Mathematical Literacy
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Reg. No.: 2011/011959/07
Mathematical Literacy
Facilitator’s guide
Grade 12
Lesson elements
ACTIVITY
Formative assessment to test candidates’ progress and knowledge of the lesson completed.
STUDY/REVISION
Demarcation or summary of work to be revised in preparation for tests and examinations.
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 12 Mathematical Literacy 3 in 1
• Mathematical Literacy for the Classroom Grade 12 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
Time allocation per topic serves as a guideline only and it can be adjusted to candidates’ own pace. Bear in mind that candidates must first complete the relevant lessons before being allowed to take a test or the relevant examination.
Candidates 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 candidates tend to work more slowly, the necessary adjustments must be made to ensure that they still master all the work in time.
Part 1: Rounding
Activity 1
1. 2,36
2. 0,36
3. 2,00
4. 13,44
5. 234,88
Part 2: Rounding to the nearest 10, 100 and 1 000
Activity 2
1. 60 2. 300 3. 1 000
4. Nearest 10 ≈ 1 360
Nearest 100 ≈ 1 400
Nearest 1 000 ≈ 1 000
5. Nearest 10 ≈ 2 840
Nearest 100 ≈ 2 800
Nearest 1 000 ≈ 3 000
Part 3: Scientific notation
UNIT 1: REVIEW OF BASIC SKILLS Sample
Activity 3
1.1 4,8 × 106
1.2 2,5 × 103
1.3 1,2 × 10-7
1.4 2,3 × 10-4
2.1 340 000
2.2 6 280 000 000
2.3 0,0000023
2.4 0,0000000045
Part 4: Percentages
Activity 4
1.1 0,35 × R1 500 = R525
1.2 0,3333 × R4 500 = R1 500
2. 46 75 × 100 = 61,33% ≈ 61%
3. Chocolate bars: 115% × R6,25 = R7,19
Sweets: 115% × R3,45 = R3,97
Chips: 115% × R4,20 = R4,83
Soft drink cans: 115% × R5,85 = R6,73
4. P × 115% = R25 000
P = 25 000 115% or 25 000 1,15
P = R21 739,13
The motorcycle would have cost R21 739,13
5. 100% – 1,3% = 98,7%
P × 98,7% = R12,34
P = R12,34 ÷ 98,7%
P = R12,50
Motorists paid R12,50 before the decrease.
6. Percentage decrease****
135 235 235 × 100 = –42,55% ≈ 43%
(the minus indicates a discount/decrease)
7. 36 minutes : 1 hour
36 minutes : 60 minutes
36 60 × 100 = 60% Sample
8.
× 100 =6,5% ����456 −��������������������������������
0,065 × previous value + previous value = R456
1,065 × previous value = R456
Previous value = R456 ÷ 1,065
Previous value = R428,17
9. 312 employees
Male: 312 – 176 = 136
136 312 × 100 = 43,5897 ≈ 44%
44% of the employees are male.
10.
× 100
R15 457 R14 450 R14 450 × 100 = 6,96%
Approximately 7%
Millicent earns more than the average salary.
Part 5: Ratios
Activity 5
1.1 27 : 33 9 : 11
1.2 3 days : 3 weeks 3 days : 21 days 1 : 7
Sample
1.3 1,3 ℓ : 250 mℓ 1 300 mℓ : 250 mℓ 26 : 5
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. Edna: 12 42 × R2 310 = R660
Lebogang: 7 42 × R2 310 = R385
Boitumelo: 23 42 × R2 310 = R1 265
4. 2 : 3
3 2 × R133,45 = R200,18
5. 11 : 7
7 11 × 135 kg = R85,91 kg
Part 6: Rate
Activity 6
1. €20 000 × R18,17 = R363 400
2. R63 400 ÷ R18,17 = €3 489,27
Part 7: Proportion
Activity 7
1.1 R54,95
1.2 R109,90
1.3 15
1.4 R219,80
1.5 25
1.6 R329,70
2.
3. Directly proportional. As the weight increases, the cost also increases.
4.1.1 1 000 4.1.2 750 4.1.3 600 4.1.4 60 4.2
The cost to transport a group of friends
4.3 Indirectly proportional. As the number of people increases, the cost per person decreases
• 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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