Mathematical Literacy
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Reg. No.: 2011/011959/07
Mathematical Literacy
Facilitator’s guide
Grade 11
Lesson elements
ACTIVITY
Formative assessment to test learners’ progress and knowledge at the end of each lesson.
Sample
Preface
Recommended books
Any additional book may be used with the study guide. It is always a good idea to refer to other textbooks to develop a broader perspective on the subject.
• The Answer Series: Grade 11 Mathematical Literacy 3 in 1
• Mathematical Literacy for the Classroom Grade 11 Learner’s Book
Assessment requirements
Note that there are constant references to TL1, TL2, TL3 and TL4 throughout this facilitator guide. These are the thinking levels required to answer the specific question asked.
The thinking levels represent the following skills
• Thinking level 1 Knowing
• Thinking level 2
Applying routine procedures in familiar contexts
• Thinking level 3
Applying multi-step procedures in a variety of contexts
• Thinking level 4
Reasoning and reflecting
When tasks, investigations and especially tests and examinations are set, the guidelines below are used to allocate marks to a specific thinking level. Mark distribution according to the thinking levels
The assessment programme
Topics
Suggested time to spend on each unit (according to CAPS)
Contexts focusing on Patterns, relationships and representations
Contexts focusing on Measurement (conversions and time)
Contexts focusing on Finance (financial documents, tariff systems and break-even analysis)
2
Contexts focusing on Finance (interest, banking, inflation)
Contexts focusing on Measurement (length, mass, volume, temperature)
Topics
Topics
Contexts focusing on Maps, plans and other representations of the physical world (scale and mapwork)
Revision
Topics
3
Contexts focusing on Measurement (perimeter, area and volume)
Contexts focusing on Maps, plans and other representations of the physical world (models and plans)
Contexts focusing on Finance (taxation)
Contexts focusing on Probability
4
Contexts focusing on Finance (exchange rates)
Contexts focusing on Data handling Revision
Time allocation per topic serves as a guideline only and it can be adjusted to learners’ own pace. Bear in mind that learners must first complete the relevant lessons before being allowed to take a test or the relevant examination.
Learners need to spend 4,5 hours per week on Mathematical Literacy. Take note that this time allocation per week excludes all activities, assessments and examinations; it gives an indication only of the time that must be spent on theoretical aspects. If learners tend to work more slowly, the necessary adjustments must be made to ensure that they still master all the work in time.
Proposed instructional time per week:
UNIT 1: REVIEW OF BASIC SKILLS
Part 1: Rounding
Activity 1
1. 4,36
2. 18,36
3. 2,00
4. 45,44
5. 834,88
6. 29,99
7. 492,63
8. 9,33
9. 16,45
10. 74,98
Part 2: Rounding to the nearest 10,
Part 3: Scientific notation
Activity 3
1.1 2,7 × 106
1.2 4,5 × 103
1.3 5,6 × 10-7 1.4 1,8 × 10-4
2.1 640 000
2.2 7 230 000 000
2.3 0,000 004 3
2.4 0,000 000 007 5
Part 4: Percentages
2. 38 75 × 100 = 50,66% ≈ 51%
3. A pair of sneakers: 115% × R189,99 = R218,49
A pair of jeans: 115% × R539,99 = R620,99
A T-shirt: 115% × R125,90 = R144,79
A scarf: 115% × R85,99 = R98,89
4. P × 115% = R185 000
P = 185 000 115% or 185 000 1,15
P = R160 869,57
The bakkie would have cost R160 869,57
5. 100% + 2,3% = 102,3%
P × 102,3% = R16,30
P = R16,30 ÷ 102,3%
P = R15,93
Motorists paid R15,93 before the increase
6. Percentage decrease****
current value – previous value previous value × 100
855 1 235 1 235 × 100 = -30,77% ≈ 31%
(the negative indicates the decrease)
7. 36 minutes : 1 hour
36 minutes : 60 minutes
36 60 × 100 = 60%
8. current value – previous value previous value × 100 = 8,5%
R685 – previous value previous value = 0,085
0,085 × previous value + previous value = R685 1,085 × previous value = R685
Previous value = R685 ÷ 1,085
Previous value = R631,34
9. 840 employees
Male: 840 – 195 = 645
645
840 × 100 = 76,785% ≈ 77% 77% of the employees are male.
10. current value – previous value previous value × 100 R18 845 R16 750 R16 750 × 100 = 12,5%
Mandla earns 2,5% more than the average salary.
Part 5: Ratios
Activity 5
1.1 54 : 81 2 : 3
1.2 5 days : 5 weeks 5 days : 35 days 1 : 7
1.3 2,5 ℓ : 500 mℓ 2 500 mℓ : 500 mℓ 5 : 1 Sample
2.1 ‘mix 1 : 4 with water’ means each unit of concentrate should be mixed with 4 units of water.
2.2 1 : 4
Concentrate: 1 5 × 1 000 mℓ = 200 mℓ
Water: 4 5 × 1 000 mℓ = 800 mℓ
3. Kate: 5 25 × R4 500 = R900
Megan: 8 25 × R4 500 = R1 440
Sophie: 12 25 × R4 500 = R2 160
4. 2 : 3
3 2 × R168,50 = R252,75
5. 9 : 7
7 9 × 520 kg = 404,44 kg
Part 6: Rate
Activity 6
1.1 £20 000 × R19,65 = R393 000
1.2 R55 000 ÷ 19,65 = £2 798,98
2. R45,89 ÷ 5 = R9,18/kg
Part 7: Proportion
Activity 7
Sample
1.1 R79,95 1.2 R159,90 1.3 15
1.4 R319,80 1.5 25 1.6 R479,70
• Comprehensive explanations of mathematical concepts in plain language.
• Practical, everyday examples.
• Activities that test learners’ knowledge application and reasoning.
• The facilitator’s guide contains step-by-step calculations and answers.
• Includes a formula sheet and an alphabetical list of mathematical terms for easy reference.
• Use in school or at home.
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