2 R55.90 A 2A correct answer F
L1
E
(2)
9.1.3 RT 1RT correct values F
R79.99 R35.00 M 1M subtracting correct L2
values E
= R44.99 CA
1CA correct answer
(3)
9.1.4 RT 1RT correct values F
Percent increase = R118.99 R52.99 x 100 M 1M % concept L2M
1CA correct answer
R52.99
1R correct rounding
= 124.5518 % CA (4)
= 124.6 % R
9.1.5 2024 - R16.99 RT 1RT for R16.99 F
1M multiplying by L2D
2025 R16.99 X M
104.6%
= R17.77 S 1S correct
simplification
2026 - R17.77 X M
1M multiplying by
= R18.64 CA 104.9%
1CA correct answer
(5)
9.1.6 Inflation rate = x 100 A 1A Formula F
1SF substituting L3M
x100 SF correct values
1S correct answer
= 5,3% S
1A identifying the
2024 A year (4)
9.1.7 Between year 2023 to 2024 price increased at bigger rate ( 5.3% compared to a 2O explanation F
previous rate of 4,26%), and in 2025 is expected to increase at lower rate. O L4D
2A impact
The Impact of Inflation Purchasing power falls
(4)
and prices rise. O
9.2
9.2.1 Exchange rate the value of one currency expressed in terms of another 2O explanation F
currency. O (2) L1E

9.2.2 Japan A 2A correct answer F

(2) L1
E
9.2.3 1Real ÷ 5.64 Real MA 1MA dividing correct F
1 Real = $0.150 A values L2E
1A correct answer
(2)
9.2.4 R235 000÷ R18.27 MA 1MA dividing by F
= $12 862.61631 A R18.27 L2M
1A correct answer
(2)
9.3 Japanese Yen is gaining a strength. O 2O explanation F
(2) L3
M
9.4 From South Africa Rand direct to Brazil Real 1MA dividing by F
R560 000 ÷ R3.24 MA R3,24 L4D
 = 172 839.5062 Real A 1A correct Real
Via Botswana Pula
R560 000 ÷ R1.35 MA
1MA dividing by
= 414 814.8148 Pula A
R1.35
1A correct Real
414 814.8148 ÷2.40
1A correct answer
= 172 839.5062 Real A 1O conclusion
Invalid claim. It will be same. O (6)

9.5 Annual gross salary NT$ 95 000 X 12 MA 1MA multiplying by FL3D

= NT$1 140 000 A 12
1A correct answer
NT$ 1 140 000 ÷NT$35.61 MCA
1MCA dividing by
013.47936 S NT$35.61
013.47936 X R19.85 = R635 467.5653 C 1 S correct
simplification
1CA converting to
Rand
(5)

DATA HANDLING
Data Handling Make sure learners are able to:
(± 35% Paper 1)
Read information directly from a given questionnaire/survey (e.g. the name of the
organisation for which the questionnaire is being conducted).
Complete information in a given questionnaire/survey.
Sort data from smallest to biggest
Count the number of values in a data set.
Explain the difference between categorical data and numerical data; discrete and
continuous data.
Identify the maximum and minimum values in a set of data.
Calculate mean, median, mode and range for sorted data and for data sets containing an
even and an odd number of data values.
Decide with reasons which average provides the most accurate representation of the
data.
Read values directly from the values provided on graphs

Data Collection A process of gathering first-hand insight/knowledge/data into a Research Problem/issue of interest.
Methods/Instrument There are various data collection methods, we will only outline three of them, namely:

a) Observation
A method that involves gathering/collecting data through watching, listening, reading, touching,
recording behaviour and characteristics of a phenomena.

Data collection instruments such as a tape-recorder, checklists, rubrics, direct observation,

portfolios, videos, exemplars etc. can be used in observation.

b) Interviews
A method whereby data is collected by means of two or more people exchanging information
through a series of questions and answers.

Ideally, data collection instruments such as questionnaires can be used, audio recorders for face-to-
 face interviews are also helpful and can be used together with questionnaires for accurate data
collection.

c) Survey
A method of gathering feedback from a certain group of people whose opinion or experience is
relevant.
Population An entire group of interest e.g. all the leaners at school.
Sample A representative part of the population e.g. randomly selects a number of people per grade must be
representative, randomly chosen, large enough and free from bias.
Types of data a) Categorical Data
Is the data that can be stored and identified by labels and names. It is made available in groups,
which uses words to describe that data e.g. gender (i.e., male, female and other).

b) Numerical Data
Is the data that is in arithmetical/numbers terms rather than in words/labels/groups e.g. test scores
out of 20.
Types of numerical a) Continuous data
data Is the data set that can take any value, it changes on a regular basis and can be measured e.g.
weight, temperature, height etc.

b) Discrete data
Is the data set that can only take certain values, it seldom changes and can be counted e.g. shoe
size, age, number of people, money etc.
Measures of Central
Tendency
Quartile and Inter The following must be taken into cognisance when dealing with quartile and IQR
quartile range Quartiles are the three tools that divide the given data into four equal parts when the data is
ordered or arranged
So, emphasis must be made that the data has to be arranged first
After arranging, first determine the second quartile (median) to separate the data into two
halves.
To determine the first quartile (lower quartile), divide the lower half into two by determining
its median
Lastly, determine the third quartile (upper quartile) by dividing the upper part into two equal
parts as you did with the lower quartile
Remember that even the two quartiles, lower and upper, they can be determined between two
values where you need to calculate the average of the two values as we do with the median
depending on the data given. Q2 Q3
Example; Q1

