ANNUAL NATIONAL ASSESSMENT

GRADE 1

MATHEMATICS

TERM 1: 2012 EXEMPLAR

GUIDELINES FOR THE USE OF ANA EXEMPLARS

1. General overview

The Annual National Assessment (ANA) is a summative assessment of the knowledge and skills that learners
are expected to have developed by the end of each of the Grades 1 to 6 and 9. To support their school-based
assessments and also ensure that learners gain the necessary confidence to participate with success in
external assessments, panels of educators and subject specialists developed exemplar test questions that
teachers can use in their Language and Mathematics lessons. The exemplar test questions were developed
from curriculum work that covers Terms 1, 2 and 3 of the school year and a complete ANA model test for each
grade has been provided. The exemplars, which include the ANA model test, supplement the school-based
assessments that learners must undergo on a continuous basis and do not replace them.
2. The structure of exemplar questions

The exemplars are designed to illustrate different techniques or styles of assessing the same skills and/or
knowledge. For instance, some content knowledge or a skill can be assessed through a multiple-choice
question (where learners select the best answer from the given options) or a statement (that requires learners
to write a short answer or a paragraph) or other types of questions (asking learners to join given
words/statements with lines, to complete given sentences or patterns, to show their answers with drawings or
sketches, etc.). So, if teachers and learners find a number of exemplar questions that are structured differently
but are asking the same thing, they should understand that this is deliberate and learners must respond to all
the exemplar questions. Exposure to a wide variety of questioning techniques or styles gives learners the
necessary confidence to confront tests.

3. Links with other learning and teaching resource materials

For the necessary integration, some of the exemplar texts and questions have been deliberately linked to the
grade-relevant workbooks. The exemplars have also been aligned with the requirements of the National
Curriculum Statement Grades R to 12 (NCS), the provisions of the Curriculum and Assessment Policy
Statements (CAPS) for the relevant grades and the National Protocol for Assessment. Together these
documents, plus any others that a school may provide, make up a rich resource base to help teachers in
planning lessons and conducting formal assessment (assessment of learning).
4. How to use the exemplars

While the exemplars for a grade and a subject have been compiled into one comprehensive set, the teacher
does not have to give the whole set to the learners to respond to in one sitting. The teacher should select
exemplar questions that are relevant to the planned lesson at any given time. Carefully selected individual
exemplar test questions, or a manageable group of questions, can be used at different stages of the teaching
and learning process as follows:
4.1 At the beginning of a lesson as a diagnostic test to identify learner strengths and weaknesses. The
diagnosis must lead to prompt feedback to learners and the development of appropriate lessons that
address the identified weaknesses and consolidate the strengths. The diagnostic test could be given as
homework to save time for instruction in class.

4.2 During the lesson as short formative tests to assess whether learners are developing the intended
knowledge and skills as the lesson progresses and ensure that no learner is left behind.
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4.3 At the completion of a lesson or series of lessons as a summative test to assess if the learners have
gained adequate understanding and can apply the knowledge and skills acquired in the completed
lesson(s). Feedback to learners must then be given promptly while the teacher decides on whether there
are areas of the lesson(s) that need to be revisited to consolidate particular knowledge and skills.
4.4 At all stages to expose learners to different techniques of assessing or questioning, e.g. how to answer
multiple-choice (MC) questions, open-ended (OE) or free-response (FR) questions, short-answer
questions, etc.
While diagnostic and formative tests may be shorter in terms of the number of questions included, the
summative test will include relatively more questions up to a full test depending on the work that has been
covered at a particular point in time. The important thing is to ensure that learners eventually get sufficient
practice in responding to full tests of the type of the ANA model test.
5. Memoranda or answering guidelines

A typical example of the expected response (memorandum) has been given for each exemplar test question
and for the ANA model test. Teachers must bear in mind that the memoranda can in no way be exhaustive.
Memoranda can only provide broad principles of expected responses and teachers must interrogate and reward
acceptable options and variations of the acceptable response(s) given by learners.
6. Curriculum coverage

It is extremely critical that the curriculum must be covered in full in every class. The exemplars for each grade
and subject do not represent the entire curriculum. They merely sample important knowledge and skills and
only for work that covers terms 1, 2 and 3 of the school year. The pacing of work to be covered according to the
school terms is specified in the relevant CAPS documents.
7. Conclusion

The goal of the Department is to improve the levels and quality of learner performance in the critical
foundational skills of literacy and numeracy. ANA is one instrument the Department uses to monitor whether
learner performance is improving, staying the same or declining. Districts and schools are expected to support
teachers and provide necessary resources to improve the effectiveness of teaching and learning in the schools.
By using the ANA exemplars as part of their teaching resources, teachers will help learners become familiar
with different styles and techniques of assessing. With proper use the exemplars should help learners acquire
appropriate knowledge and develop relevant skills to learn effectively and perform better in subsequent ANA
tests.

