Mathematics GR 12 Exam Guidelines 2021 Eng
Mathematics GR 12 Exam Guidelines 2021 Eng
Mathematics GR 12 Exam Guidelines 2021 Eng
com
MATHEMATICS
EXAMINATION GUIDELINES
GRADE 12
2021
CONTENTS Page
Chapter 1: Introduction 3
Chapter 7: Conclusion 16
.
1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Mathematics outlines the nature and purpose of
the subject Mathematics. This guides the philosophy underlying the teaching and assessment of the subject in
Grade 12.
Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior
Certificate Examination in Mathematics
Assist teachers to adequately prepare learners for the examinations
This document deals with the final Grade 12 external examinations. It does not deal in any depth with the
school-based assessment (SBA), performance assessment tasks (PATs) or final external practical
examinations as these are clarified in a separate PAT document which is updated annually.
The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS):
Mathematics
The National Protocol of Assessment: An addendum to the policy document, the National Senior
Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the
National Protocol for Assessment (Grades R–12)
National policy pertaining to the programme and promotion requirements of the National Curriculum
Statement, Grades R to 12
Included in this document is a list of Euclidean Geometry reasons, both in English and Afrikaans,
which should be used as a guideline when teaching learners Euclidean Geometry.
2. ASSESSMENT IN GRADE 12
Questions in both Papers 1 and 2 will assess performance at different cognitive levels with an
emphasis on process skills, critical thinking, scientific reasoning and strategies to investigate and
solve problems in a variety of contexts.
Papers 1 and 2 will include questions across four cognitive levels. The distribution of cognitive
levels in the papers is given below.
Approximate
Number of
Cognitive Level Description of Skills to be Demonstrated Weighting Marks in a
150-mark
Paper
Recall
Identification of correct formula on the
information sheet (no changing of the subject)
Use of mathematical facts
Knowledge 20% 30 marks
Appropriate use of mathematical vocabulary
Algorithms
Estimation and appropriate rounding of
numbers
Proofs of prescribed theorems and derivation
of formulae
Perform well-known procedures
Simple applications and calculations which
Routine might involve few steps
35% 52–53 marks
Procedures Derivation from given information may be
involved
Identification and use (after changing the
subject) of correct formula
Generally similar to those encountered in class
Problems involve complex calculations and/or
higher-order reasoning
There is often not an obvious route to the
solution
Problems need not be based on a real-world
Complex
context 30% 45 marks
Procedures
Could involve making significant connections
between different representations
Require conceptual understanding
Learners are expected to solve problems by
integrating different topics.
Non-routine problems (which are not
necessarily difficult)
Problems are mainly unfamiliar
Higher-order reasoning and processes are
Problem involved
15% 22–23 marks
Solving Might require the ability to break the problem
down into its constituent parts
Interpreting and extrapolating from solutions
obtained by solving problems based in
unfamiliar contexts.
3. ELABORATION OF CONTENT/TOPICS
The purpose of the clarification of the topics is to give guidance to the teacher in terms of depth of
content necessary for examination purposes. Integration of topics is encouraged as learners should
understand Mathematics as a holistic discipline. Thus questions integrating various topics can be
asked.
FUNCTIONS
1. Candidates must be able to use and interpret functional notation. In the teaching process learners
must be able to understand how f (x) has been transformed to generate f ( x) , f (x) ,
f ( x a) f ( x) a , af (x) and x f ( y) where a R .
2. Trigonometric functions will ONLY be examined in PAPER 2.
1. The sequence of first differences of a quadratic number pattern is linear. Therefore, knowledge
of linear patterns can be tested in the context of quadratic number patterns.
2. Recursive patterns will not be examined explicitly.
3. Links must be clearly established between patterns done in earlier grades.
1. Understand the difference between nominal and effective interest rates and convert fluently
between them for the following compounding periods: monthly, quarterly and half-yearly or
semi-annually.
2. With the exception of calculating i in the Fv and Pv formulae, candidates are expected to calculate
the value of any of the other variables.
3. Pyramid schemes will NOT be examined in the examination.
ALGEBRA
DIFFERENTIAL CALCULUS
dy
1. The following notations for differentiation can be used: f (x) , D x , or y .
dx
2. In respect of cubic functions, candidates are expected to be able to:
Determine the equation of a cubic function from a given graph.