2 6 9 11 15 21 22 23 25 26 28 30

Step 1
As seen on the above example, the data is equally divided by the three quartiles where all the
quartiles are determined as an average of two values as shown.
Once all these values have been determined learners need to confirm that the data is really
equally divided as seen above (three values in each quarter).
Go through the divided data with your learners explaining it using the percentage each quarter
represents
Learners can now be introduced to the box and whisker plot representing the
determined/calculated values.
Introduce the interquartile range, by substituting the relevant quartiles into the given formula,
IQR = Q3 Q1
Discuss the relevance of the IQR in making sound decisions by comparing two data sets and
remind learners that the less the IQR the best measure in terms of performance, salary
distributions etc.
Representing Data Types of graphs:
Pie Charts Histograms
Bar Graphs (vertical and horizontal) Compound Bar Graphs
Vertical Stacked Graphs Line/Broken Line Graphs
Scatter plot Box-and-whisker Plot

Learners must understand the following

Each type of representation offers a different picture
The difference between a Bar Graph and a Histogram
The appropriateness of a certain graph for a particular type of data e.g.
Bar Graph Categorical/Discrete data
Histogram Grouped Discrete data/Continuous data
Scatter plot Trends/Correlation
Box-and-whisker Plot Five number summary
The effect of the scale of the axes and the point at which the axes cross can have on the
impression created by a graph (misleading graphs)
How to read the intervals on the axes e.g. Rands (in thousands)

How to estimate values of particular points

PROBABILITY
Probability A measure of likelihood/chance for an event to occur.
Probability scale

Ways of expressing a) Common fraction

probability b) Decimal fraction
c) Percentage
Representation a) Tree diagram

b) Two-way table

QUESTION 1

QUEST CALCULATIONS EXPLANATIONS LEVEL

No:
1.1.1 The total number of possibilities of choosing an ice cream flavour 2A, Correct definition. P
among the three flavours A (2) TL1
E
1.1.2 137 RT 2 RT, correct value. P
(2) TL1
E
1.1.3 1RT, Correct numerator P
1RT, correct denominator (2) TL2
M
1.1.4 1RT, correct values. P
1A, multiplying by 100. TL 3
 1CA, simplification. M
=42.33576642 CA 1A, correct answer. (4)

= 42.34% R
1.1.5 51.428571 % A 1A, correct fraction multiplied P
by 100 TL4
1A, correct answer D
A= 51.824818 % A 1A, correct fraction multiplied
by 100
Difference = 51.824818 % - 51.428571 % MCA 1A, correct answer
= 0.396247% CA 1MCA, finding the difference
1CA, answer
The statement is correct J 1J, correct justification (7)

1.2.1 1RT correct numerator P

1RT correct denominator TL 2
1A multiplying by 100 M
= 56.1% A
(3)

1.3.1 Tree Diagram A 2A correct diagram P

(2) TL 1
E
1.3.2 1RT correct numerator P
1RT correct denominator TL 2
1A correct simplification (3) M

1.3.3 RT RT 1RT correct value P

A = 0.6 × 0.3 1RT correct value TL 3
= 0.18 A 1A correct answer D
(3)
1.3.4 0% A 2A, correct answer. P
A TL2
OR M

QUESTION 2
2.1.1 Mode is the district which had the highest number of entries in each 2E, explanation DH
year. E (2) L1
2.1.2 UMlazi district RT 1RT, correct answer DH

(2) L1
2.1.3 5 302, 5 322, 6 330, 6 356, 7 671, 8 289, 10 276, 11 391, 11 477, 1A, arranging DH
12 163, 13 160, 14 775 A
(2) L1
= 9 282,5 (5)
= 9 283 R

Q3 (2021) =

= 11 820 A
2.1.5 Interquartile range = Q3 Q1 CA from 1.1.3 DH
= 11 820 6 343 M 1M, IQR concept
= 5 477 CA 1CA, answer (2) L2
Question 3
3.1.1 Pie Chart 2MCA (2)
Answer L1
3.1.2
data within a whole i.e. modes of transport E 2E Explanation (2)
L1
3.1.3 Questionnaire A 2A Answer (2)
L1
3.1.4 % learners using bicycles (4)
= 100% - 26% - 17% - 32% 1A% for bicycle L4
= 25% A

Number of learners using bicycles 1M25% of 880

= x 880 M
1AAnswer
= 220 A
Simo is correct O
1OOpinion

3.2.1 Bar Graph 2A Answer (2)

L1
3.2.2 Discrete 1A Answer (2)
A
The number of steps was counted E 1E Explanation L1
3.2.3 Total number of steps (2)
= 3 227 +13 230 + 12 596 + 11 525 + 10 762 L1
+ 9 962 + 10 364 A 2A Adding correct values
= 71 666

3.2.4 Mean number of steps (3)

= RT 1RT Numerator L2
A 1A Denominator
= 10 238 CA
1CA Answer

3.2.5 13 230 12 596 11 525 10 762 (2)

10 364 9 962 3 227 1A Sorting L2
A

Median = 10 762 1A Answer

A
3.2.6 John is wrong. 1O Opinion (3)
O
There is an outlier (3 227 steps) that will skew the mean. Therefor, L4
the median is the better representation
2E Explanation
E
3.3.1 Histogram 1A Answer (3)
Continuous data 1A Answer L1
A
Grouped discrete data 1A Answer
A
3.3.2 Total number of shrubs 1RT Reading 5 and 11 (3)
= 2 + 5 + 11 + 8 1MA Adding L2
RT MA
= 26 1CA Answer
CA
(2)
O
3.3.3 There are no shrubs that are shorter than 135cm 2O Opinion L4

3.4.1 CompoundBar Graph 2A Answer (2)

Or L1
A
 Dual/Double Bar Graph 2A Answer
3.4.2 Categorical 1A Answer (2)
A
The codes of sport form different groups/categories which are L1
described by words E 1E Explanation
3.4.3 Tennis; swimming; Rugby; Netball; Soccer 2A Correct order (2)
A
L1
3.4.4 Modal code of sport (2)
= Soccer A 2A Answer L3
3.4.5 Number of learners (2)
= 60 + 30 + 20 + 90 + 40 + 25 + 70 + 120 + 140 L2
+ 10 M 1RG Adding values
= 605 A 1A Answer
Accept 604-606
3.4.6 Number of times (3)
= 60 ÷ 30 MA 1MA Dividing L4
=2 A 1A Answer
Claim is incorrect O 1O Opinion
Total number of learners (3)
1MA Dividing by 100% L2
MA MA
= 605 x 100% ÷60% 1MA Dividing by 60%
= 1 008,33 1R Rounded answer
= 1 008 or 1 009 R

