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Reg. No.: 2011/011959/07
Facilitator’s
Notes to the facilitator
1. General
Make sure that you have received the following:
y A study guide with the relevant year's study material.
y The facilitator’s guide containing:
ȇ This letter of information.
ȇ The year plan for Grade 8. The study guide memorandum that explains all the answers to the questions found in the study guide.
y A portfolio book containing: Assessment planning
ȇ All assessments for the year
y The portfolio book memorandum which includes the following: Assessment planning Memoranda of all the tasks and tests
2. Study guide
The study guide contains all the necessary explanations and exercises to explain concepts to learners, as well as to develop their comprehension, skills and knowledge of mathematics.
y Study the theory and examples with all the explanations.
y Do some of the questions and mark them according to the memorandum.
A CASIO fx-82ES (Plus) calculator is recommended for learners, but any good scientific calculator will be sufficient.
Any other good mathematics sources could be useful as long as it meets the requirements of the CAPS curriculum.
3. Portfolio book
4.1
Learning outcomes
The following is an explanation of the learning outcomes that are required for both Grade 8 and Grade 9:
SAMPLE
operations and relationships
Refer to the portfolio book for all assessment tasks for the year.
4.2 Difficulty levels
Asterisks are used to indicate each question's level of difficulty. These levels are indicated in the study guide, and apply to all tests and exams.
y Use mathematical facts and vocabulary
y Use correct formulas
y Estimate and rounding of values
y Understand theoretical knowledge
y Follow familiar procedures
y Apply concepts consisting of various steps
y Deduce from given information
y Do basic calculations learnt from examples and exercises
y Complex calculations and high-order reasoning
y Euclidean geometry
y There is no clear method to get the answer
y Indicate links, similarities and differences between different representations
y Requires conceptual and holistic understanding
Unfamiliar
problems that are not necessarily difficult
y Problems must usually be solved in different parts
y Usually about practical problems in everyday life
y High-order understanding and processes
Often regarded as an acceleration of the curriculum. Not included in tests and exams.
IMPORTANT: The year plan has been adapted to reflect changes to CAPS. The order in which topics are presented in the facilitator’s guide is not necessarily correct. ALWAYS refer to the year plan for the correct order in which topics must be covered.
For example: Although the order of topics to be covered in Term 1 is presented as Unit 1, Unit 2 and Unit 3 in the facilitator’s guide, the correct order according to the year plan is Unit 1, Unit 7 and Unit 8.
Unit 1: Number systems
Exercise 1: Where do number systems come from?
There is proof that the Ishango people of the Democratic Republic of the Congo (DRC) made marks on bones to count their cattle or family members. The oldest bone found to confirm these assumptions is approximately 20 000 years old.
Another number system is the Egyptian number system which consists of symbols. However, the number system that we use today is the Hindu-Arabic system which was developed more than 1 000 years ago by Hindu-Arabic mathematicians. Learners can see a comparison between these two number systems in the table below.
SAMPLE
Study the number 234 654 365 123 987 341 236 687. Now write the number that is 10 000 more than the given one.
1.5*** Investigate for fun
Learners must copy the table and translate the terms ‘addition’, ‘subtraction’, ‘multiplication’ and ‘division’ into any two other languages.
English Addition Subtraction Multiplication Division