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NUMBERS, OPERATIONS AND RELATIONSHIPS

1. Count the apples and write down the number symbol

______________________________

2. Count the stools and write the number name.

________________________

3. Write the number of the shoes in the box. The first one has been
done for you.

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4. How many sides does this shape have?

___________________

5. Look at the number of circles drawn in one frame and draw the
same number of circles in the other frame.

6. Fill in the missing numbers.

a.
1 4 5

b. 1, 2 ________________ , ___________________ 5

c. 5, 4, _______________. , __________________, 1

d.
5 3 1

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7. Draw a line to match the correct number symbol with the
number of birds.

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8. Look at each picture.

Draw a circle around the number which matches the number of

articles in each group.

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

9. Draw lines to connect the number symbols that are the same.

8 7 5

5 8 7

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10. Copy the given number symbol in each circle.

11. In each box write the number symbol to match the underlined
word.

Four stars

Two flowers

One rabbit

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12. Complete the table below.

Objects Number Number name

symbol

__________ Four

2 __________
Five
__________

3 __________

1 __________

13. Write the number name of the following symbols.

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14. Link the number symbol with its number name.

3 One

2 Two

1 Four

4 Three

5 Five

15. Look at the crosses and the dots, and then complete the
sentence using the word “more” or “less”.

X X X
 

There are __________ crosses than dots.

There are__________dots than crosses.

16 Look at the pictures and then answer the questions.

a.

goat hen

The __________has more legs than the__________

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 b.

car bicycle

The__________has fewer wheels than the __________

c.

square triangle

The __________ has more sides than the__________

17. Write the following numbers from smallest to greatest.

5, 3, 2, 4, 1

________________________________________

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18. Write the following numbers on the flag from greatest to

smallest.

2, 1, 4, 5, 3

19. Write the numbers 3, 2, 1, 4, 5 putting them in order from

smallest to greatest in the circle of matching size.

20. Write the numbers from 1 to 5 in their correct places on the

number line. One number has been done for you.

0 3

21. Fill in the missing number on the number line.

0 1 2 4 5

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 PROBLEM-SOLVING

22. Anna has 3 bananas and Theo has 2 bananas.

How many bananas do Anna and Theo have altogether?

______________

23. Ntombi picked 2 flowers and Sara picked 2 flowers.

Together they picked __________ flowers.

24. Phuti has 1 biscuit and Pat has 2 biscuits.

Phuti and Pat __________biscuits altogether.

25. 2 oranges and 3 oranges make __________ oranges

altogether.

26. 4 carrots take away 1 carrot leaves __________carrots.

27. Thabo has 3 sweets. Tumi took 2 sweets from him.

How many sweets does Thabo have now?

__________

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28. 4 apples less 2 apples are __________ apples.

29. Chantel has 5 marbles. She gives 3 marbles to Mary.

Chantel has __________ marbles left.

30. A farmer has 4 cows. He sells 2 cows.

He has __________cows left.

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OPERATIONS – ADDITION AND SUBTRACTION

31. Look at the pictures. Then answer questions (a to c).

a.

1 and 1 makes __________ apples.

2 and 1 makes __________ apples.

2 and 3 makes __________apples.

b.

2 and 2 makes __________ birds.

3 and 1 makes __________ birds.

2 and 3 makes __________birds.

c.
4 shoes take away 2 shoes leaves __________ shoes.

3 shoes take away 1 shoe leaves __________shoes.

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PATTERNS, FUNCTIONS AND ALGEBRA

32. Complete the pattern.

__________ __________

33. Draw the next 2 objects in the pattern.

__________

34. Draw the next 2 sets of dots in the pattern.


 

   __________

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SPACE AND SHAPE

35. Look at the picture below, and then circle the letter of

the correct sentence which describes the picture.

A. The ball is on top the box.

B. The ball is under the box.

36. Underline the word “right” or “left “to make the sentence
true.

The tree is on the right / left of the cat.

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37. Is the face in the picture shaped like “a ball or a box”?

It is shaped like a __________

38. Match the picture to the correct shape.

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MEASUREMENT

39. Circle the correct word that is represented by the

picture.

morning / night

40. Make a cross (X) above the longest object.

41. Circle the shortest object.

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42. Draw a circle around the heaviest animal.

43. Make a cross (X) above the lightest object.

44. Underline the heaviest animal.

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