QUESTION 4 [34 MARKS]

4.1.1 Line graph A 2A type of graph DH

(2) L1

4.1.2 Summarizing data A 2A stage/statistical cycle DH

(2) L1

4.1.3 Numerical data: the sales of bunny chow are expressed/ recorded 2A explanation DH
in numbers A L1

(2)

4.1.4 It cannot be said with certainty, A The days of the 1A not true DH
2O opinion L4
week are not given in the graph. O
(2)

4.1.5 Day 27 to Day 28 decreased, O 1O Decrease 27-28 DH

Day 28 to Day 30 increased O and 1O Increase 28-30 L4

Day 30 to Day 31 decreased O 1O Decrease 30-31

(3)

4.1.6 Day 7 RG 2RG day 7 DH

(2) L1

4.2.1 18 - 29 years RG 2RG age group 18 - 29 DH

(2) L1
4.2.2 50 % RG 2RG percentage 50 % DH
(2) L1

4.2.3 Range = Maximum value - Minimum value 1RT both values DH

1SF correct values L2
RG
= 73% - 08% SF Aanswer (2)
= 65% A

4.3.1 Scatter plot graph A 2A type of the graph DH

(2) L1

4.3.2 There is no correlation A 2A no correlation DH

(2) L1

4.3.3 The data is continuous, A 1A continuous data DH

2J justification (3) L4
The weight and height values are measurable. J

4.3.4 Height = 160 cm ÷ 100 cm C 1C converting height DH

= 1,6 m A 1A answer L3

BMI (kg/m2) = SF
2 1SF correct values

= 39, 0625 kg/m2 A

= 39,1 kg/m2 R 1A simplification

Obese A 1R rounding
1A choosing body status (6)

QUESTION 5 [31]

5.1.1 Box-and-whisker 2A correct answer DH

(2) L1
5.1.2 The values that divide a distance travelled by each person into 2A correct answer DH
four equals parts. (2) L1
5.1.3 Middle quartile/ Q2/ 50th percentile 2A correct answer DH
(2) L1
5.1.4 Representing data 2A for correct answer DH
(2) L2
5.1.5 IQR= Q3 -Q1 1A for Q3 DH
OR 1A for Q1 L2
Inter quartile range= upper quartile - lower quartile
(2)
5.1.6 Min= 4 1RG for Min DH
Q1= 11 1RG for Q1 L3
Q2= 16 1RG for Q2
Q3= 24 1RG for Q3
Max= 34 1RG for Max
 (5)
5.1.7 25% 2A correct answer DH
(2) L2
5.1.8 Range= Maximum- Minimum 1 MA for calculating the range DH
= 34- 6 1 CA for IQR L3
=28 1O opinion
1J justification
IQR= Q3- Q1
= 26- 16
=10
Interquartile range , because his kilometres are less than
range. (4)

5.1.9 Lwandile = 16 1A for correct median DH

Ntokomalo= 22 1A for correct median L1
Khethelo = 20 1A for correct median
(3)
5.1.10 Ntokomalo. Range = Max Min 1 RG DH
= 34 km- 7 km 1 SF L4
= 27 km 1 CA
Khethelo. Range = 40 km 9 km 1 CA
= 31 km 1J for justification
Her claim is valid (5)
5.1.11 1A numerator DH
1A denominator L1
(2)
T/L
QUESTION 6 [32]

6.1.1 C 1C, conversion. DH

1RT, correct weight.
1MCA, dividing by 1.72 TL 3
=1.70 m
1CA, simplification.
RT
(4) D
BMI = MCA

= 24, 91 CA

6.1.2 Difference = 24.91 23.9 MCA 1MCA, subtracting 23.9 from the answer DH
=1.01 CA from 6.1.1. TL 2
1CA, simplification.
(2)
6.1.3 BMI = 1MA, correctly substituting 69 and 27. DH
1MCA, multiplying 27 by h2.
27 = MA 1CA, simplification. TL3
= MCA 1MCA, introducing the square root.
(4) D
h2 = 2,56 CA

MCA

h = 1.60 m

6.1.4 Overweight A 2A, accuracy DH

TL 1
6.1.5 The learner is overweight, he needs to lose weight in order to 2O, correct opinion, DH
effectively partake in athletics. O (2) TL 4
6.2.1 It means that the girl is obese. O 2E, correct explanation. DH
(2) TL 4
OR
It means that the girl is on a weight status that is greater than
95% of the girls in her age group. O
6.2.2 45 x MA 1MA, multiplying 45 by 25%. DH
1CA, simplification.
1R, correct rounding. TL 2
= 11.25 learners CA
(3)
=11 learners R
6.2.3 Lower quartile/1st quartile A 2A, correct answer. DH
(2)
TL 1
6.2.4 BMI = 1MA, substituting correct values. DH
1MCA, multiplying 24.9 x 1.62.
24.9 = MA 1CA, simplification. TL 3
1RT, correct value.
24.9 x 1.62= w MCA 1MCA, subtraction.
63.74 = w CA 1CA, simplification.
69kg RT 63.74kg MCA (5)
= 5.26kg CA
6.2.5 - Avoid junk food O 2O, explanation. DH
2O, explanation TL1
- exercise regularly O
(4)
6.2.6 between75th and 85th 2E, explanation DH
percentile O (2)
TL1

QUESTION 7 [27]