Discuss the nature of stationary points including local maximum, local minimum and points
of inflection.
Apply knowledge of transformations on a given function to obtain its image.
3. Candidates are expected to be able to draw and interpret the graph of the derivative of a function.
4. Surface area and volume will be examined in the context of optimisation.
5. Candidates must know the formulae for the surface area and volume of the right prisms. These
formulae will NOT be provided on the formula sheet
6. If the optimisation question is based on the surface area and/or volume of the cone, sphere and/or
pyramid, a list of the relevant formulae will be provided in that question. Candidates will be
expected to select the correct formula from this list.
PROBABILITY
1. Dependent events are examinable but conditional probabilities are not part of the syllabus.
2. Dependent events in which an object is not replaced are examinable.
3. Questions that require the learner to count the different number of ways that objects may be
arranged in a circle and/or the use of combinations are not in the spirit of the curriculum.
4. In respect of word arrangements, letters that are repeated in the word can be treated as the same
(indistinguishable) or different (distinguishable). The question will be specific in this regard.
1. Measurement can be tested in the context of optimisation in calculus and two- and
three-dimensional trigonometry.
2. Composite shapes could be formed by combining a maximum of TWO of the stated shapes.
3. The following proofs of theorems are examinable:
The line drawn from the centre of a circle perpendicular to a chord bisects the chord;
The line drawn from the centre of a circle that bisects a chord is perpendicular to the chord;
The angle subtended by an arc at the centre of a circle is double the size of the angle
subtended by the same arc at the circle (on the same side of the chord as the centre);
The opposite angles of a cyclic quadrilateral are supplementary;
The angle between the tangent to a circle and the chord drawn from the point of contact is
equal to the angle in the alternate segment;
A line drawn parallel to one side of a triangle divides the other two sides proportionally;
Equiangular triangles are similar.
4. Corollaries derived from the theorems and axioms are necessary in solving riders:
Angles in a semi-circle
Equal chords subtend equal angles at the circumference
Equal chords subtend equal angles at the centre
In equal circles, equal chords subtend equal angles at the circumference
In equal circles, equal chords subtend equal angles at the centre.
The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle of the
quadrilateral.
If the exterior angle of a quadrilateral is equal to the interior opposite angle of the
quadrilateral, then the quadrilateral is cyclic.
Tangents drawn from a common point outside the circle are equal in length.
5. The theory of quadrilaterals will be integrated into questions in the examination.
6. Concurrency theory is excluded.
TRIGONOMETRY
1. The reciprocal ratios cosec , sec and cot can be used by candidates in the answering of
problems but will not be explicitly tested.
2. The focus of trigonometric graphs is on the relationships, simplification and determining points
of intersection by solving equations, although characteristics of the graphs should not be
excluded.
ANALYTICAL GEOMETRY
STATISTICS
1. Candidates should be encouraged to use the calculator to calculate standard deviation, variance
and the equation of the least squares regression line.
2. The interpretation of standard deviation in terms of normal distribution is not examinable.
3. Candidates are expected to identify outliers intuitively in both the scatter plot as well as the box
and whisker diagram.
In the case of the box and whisker diagram, observations that lie outside the interval
(lower quartile – 1,5 IQR; upper quartile + 1,5 IQR) are considered to be outliers. However,
candidates will not be penalised if they did not make use of this formula in identifying outliers.
The sides opposite the equal angles in an isosceles triangle are equal. sides opp equal s
In a right-angled triangle, the square of the hypotenuse is equal to the Pythagoras OR
sum of the squares of the other two sides. Theorem of Pythagoras
If the square of the longest side in a triangle is equal to the sum of the Converse Pythagoras
squares of the other two sides then the triangle is right-angled. OR
Converse Theorem of Pythagoras
If three sides of one triangle are respectively equal to three sides of SSS
another triangle, the triangles are congruent.
If two sides and an included angle of one triangle are respectively SAS OR SS
equal to two sides and an included angle of another triangle, the
triangles are congruent.
If two angles and one side of one triangle are respectively equal to two AAS OR S
angles and the corresponding side in another triangle, the triangles are
congruent.
