MIP2602 Exam Pack 2026 - Distinction Guaranteed

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MIP2602
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,UNIVERSITY EXAMINATIONS




January/February 2026

MIP2602
Mathematics For Intermediate Phase Teachers IV
100 Marks
Duration: 3 hours and 30 minutes
EXAMINERS:
FIRST: Dr EG MAKWAKWA
SECOND: Mr. GT MPHUTHI

This is a closed-book examination.
This paper consists of 8 pages. (Annexure A is included on page 8).

Instructions:

1. Scan or enter the QR code (a25f1706) before you start the exam. (See page 2).

2. Please include your student number on your exam answer script.

3. The examination answer file must be uploaded as a PDF electronic document on the myExams
platform. Incorrect answer scripts and/or submissions made on unofficial examination platforms
will not be marked, and no opportunity will be granted for resubmission. Do not password-protect
your PDF file or upload it as a “read-only” file.

4. Answer all three questions in this question paper.

5. Number your answers exactly as the questions are numbered.

6. Round off your answers to three decimals, where necessary.

7. Show all your working details (calculations).

8. See Annexure A at the end of the exam paper on how to upload your exam answer file on myExams.




Page 1 of 8

, CONFIDENTIAL

MIP2602
Jan/Feb 2026

QUESTION 1

1.1 Read the scenario below and answer the questions that follow:

Scenario: Daily snack choices at Sunrise High School
Mrs Sikhosana, a Grade 8 teacher at Sunrise High School, wanted to understand her
learners’ daily snack preferences so she could plan a nutrition-themed mathematics project.
On a particular morning, she randomly asked learners what snack they brought to school.
Their responses were:


Fruit, Crisps, Fruit, Sandwich, Fruit, Yoghurt, Sandwich, Crisps, Fruit, Crisps,
Yoghurt, Sandwich, Fruit, Crisps, Crisps, Fruit, Yoghurt, Yoghurt, Crisps,
Sandwich, Fruit, Crisps, Yoghurt, Fruit, Crisps, Sandwich, Fruit, Fruit, Fruit, Crisps,
Fruit, Sandwich, Fruit, Yoghurt, Sandwich, Crisps, Fruit, Crisps, Yoghurt,
Sandwich, Fruit, Crisps, Crisps, Fruit, Yoghurt, Yoghurt, Crisps, Sandwich, Fruit,
Crisps, Yoghurt, Fruit, Crisps, Sandwich, Fruit, Fruit


Important: Generic definitions (e.g., “a sample is a group of people…”) will receive 0 marks
unless linked to the scenario.
1.1.1 Identify the population relevant to this study. (2)
1.1.2 Identify the sample. (1)
1.1.3 Using the snack-choice data:
1.1.3.1 Classify the data as qualitative or quantitative and justify with reference to the
scenario. (3)
1.1.3.2 Classify it as categorical or numerical, again with contextual justification. (3)
1.1.3.3 Identify the measurement scale and explain why it applies. (2)
1.1.4 Mrs Sikhosana collected data through a one-day self-report survey.
1.1.4.1 Critically evaluate whether this method is appropriate for understanding snack
preferences. (4)
1.1.4.2 Classify the data as primary or secondary and justify your answer. (3)
1.1.4.3 Compare the usefulness of primary vs secondary data in this study. Which
would be more reliable for planning a class project? Justify in context. (5)
[23]
_______________




Page 3 of 8

, CONFIDENTIAL

MIP2602
Jan/Feb 2026


QUESTION 2
2.1 Read the scenario below and use the scenario to answer questions 2.1.1–2.1.9.

Scenario: Livestock count – animals in Mr Maseko’s livestock enclosures
Mr Maseko is a small-scale farmer who manages several livestock enclosures. To plan feed
and veterinary care, he performed a one-time count inside one enclosure. He recorded:

Goat, Goat, Goat, Goat, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck,
Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck,
Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Duck, Horse, Horse, Horse, Horse,
Horse, Horse, Horse, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken,
Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken,
Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken,
Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken,
Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken,
Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Chicken,
Chicken, Chicken, Chicken, Chicken, Chicken, Chicken, Cow, Cow, Cow, Cow, Cow,
Cow, Cow , Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig, Pig,
Pig, Pig, Pig



The pictures representing the data in scenario 1: livestock are these:




Goat Horse Duck Chicken Cow Pig




2.1.1 Organise the livestock data into a frequency table with the following columns: Animal
type, Tally, Frequency, Relative frequency percentage (%). Round percentages to two
decimals. (12)
2.1.2 Using the data in 2.1 and your frequency table in 2.1.1, critique a flawed bar chart
below, generated using AI, by identifying four errors and explaining why each error is
misleading to a Grade 7 learner.




Page 4 of 8