7.1.1 The total number of possibilities of choosing an ice cream 2A, Correct definition. P
flavour among the three flavours A (2) TL1
E
7.1.2 137 RT 2 RT, correct value. P
(2) TL1
E
7.1.3 1RT, Correct numerator P
1RT, correct denominator (2) TL2
M
7.1.4 1RT, correct values. P
1A, multiplying by 100. TL 3
1CA, simplification. M
=42.33576642 CA 1A, correct answer.
(4)
= 42.34% R
7.1.5 23.3576642 % A 1A, correct fraction multiplied by 100 P
1A, correct answer TL4
1A, correct fraction multiplied by 100 D
A= 27.00729927 % A 1A, correct answer
1MCA, finding the difference
Difference = 27.00729927 %- 23.3576642 % MCA 1CA, answer
= 3.649635036% CA 1J, correct justification
(7)
The statement is correct J
7.2.1 Tree Diagram A 2A correct diagram P
(2) TL 1
E
7.2.2 1RT correct numerator P
1RT correct denominator TL 2
1A correct simplification M
(3)

7.2.3 RT RT 2RT correct value P

A = 1 (0,15 + 0,27 + 0,1 + 0,18 + 0,12) 1A correct answer TL 3
= 0,18 A 1RT correct value D
1RT correct value
1A correct answer
(3)
For enrichment

RT RT
A = 0.6 × 0.3
= 0.18 A

7.2.4 0% A 2A, correct answer. P

TL2
OR (2) M

TOTAL 30
Measurement Make sure learners are able to:
(± 55% Paper 2)
C a l c u l a t e and estimate values using basic operations that involve length and distance, where each of
the required dimensions is readily available.
Understand and use formulae such as: perimeters and areas of polygons, volumes of right prisms, right
circular cylinders, surface areas of right prisms and right circular cylinders, where the dimensions and
formulae are readily available;
Write a ratio of two quantities which are already in the same unit;
Understand and use appropriate vocabulary such as: equation, formulae, Cartesian plane, area, surface
area, perimeter, radius, diameter, length, breadth, height, base, circumference, volume, circle, cylinder,
polygons, right prisms, triangular, rectangular and square.
Read information directly from a table and use some given information and simple operations to complete
a table of values;
Measure values which involve length, distance, weight and time using appropriate measuring
instruments sensitive to levels of accuracy in a familiar context;
Describe relationships between input and output values in a table of data concerning space, shape and
 measurement;
Convert units of measurement between different scales and systems using provided conversion tables,
Converting to a smaller unit of length, time, weight, etc;
Converting to a bigger unit of length, time, weight, etc;
Converting units of area; and
Converting units of volume.

Conversions
Conversion factors and tables
Metric to imperial and vice versa
Solid to liquid
g and/or kg to ml and/or litre
cm3 and m3 to litres
mm3, cm3, m3 to ml and litres
o
C to oF and vice versa
Imperial and Metric units and vice versa
Solids to Liquids conversion
Recipe (e.g. baking ingredients)
Conversion tables
System Category Name of Unit
Metric Distance mm, cm, m, km
Mass mg, g, kg,
Capacity
System Category Name of Unit
Imperial Length Inch, foot, yard, mile, nautical mile
Volume pint, gallon
Weight ounce, pound, stone, ton
Temperature

List the units (metric and imperial) from big to small, show practical application, depending on the
context.
Make use of PROMPTS e.g.: King Henry Died of a Miserable Disease Called Measles. (refer 2015
mathematical Literacy revision guide)
My Cat Drinks Milk Dog Hates Kittens
Km Km² Km³ Length/Distance conversion
1 000 1 000 000 1 000 000 000
m m² cm³
100 10 000 1 000 000
cm cm² cm³ Weight conversion
10 100 1 000
mm mm² mm³
 Capacity conversion

Learners must make a note of the conversion tables and formulae used at the back of their workbooks and
refer to it regularly.
Educators must give meaningful informal assessment tasks on a regular basis and mark these activities to
provide feedback to learners.
Teachers need to expose learners to a variety of resources (e.g. practical examples must be done)
Basic skills need to be taught well in grade 10 and should be reinforced in Grade 11 & 12.
Give classwork & homework exercises and make sure that corrections are done daily.
Remedial classes should be effective to ensure that remedial work is done.
Short informal class tests should be given to learners and it should be marked immediately so that learners
can correct themselves.
Lessons should be learner centred.
Time Transport timetables (Bus, Train, Taxi)
Production timetables building a house
Tide timetables
Analogue, elapsed time, digital, flayers, train timetable, train timetable, time zone, time schedule, am/pm, tide
tables (high and low), travelling cost , departure/arrival time, start/end times

Understanding of conversion from seconds to minutes to hours to days and so on,.

Written time format (digital/ analogue)

Calendar
Stop watch/clock
calculators
Timetable
textbooks
Practical application. Provide timetables/ schedule
Learners should be able to determine either departure/start or arrival/end times from the resources
provided (timetables) Start Duration Finish.
Converting answers to hours and minutes, e.g. 2, 5 hours to 2hrs 30 mins and hours and minutes to
 Distance, speed and time calculations using the DST method
Use of a calculator in calculating time.
Calculating time elapsed over more than one day. Breaking the calculation into time elapsed in each day
and adding to get total time elapsed. Time recording. Duration is written in hours and minutes
e.g. 2hours 15 mins,
N , Analogue time on the clock: = 9:00 am, Digital time on the clock:
09:00 (am/pm is not used , and single digits start with zero)

Textbooks activities with timetables/ schedules. Mind the gap activities.