If in two right-angled triangles, the hypotenuse and one side of one RHS OR 90°HS
triangle are respectively equal to the hypotenuse and one side of the
other, the triangles are congruent
VIERHOEKE
Die som van die binnehoeke van 'n vierhoek is 360. som van e in vierhoek
Die teenoorstaande sye van 'n parallelogram is ewewydig. teenoorst. sye van ||m
As die teenoorstaande sye van 'n vierhoek ewewydig is, dan is die teenoorst sye van vierh is ||
vierhoek 'n parallelogram.
Die teenoorstaande sye van 'n parallelogram is gelyk in lengte. teenoorst. sye van ||m
As die teenoorstaande sye van 'n vierhoek gelyk is, dan is die vierhoek teenoorst sye van vierh = OF
'n parallelogram. omgekeerde teenoorst sye van
||m
Die teenoorstaande hoeke van 'n parallelogram is gelyk. teenoorst. e van ||m
As die teenoorstaande hoeke van 'n vierhoek gelyk is, dan is die teenoorst. e van vierh = OF
vierhoek 'n parallelogram. omgekeerde teenoorst. e van ||m
Die hoeklyne van 'n parallelogram halveer mekaar. hoeklyne van ||m
As die hoeklyne van 'n vierhoek mekaar halveer, dan is die vierhoek 'n hoeklyne van vierh halveer mekaar
parallelogram. OF omgekeerde hoeklyne van ||m
As een paar teenoorstaande sye van 'n vierhoek gelyk en ewewydig is, teenoorst. sye = en ||
dan is die vierhoek 'n parallelogram.
Die hoeklyne van 'n parallelogram halveer die oppervlakte van die hoeklyn van ||m halveer opp
parallelogram.
Die hoeklyne van 'n ruit halveer mekaar reghoekig. hoeklyne van ruit
Die hoeklyne van 'n ruit halveer die teenoorstaande binnehoeke. hoeklyne van ruit
Al vier sye van 'n ruit is gelyk. sye van ruit
Al vier sye van 'n vierkant is gelyk. sye van vierkant
Die hoeklyne van 'n reghoek is ewe lank. hoeklyne van reghoek
Die hoeklyne van 'n vlieër sny mekaar reghoekig. hoeklyne van vlieër
Die een hoeklyn van 'n vlieër halveer die ander hoeklyn. hoeklyne van vlieër
Een hoeklyn van 'n vlieër halveer die teenoorstaande binnehoeke hoeklyne van vlieër
5. INFORMATION SHEET
b b 2 4ac
x
2a
A P(1 ni) A P(1 ni) A P(1 i) n A P(1 i) n
Tn a (n 1)d Sn
n
2a (n 1)d
2
Tn ar n1
ar n 1 ; S
a
Sn r 1 ; 1 r 1
r 1 1 r
F
x 1 i 1
n
P
x 1 1 i
n
i i
f ( x h) f ( x )
f ' ( x) lim
h 0 h
x x2 y1 y 2
d ( x 2 x1 ) 2 ( y 2 y1 ) 2 M 1 ;
2 2
y 2 y1
y mx c y y1 m( x x1 ) m m tan
x 2 x1
x a 2 y b2 r 2
a b c 1
In ABC: a 2 b 2 c 2 2bc. cos A area ABC ab. sin C
sin A sin B sin C 2
sin sin . cos cos .sin sin sin . cos cos .sin
cos cos . cos sin . sin cos cos . cos sin . sin
cos 2 sin 2
cos 2 1 2 sin 2 sin 2 2 sin . cos
2 cos 2 1
n 2
x x i x
x
2 i 1
n n
n( A)
P( A) P(A or B) = P(A) + P(B) – P(A and B)
nS
yˆ a bx b
x x ( y y )
(x x) 2
If a learner makes more than one attempt at answering a question and does not cancel any of
them out, only the first attempt will be marked irrespective of which of the attempt(s) may be
the correct answer.
Consistent Accuracy marking regarding calculations will be followed in the following cases:
- Subquestion to subquestion: When a certain variable is incorrectly calculated in one
subquestion and needs to be substituted into another subquestion, full marks can be
awarded for the subsequent subquestions provided the methods used are correct and the
calculations are correct.
- Assuming values/answers in order to solve a problem is unacceptable.
7. CONCLUSION
This Examination Guidelines document is meant to articulate the assessment aspirations espoused in
the CAPS document. It is therefore not a substitute for the CAPS document which teachers should
teach to.
Copyright reserved