1. Overberg Education District
Mathematics
George Edwards Cell:
Tel: Fax:
@georgeedwards99
Michael Fortuin
Cell:
Tel:
Fax:

2. MATHEMATICS GRADE 8-9
STANDARD SETTING : 14 February 2015

3. Programme Opening and welcome Administrative arrangements
Reflection November 2014 Grade 8-9 /ANA’s/Systemic Tests
Programme of Assessment 2015
Moderation Process 2015
Portfolio Management

4. Programme Planning Guide for 2015 Challenges within Mathematics
Teacher tutoring
Mathrocks
Study Groups
Professional development exercise
Closure

5. Opening and welcome SIMPLE LITTLE TEST
You are competing in a race, and overtake the runner lying in second place. In which position are you now?

6. SIMPLE LITTLE TEST
If you overtake the last runner, what position are you now?

7. SIMPLE LITTLE TEST
Take Add 40. Add another Add 30. Add 1000 again. Plus 20. Plus And plus 10. What is the total?

8. SIMPLE LITTLE TEST Mary’s father has five daughters: 1. Chacha
2. Cheche
3. Chichi
4. Chocho
5. ?????????What is the 5th daughter’s name?

9. Administrative arrangements
Attendance register
Database
Transport claims(S&T ; Z43(1);Z43(2))
Reflection forms

10. Focus 2015 Focus on class room visits – to support and advise
Focus on Senior Phase
Teachers to indicate interventions for learners who have been progressed due to age and retention norm(grade 9)

11. Moderation of question papers before assessment takes place.
Analysis of marks after assessment has been done to determine trends.
Question analysis of papers and controlled test.
Memorandum discussion of tests and exams where more than one teacher teaches subject in school – before marking starts.

12. Reflection November 2014 Grade 8-9 Grade 9 Results

13. ANA’s Results 2014

14. WCED SYSTEMIC TESTS

15. Programme of assessment 2015 – Guidelines

16. TIME ALLOCATION 4½ hours per week. Six(6) periods of 45 minutes each.
Make sure you get the time on your roster.

17. Minimum requirements per term Number of tasks per year
Minimum requirements for formal assessment : Senior Phase Mathematics
Forms of assessment
Minimum requirements per term
Number of tasks per year
Weighting
Term 1
Term 2
Term 3
Term 4
SBA
Test 1 3
40%
Examination
Assignment
Investigation 2
Project
TOTAL 10
End of year exam
60%

18. SBA REQUIREMENTS: GR 8 & 9 3 1 2 LENGTH/ MARKS TIME TEST 50 marks
FORM OF ASSESSMENT
NUMBER
LENGTH/ MARKS
TIME
TEST 3
50 marks
1 hour (min)
EXAM 1
Two papers of 50 marks OR
One paper of 100 marks
2 x 1 hour papers
1 x 2 hour paper
ASSIGNMENT
At least 50 marks
One period or longer
PROJECT
± 1 week (if longer, monitor process with due date)
INVESTIGATION 2
One period or longer (monitor process) 18

19. Number, operations and relations Patterns, functions and algebra
Final end of year examination – Option 1
Number, operations and relations
Patterns, functions and algebra
Geometry
Measurement
Data
Total mark %
Mark
Gr 8 25 30 10
100
Gr 9 15 23 35 52 45
150

20. Final end of year examination – Option 2 PAPER 1
Number, operations and relations
Patterns, functions and algebra
Total mark %
Mark
Gr 8 25 50 30 60
110
Gr 9 15 35 70
100

21. Final end of year examination – Option 2 PAPER 2
Geometry
Measurement
Data
Total mark %
Mark
Gr 8 25 50 10 20 90
Gr 9 30 60
100

22. Formal assessment task
REPORTING PER TERM
Formal assessment task
Weight per term
Term 1
Assignment
40%
Test
60%
Term 2
Test & Investigation
Exam
Term 3
Assignment & project
Term 4
Assignment & Investigation
SBA(each SBA task = 10%)
Final Exam