If the time is in a decimal form, learners fail to change into hours and minute format, e.g. 2,3 hours is not
2 hours 30 minutes but 2 hours and 0,3hours x 60 = 18 minutes
Therefore 2 hours 18 minutes
When using formula for speed (km/h) when time is given in minutes learners do not convert the minutes
to hours.
Learners write time in the wrong format e.g. 7h30 should be 07:30 OR 7;30 AM

QUESTION 1

1.1.1 The perimeter is the total distance around the tennis court O 2O Explanation M
(2) L1
E
1.1.2 78ft RT ÷ 3 1 RT correct length in ft M
=0.0148miles A 1C conversion L2
1A answer E

(3)
1.1.3 Length = 78ft × 0.3048 C 2 C conversion M
= 23.7744m L1
Width = 36ft × 0.3048 C 2C conversion M
= 10.9728m
(4)
1.1.4 Perimeter = 2 (78ft + 36ft) S 2 S substitution M
= 228ft ÷ 3 C 1 C conversion L3
= 76 yards CA 1 CA simplification M

(4)
1.1.5 32) × M
L3
32) × S
 32 MA 1S substitution M

MA 1MA multiplying by
1 MA addition
1CA simplification
1 R rounded answer

(5)
1.1.6 36ft (4.5ft ×2) MA 1MA subtraction M
= 27ft A 1A simplification L2
Area = 78ft ×27ft M
1A simplification
= 2106 ft2 A

(3)
1.1.7 M
1A numerator L4
1A denominator
45.1538% CA 1CA simplification M

The statement is correct 1 O opinion

(4)
1.1.8 78ft + MA (1.5m × 2) MA 1 MA addition M
78ft + (3m ÷ 0.3048) C 1 MA multiplying by 2 L3
1 C conversion M
87.8425ft CA
1 CA simplification

(4)

1.2.1 450ml × 8 MA= 3 600ml 1 MA multiplying correct values M

3 600ml ÷ 1 000 C 1 MA conversion L2
1 CA simplification M
3.6 l CA

(3)
1.2.2 3 600ml × 6 = 21 600ml A 1 MA multiplying by 6 M
1 A simplification L2
21 600ml =21 600cm3 C M
21 600cm3 is more 1C conversion
The statement is not valid O
1 O opinion

(4)
1.2.2 3 600ml × 6 = 21 600ml A 1 MA multiplying by 6 M
1 A simplification L2
21 600ml =21 600cm3 C M
21 600cm3 is more 1C conversion
The statement is not valid O
1 O opinion

(4)

1.3.1 24-hour format A 2 A correct answer M

L1
 (2) E
1.3.2 14: 10 10: 55 = 3: 15 MA 1 MA subtraction M
3hours + (15min ÷ 60) C 1 C conversion L2
1 A correct answer M
3.35hours A

(3)
1.3.3 (14:10 +24hours MA) 14:45 MA 1MA adding M
23hours 25 min A 1MA subtracting L4
1 A simplification M
The statement is valid
1 O opinion

(4)

QUESTION 2
2.1.1 M
T(h) 2A 2A correct formula L2
(2) M
2.1.2 A MA 1MA dividing by 6 M
1A number of hrs L1
= 25hrs A
(2) E

B t B MA 1MA dividing by 15 M
L1
=10 A
1A answer M
(2)
2.1.3 T(h) SF 1SF M
1A simplification L4
30hrs A
1A onclusion M
The claim is correct C
(3)

2.1.4 M
20hrs A 1A correct no. of hours L2
1MA
MA ÷30 D
1 machine makes 60 bricks in thirty hours
5 machines makes 10 bricks in 1 hour
5 machines will make 10×20 200bricks CA 1CA answer
(3)

2.1.5 Time taken bricks÷ number of machines M

20hrs SF 1SF correct substitution L3
1A simplification M
Number of machines S
7.5 machines =8 machines A 1A rounding
(3)
2.2
2.2.1 2:16 pm RT 2RT time of the day M
L1
(2) E

2.2.2 13:11 RT 2RT time in 24-hr format M

(2) L1
E
2.2.3 8:20 2:16 MA 1MA subtracting correct times M
6hrs 4minutes CA 1 CA L1
(2) M

2.2.4 The water level is lower and not suitable for 2O reason M
surfing O L4
The surfboard can hit the sand or rocks and injure 2O reason D
him O
(4)

2.2.5 Morning height 1.43m RT 1RT correct height M

1ft 30.48 ÷ 100 0.3048m C 1C conversion L2
Ft 1.43 ÷0.3048 MA 1MA dividing by 0.3048 M
1CA height
4.6916 ft 4.69ft CA (4)

2.2.6 speed 15min 60 0.25hrs C 1C converting min to hrs M

1S simplification L3
20km/h S 1 SF correct substitution D
D= 20km/h× 1.25 h SF 1A number of km (3)
25km A

2.2.7 - 32) ÷1.8 M

- 32 )÷1.8 SF 1SF correct substitution L2
1A answer M
A
The temperature is suitable for surfing C Conclusion (3)
[37]
QUESTION 4

QUESTION 3
3.1.1 08:30-07:45 min MA 1 MA subtracting times M
45 min A 1A answer L1
(2) E
3.1.2 17:40-07:45= 09:55 MA 1 MA subtracting M
9hr55min A 1A answer L1
(2) E
3.1.3 14:10-09:40 MA 1 MA subtracting M
4hr30min A 1A answer L1
(2) E
3.1.4 08:40-08:30min MA 2 MA subtracting M
10 A 1A answer L4
Reason: to allow for student movement from one lecture E
1R reason
to another R
(3)
3.1.5 08:40-12:00 MA=3hr 30min A 1 MA subtracting correct times
14:10-05:50=1hr 40min A 1A correct time
1A correct time M
14:00-12:20=1hr 40min A
1A correct time L2
Total = 6hr 50min CA
1CA correct answer M
(5)
3.2 C 1C conversion
Starting time: 15:50+5min=15:55 MA 1 MA correct starting time
Anatomy 15:55+1hr=16:55
1 MA adding break times
Break 16:55+30 min= 17:25 MA
PHTH 17:25+1hr 40min=19:05
M
Break 19:05+30 min=19:35
L4
Physiology 19:35+1hr 20 min=20:55 MA
1 MA correct end time D
20:55+ 8 min=21:03 A 1 A adding walking time
Asanda will not make for the bus she will 0 1O conclusion
(6)
3.3.1 630km RG 2RG reading from map M
(2) L1
E
3.3.2 Distance=178-0 MA 2 MA subtracting correct values M
=178km A 1A answer L1
(2) E
3.3.3 1hr30min=1hr+0.47×60=1.78hrs C 1C conversion
DISTANCE= SPEED × TIME. M
=100×1.78 SF 1 SF substituting correct values L3
1S simplification M
=178km S
1O identifying correct town
O
(4)
3.4.1 30sec÷60=0.5 min C 1C conversion M
05:01-04:47=14min+0.5+0.5 MA 1 MA adding times L2
1A correct answer M
= 15 min A
(3)
3.4.2 Because the train is departing from Cape Town O 2O opinion M
(2) L4
E
3.4.3 SPEED=DISTANCE÷TIME M
2SF substituting correct values L2
 SCALE, MAPS & PLANS
Make sure learners are able to:
Use given scale to determine distances on given maps or plans
Determine a scale for a given plan or map;
Use grids and maps in order to determine locations in a familiar context, applying routine
procedures;
Locate positions on maps or plans
Describe routes using plans or maps
Draw simple scale drawings where the scale is given and based on the application of simple
routine procedures in a familiar context.

Scale- determines how many times smaller or larger an object shown in a map or plan is when
compared to its actual size.
Elevation maps contain information about the profile of a route as seen from the side view.
Elevation plans show the designs and dimensions of the outside of a building from a side view.
Floor plan is a plan or design showing features and dimensions of a building from the top view
drawn to scale.
Layout plan is the top view showing the arrangement of features and items in a space relative to
one another.
Strip map is a map showing only a narrow band of a map showing a particular route. A strip map
shows intersections and distances on a route and is not drawn to scale.
Distance Chart is a table showing distances between major towns.
Residential and Street Maps show the aerial view of an area detailing roads, landmarks, points
of interest.

Exposure to different types of maps, calculations involving conversion of measurements, correct

use of a ruler, compass directions, how to give directions between two or more places,
advantages/ disadvantages of Number scales and Bar scales, how to convert a bar scale to a
numbers scale
Symbols on a building plan

Rulers, calculators, textbooks and documents

Incorrect use of a ruler

Poor interpretation of compass directions
Failure to identify the scale and failure to use the map scale to determine the actual distance
Poor explanation of definitions. Definitions not provided in context.
 Use of compass directions on strip maps and distance charts
Incorrect conversion of units in Measurement and Time e.g. conversion of hours to hours and
minutes when the duration is provided as a decimal
Incorrect differentiation between definitions of layout plans and floor plans
Incorrect matching of elevations to floor plans
Poor

Expose learners to as many different types of maps and plans.

Keep reinforcing the terminology.
Interpret compass directions
Read off street names, landmarks, points of interest, types of roads
Give directions between two or more places
Calculation of distance, time and speed, fuel consumption, costing of trips
Exposure to resources that keep up to date with technological advancements e.g. Google Maps,
images from navigation to bridge the gap between familiar and unfamiliar contexts
Remind learners to answer according to the context of the question.

MODELS AND PACKAGING

2D Model is a diagram or picture having length and width only
3D Model is a diagram or picture having length, width and height
Rectangular prism (cuboid)
Cubes
Cylinders diameter
Triangular prisms

In this section we will learn about:

Conversions
Measuring distances
Calculation of Scale
Correct Rounding
Modelling of Packaging solutions
Area, Volume, Dimensions
Flatpack furniture assembly, tools and materials required for assembling, Instruction manuals

Calculator, textbooks, materials, ruler, pencil

Boxes, cans, bottles

Poor conversion of units

Poor interpretation of how items are packaged in a container with respect to the conditions of
arrangement
 Confusion between tools and materials
Difficulty with identifying the correct order of steps

Use of models to show practical arrangement of packaging solutions

Use of models to show different orientations to maximise use of space
Correct rounding down
Exposure to as many practical situations as possible

QUESTION 1 [31 MARKS]

Ques Solution Explanation T/L
1.1.1. Athlone Park Primary School A 2RM MP
L1
(2) E
1.1.2. Kukwethu Self Catering Home A 2RM MP
(2) L2
E
1.1.3. One road is for Northbound traffic and the other is for Southbound 2O MP
traffic A (2) L2
M
1.1.4. 13mm A 1A 13mm MP
1mm: 20 000mm L3
13mm: X M
X = 13mm × 20 000mm
= mm C 1C Conversion

= 0,26km CA
1CA Answer (3)
1.1.5. Turn right into Park Road 3 RM MP
Continue along the road as it merges with Prince Street. Go through the 1RM Continue along L2
intersection with Ilanda Place and drive through the intersection with Prince Street D
Ngobeni Road. 1RM Drive through
Turn left at Ijuba Road. The house is on the corner. Intersections with Ilanda
Place and Ngobeni Road
1RM Turn left at Ijuba
Road
(3)
1.1.6. P intersections = A × 100% 1A correct numerator and P
denominator L4
= 100% A
1A Answer E
The statement is invalid as there are only two intersections. O
1O
 (3)
1.1.7. Safer route O 2O Opinion MP
OR L4
Faster route (2) E
1.2.1 27 houses A 2A MP
(2) L1
E
1.2.2 House 20 A 2A MP
(2) L1
E
1.2.3. They allow for easy access to driveways. O 2O Opinion MP
OR L4
They allow drivers to turn around the circle instead of reversing E
(2)
1.2.4. It represents a bridge. A The road goes over a stream O 1RM bridge MP
1O Opinion L1
(2) M
1.2.5. Access is controlled so it is safer O 2O Opinion MP
OR L4
Lots of activities are provided in the estate e.g. Swimming, walking trails, M
hiking
OR
Homes are surrounded by nature (2)
1.2.6. 38mm: 2.4km MA 1MA Scale MP
38mm: 2,4 × 1000 000 mm C 1C Conversion L3
mm: mm 1S Simplification M
1R Rounding
1mm: 63157,89474mm S
(4)
1:63158 R