23. Cognitive levels : Grade 8-9
Knowledge
25%
Routine procedures
45%
Complex procedures
20%
Problem solving
10%

24. Exam Setting Templates
Grade 8
Grade 9

25. Projects
A project in the context of Mathematics is a task in which learners are provided with an opportunity to apply mathematical knowledge to contexts outside of mathematics.
The mathematical knowledge applied should be relevant to the grade of the learners (there should be a clear difference between a grade 10 and 12 project)
A project must be well-structured with clear criteria for assessment.
Constant monitoring and support should be provided to learners throughout the duration of the task.
Time allocation should be reasonable but not too long.
A rubric is suitable to assess a project.

26. TESTS Tests should adhere to the following:
Completed by all classes in the same grade on the same day.
All learners write the same test.
Completed under exam conditions.
Questions must comply with year-end exam standards.
More than one teacher, reach agreement on scope, date and time of test.
The mark allocation for a one-hour test is at least 50 marks.

27. Assignments
An assignment in the context of Mathematics is intended to provide the learners with an opportunity to consolidate what has been learnt in class.
Such structured and controlled revision should prepare learners for tests and examinations.
It follows therefore that there should be a direct relationship in the scope of an assignment and that of a test or examination it precedes.
While the teacher may allocate classroom time and supervise the completion of an assignment, the learner could also complete parts of an assignment in his or her own time.

28. Investigations
In the context of Mathematics an investigation is a structured task in which learners are carefully guided towards the discovery of mathematical relationships/trends. These relationships include theorems, conjectures, graphs, patterns, etc.
It must be stated clearly that “the mathematics” being investigated by the learners must be appropriate to their grade.
A rubric is most suitable for these kinds of tasks.

29. Moderation : 2015 Internal Moderation Curriculum Adviser : First Round
Curriculum Adviser : Final Moderation and Verification

30. Internal Moderation
HOD (or subject head) if HOD not subject specialist
Moderation of tasks and assessment tools BEFORE task is given to learners
Moderation of completed tasks of learners-10%
Record the moderated tasks (Names & Marks)
Please record on electronic sheets
Moderation of the recorded marks
Content page by teacher
Report by CA

31. Moderation: What to look for?
Instrument to be used.
Duration, length
Weighting of content
Weighting of cognitive levels
Language – mathematical vs layman
Use of pictures, diagrams, graphs to facilitate language
Technical care : Typed; Same font; NO copy and paste.
Memoranda : Neatness; marks allocation; explanation for marks given.
Hyperlink.

32. Moderation School: Internal Moderation
Teacher portfolio and sample of learner performance – twice a year by Subject Head
District:
Curriculum Adviser / HO
Teacher portfolio and sample of learner performance – twice during year
Provincial: Umalusi
Once per year
MIGHT HAPPEN IN 2014
Cluster moderation

33. Provincial Moderation 2014 REPORT

34. Moderation of Exam Papers
Second term : Gr
Third term : Gr
Fourth term : Gr. 9 & 11
Schools will be selected.
Deadlines to be met.
Exam/test templates to be used and submitted as well– not negiotable.
Format of memo.

35. Portfolio Management Subject Resource File Teacher portfolio
Learner portfolio

36. Important documents: Subject Resource File
Standard Setting notes
Grade 8-9: CAPS document
Subject Framework
Work schedules/Pace setters
Plan of Assessment
Circulars
Exemplar Tasks, Exemplar Papers
Maak folder wat al hierdie bevat.