QUESTION 2 [35MARKS]
Ques Solution Explanation T/L
2.1.1 Top view of the mall that shows the arrangements of features/structures 2A Correct answer MP
/location or position of items found at the mall. A (2) L1
M
2.1.2 Pick n Pay A 2A any 2 correct shops MP
Checkers A Accept Woolworths (2) L1
E
2.1.3 Entrance G2 A 2A correct answer MP
(2) L1
E
2.1.4 South East A 2A answer MP
 OR L2
SE (2) E
2.1.5 1ANumerator MP
× 100 A 1A denominator L2
1CA (3) M
= 50% CA

2.1.6 It has more than one level. A 1A number of level MP

Stairs or escalators are shown on the plan showing that there is more than 2O (3) L4
one level. O M
2.1.7 From the main entrance at checkers, A 1A Main entrance MP
turn left A checkers L2
towards the escalators, then turn right A 1A turning left D
towards the kiosk. Shop number 44 will be opposite the ATM on the left. 1A turning right
A 1A left
(4)

2.2.1 4 A 2A answer MP
L1
(2) E
2.2.2 Tunnel A 2A answer MP
(2) L1
E

2.2.3 71 A 2A answer MP
L2
(2) E
2.2.4 1A numerator P
=0.49 A 1A denominator L3
1A answer M
NPR (3)
2.2.5 18:30 1A adding correct values MP
+ 80min 1C L3
+ 10min A 1CA M
= 18:30
+1:30 C (3)
= 20:00 CA
2.2.6 West 1A for Answer MP
The sun rises at the East and sets at the West 2E explanation L3
(3) M
2.2.7 Clockwise 2A for Answer MP
L1
(2) E

QUESTION 3 [ 38 MARKS]
Ques Solution Explanation T/L
3.1.1 Strip Map A 2A MP
L1
(2) E
3.1.2 The strip map helps with planning travel distance and rest stops. O 2O explanation MP
OR 2O explanation L1
It helps with planning for fuel stops. E Any two explanations M
OR (4)
It helps with planning for the cost of the fuel. E
3.1.3 N1, A N10, A N12 A 3Answer MP
(3) L1
E
3.2.1 From Cape Town, Petros will drive on the N1 heading towards Paarl. O 1O explains that he must MP
He will proceed to Three Sisters passing Paarl, Worcester, Laingsburg and take the N1 L2
Beaufort West. At Three Sisters he will take the off-ramp to N12, 1O mentioned a few towns D
proceeding to Britstown. O From Britstown he will continue driving on he will pass and mentioned
the N12 towards Hopetown. His next town will be Kimberley. O that he will take the off-
ramp to N12 at Three
Sisters
1O Explain that he will
continue on N12 after
arriving at Britstown.
(3)
3.2.2 Total Distance = (537km 0km) M+ 179km + aaaaaaaaaaaaaaaa132km 1A MP
+ 122km M subtracting correct values L2
= 537km + 179km + 132km 1A adding M
= 970km CA 3 correct values
1CA correct answer
(3)
3.2.3 Distance along Bristown Route = 970km 1MA adding correct values MP
1A answer L4
Distance along R48 = 999km + 177km MA 1MCA difference M
=1176km A 1CA answer
1O correct verification
Difference = 1176km -970km MCA (5)
= 206km CA

O
3.2.4 Distance = 132 km + 122 km 1MA answer MP
= 254 km MA 1MA dividing L3
Time (Duration) = 1S simplification D
1MCA adding
= MA 1CA answer
= 2,54 hours S
Approximate time = 2:54 + 0:35 + 6:45 MCA
= 10:14 CA (5)

3.3.1 Fuel used = 970 km x 7 litres MCA 1MCA use answer from MP
100 km MA Q1.2.2 and multiply by 7 L3
= 67,9 litres CA 1MA divide by 100 M
1CA answer
(3)
3.3.2 Full tank = 60 litres RT 1RT identifying a full tank MP
Fuel to Hopetown = 848 km x 7 litres MA is 60 litres L4
100 km MA 1MA multiplying two D
 = 59,36 litres CA correct values
Petros is correct. He can drive to Hopetown on a full tank of fuel. O 1MA dividing by 100
1CA correct no of litres of
fuel
1O verification
(5)
3.3.3 Coastal Price = 60 x R22,47 MA 1MA multiplying correct MP
= R1 348,20 S fuel price L3
1S simplify M
Inland Price = (60 0,64 )litres x R23,36 M 1M subtract fuel in tank
= 59.36 litres x R23,26 and multiply correct price
= R1 386,65 1MCA adding fuel prices
Total Fuel Price = R1 348,20 + R1 386,65 MCA 1CA answer
= R 2 734,85 CA (5)

QUESTION 4 [51 MARKS] EXPLANATION T/L

Ques Solution Explanation T/L
4.1.1 Shows the design and dimensions of the building bought by Mr Mkhize on 2E explanation MP
a top view E (2) L1
D
4.1.2 71 cm2 ×100×100 OR 71× C 1C conversion M
710 000 710 000 A 1A answer (2) L3
E
4.1.3 2 doors A 1A answer MP
Left-hand side O 1O opinion (2) L1
E
4.1.4 Area=length × breath 1S substitution M
3,6m ×2,7m S 1C conversion L4
9,72 × C 1for 70 %