37. Important documents: Educators’ Portfolio
What should be in the teacher’s file? - policy documents (3 documents) - personal time-table - work schedule (micro plan – that is daily) - record of textbooks issued to learners - assessment plan - assessment tasks and tools - mark sheets - targets for each grade (March, Jul, Sep, Dec) - analysis of results - intervention strategies

38. POLICY DOCUMENTS
National Curriculum and Assessment Policy Statement (CAPS) for Mathematics (also available in Afrikaans)
National Policy pertaining to the Programme and Promotion requirements of the National Curriculum Statements Grades R – 12(NPR).
National Protocol for Assessment Grades R – 12(NPA).
All these documents available on

39. Learner Evidence of Performance
Cover page
Table of content( Afr. or Eng )
Assessment Tasks per Term
(clearly indicated)
Statement of Authenticity (signed by learner)

40. Work Schedule 2015 Grade 8 Grade 9
Planning for 2015
Work Schedule 2015
Grade 8
Grade 9

41. EXAMPLE: Villiersdorp SS
Planning for 2015
EXAMPLE:
Villiersdorp SS

42. Daily Lesson Plan Daily Preparation Book Learner’s Book
Planning for 2015
Daily Lesson Plan Daily Preparation Book Learner’s Book

43. Planning for 2015
TEACHER Example : Grade 9 Control Test

44. Planning for 2015
WISKUNDE DRIL OEFENINGE MATHS TRAINING GRADE 8 & 9 MONICA LLOYD

45. BREAK/POUSE

46. Challenges for 2015 Content knowledge Teaching methodology Planning
Quality of passes
Attracting learners to the subject and retaining learners within the subject for grade 10
ANA’s improvement
WCED systemic tests improvement
Gr 8 Baseline tests-pilot

47. LEARNER TUTORING Budget approval
Grade 8 & 9 depending on availability and suitabality of tutors
Selected schools
Rationale:More learners grade 10
Attendance register
Subject teacher MUST attend

48. Teacher Tutoring 2015 Training for grade 8 & 9 teachers in 2015 :
14 April – Caledon
15 April – Hermanus
16 April – Swellendam
21 July – Caledon
22 July – Hermanus
23 July – Swellendam
11 Aug – Caledon
12 Aug – Hermanus
13 Aug - Swellendam

49. Teacher Tutoring 2015 AHEC Info sheet Expression of Interest
Training for grade 8 & 9 teachers in 2015 :
AHEC
Info sheet
Expression of Interest

50. MATHROCKS (grade 8-10) Aim:
To incorporate materials used in Mathrocks into regular classroom curriculum.
Learners to learn problem-solving techniques.
Learners to develop critical thinking skills.
Participation in Mathrocks to be a challenging and fun experience.

51. MATHROCKS
Competition date
26 August 2015

52. MATHROCKS Participants: Learners in grade 8, 9 and 10.
Learners may participate individually, in pairs or as teams of 4.

53. STUDY GROUPS Instruction from WCED.
Appointment of Study Group Leaders.
One study group per circuit.
Needs analysis.
Meet at least once per term.
Each study group will draw up its own programme for the year.
CA to visit on invitation.
Quarterly reports to be submitted by leader.

54. IMPORTANT DATES
14 March LAC Colloquium(Language across the curriculum)

55. Professional Development Exercise
Grade 9 Topics

56. Professional Development Exercise
Topics completed
Term 1
Whole numbers
4,5 hours
Integers
Common fractions
Decimal fractions
Exponents
5 hours
Numeric and geometric patterns
Functions and relationships
4 hours
Algebraic expressions
Algebraic equations

57. Professional Development Exercise
Topics completed
Term 2
Constructions
9 hours
Geometry of straight lines
Geometry of 2D shapes
Pythagoras
5 hours

58. Professional Development Exercise
Topics for today
Term 3
Perimeter and area of 2D shapes
5 hours
Functions and relationships
Algebraic expressions
9 hours
Algebraic equations
Graphs
12 hours
Surface area and
volume of 3D objects
Transformations

59. Professional Development Exercise
Topics for today
Term 4
Geometry of 3D objects.
9 hours
Collect, organise and summarise data(4 hours)
Represent data(3 hours)
Interpret, analyse and report data(3,5 hours)
Probability
4,5 uur

60. THANK YOU!
DANKIE!
ENKOSI!