9 720 000 1CA answer

(5)
6 804 000 CA
D
The statement is invalid
4.1.5 1O opinion MP
They provided inches as well as metres in the inside dimensions E 2E explanation L2
OR
The house can be bought locally as well as internationally as both units are (2) D
provided E
4.1.6 13,7cm × =17cm M 1M for measuring. MP
L4
5,42m +3,73 =9,15m S
1S Simplification M
17cm :9,15m ×100=915cm C
1C conversion
: MA
1MA for dividing by 17.
1: 53,823
 1:54 CA 1CA answer (5)
4.1.7 = S 1S Simplification M
1M For dividing by 50. P
0,1694444444m ×100 M
1C conversion L3
16,9444444× C
1R Rounding.
13,5555 cm
(4)
13,6cm R
4.1.8 The plan drawing shown is the real drawing with accurate sizes reduced or 2E explanation MP
enlarged by a certain amount. O (2) L2
OR E
The plan can be measured and use the scale to get real dimensions of the
floor plan. O
4.1.9 Put a porch and garage. E 2E explanation MP
OR (2) L2
Open the exit door in the kitchen and make a hallway in the bedroom. M
E
4.2.1 Bar scale A 2A correct scale (2) MP
L2
E
4.2.2 NE RM 2RM correct direction MP
(2) L1
E
4.2.3 3,2cm on the floor plan represents 5m in reality E 1E explanation MP
Less calculations O 2O for the correct L2
OR advantage M
It is accurate even if the plan is reduced or enlarged (3)
4.2.4 : 1S Simplification MP
1CA for answer L3
: S
M
3.906m
(2)
3.9m length A
4.2.5 3.2cm: 5m ×100 C 1S Simplification MP
: S 1C conversion L3
1 for answer M
1:156.25
1R rounding (3)
1: 200 R
4.2.6 126 1S subtracting correct M
41 values. L2
1 for answer (2) E
4.2.7 No O 1O OPINION MP
The plan has 5 levels indicated E 2E explanation L1
(3) M

4.2.8 29 ÷2 M 1M for diving by 2 M

= 14.5 A 1A answer (2) L2 E
4.2.9 4 windows A 2A correct answer MP
(2) L1
E
4.2.10 Living room , 2A correct answer MP
Dining room (2) L1
Kitchen E
4.2.11 . S 1M For a correct fraction P
1S Simplification L2
(2) E

QUESTION 5 [ 14 MARKS]
Ques Solution Explanation T/L
5.1.1 The layout plan of the OR Tambo airport shows the location of parks and 2E correct explanation MP
terminals. E (2) L1
E
5.1.2 Park 2 RM 2RM correct answer MP
(2) L1
E
5.1.3 International terminal RM 2RM correct answer MP
(2) L1
E
5.1.4 NE RM 2RM correct answer MP
(2) L1
E
5.2.1 Municipality road /metro road A 2A correct answer MP
(2) L1
E
5.2.2 4 RM 2RM correct answer MP
(2) L1
E
5.2.3 One-way street 2A Answer MP
(2) L2
E

QUESTION 6 (20 MARKS)

Ques Solution Explanation T/L
6.1 MA 1MA Dividing by 1000 M
1A Answer L1
A
(2) E
6.2 Perimeter = 2 (Length + Width) 1SF Substitution M
SF 1A Answer L2
A E
(2)
6.3 Number along the length of crate MA 1MA Dividing correct M
values L3
D
R
1R Rounding
The number along the width of crate = MA
1MA Dividing correct
values
Number of layers = MA
1MA Dividing correct
values
R

1R Rounding
CA

1 CA Number of loaves

(6)
6.4 Volume = Length × Width × Height M
SF 1SF Substitution L3
A 1A Answer in M
C 1MA Multiplying by
CA 1 000 000
OR 1CA Simplification
MA OR
A 1MA Multiplying by 100
1A Answer in m

1SF Substitution
SF 1CA Volume in
CA
(4)
6.5 Length of truck 1M Total number of crates M
1MA Multiply by number L4
of loaves D
1CA Total number of
Width of truck loaves
1J Justification
 (4)

Number of layers

M
MA
CA
The claim is correct. J
6.6 To prevent the items not to squiz O 2O Opinion M
OR L4
So that the bigger container cannot lose its original shape O (2) E
[20]
QUESTION 7
7.1 Diameter is the straight line that divides that circular part of the bale into 2E Explanation M
two halves. E L1
E
(2)
7.2 Area of rectangle = Length × Width M
SF 1SF Substitution L2
MA 1MA Multiply correct E
A values
1A Answer
(3)
7.3 The number along the width of the trailer M 1M Dividing correct M
values L2
1R Correct rounding M
R
1M Dividing correct
The number along the length of the trailer = M values
1MA Multiplying values
1CA Number of bales.
MA (5)
CA
7.4 Diameter 1M Multiplying diameter M
M by 3 layers L2
A 1A Answer M
(2)
7.5 It is easy to move it around 2E Explanation M
(2) L1
E

QUESTION 8 [31 MARKS ]

Ques Solution Explanation T/L
8.1.1 Table RD 2RD reading from the M&P
diagram
L1
(2)
E

8.1.2 4 A 2A answer M&P

 (2) L2

8.1.3 Drill 2RD reading from the MP

diagram
Wrench RD L1
(2)
E

8.1.4 Table base 2RD reading ANY TWO MP

correct from the diagram
Support pole RD L1
(2)
Tabletop E

8.1.5 No of screws = 4 x2 M 1M multiplying by 2 MP

=8 S 1S simplification L4

Correct O 1O opinion M

(3)

8.1.6 0% RD 2RD reading from the P

diagram
L2
(2)
M

8.2.1 8 A 2A answer MP

(2) L1

8.2.2 Wrench 2RD reading from the MP

diagram
Allen key RD L1
(2)
E

8.2.3 No of side rails = 2 × 60 MA 1MA multiplying by 60 MP

= 120 CA 1MA Multiplying by 2 L3

1CA answer M

(3)

8.2.4 (a) 3 4A answer MP

(b) 1 L2

(c) 4 A M

(d) 2

(4)

8.2.5 Step 1: To ensure all parts are included to assemble the diagram. E 2E explanation MP

Step 4: To test if the bed is working properly. E 2E L4

Explanation D
 (4)

8.2.6 1÷9 M 1M dividing by 9 P

= 0,11 A 1A answer L3

= 0,1 R 1R rounding M

(3)