organized by Abutimalesela 0798975624
Mathematics 2 DBE/2021
Examination Guidelines
CONTENTS Page
Chapter 1: Introduction 3
Chapter 2: Assessment in Grade 12
2.1 Format of question papers for Grade 12 4
2.2 Weighting of topics per paper for Grade 12 4
2.3 Weighting of cognitive levels 5
Chapter 3: Elaboration of Content for Grade 12 (CAPS) 6
Chapter 4: Acceptable reasons: Euclidean Geometry
4.1 Acceptable Reasons: Euclidean Geometry (ENGLISH) 9
4.2 Aanvaarbare redes: Euklidiese Meetkunde (AFRIKAANS) 12
Chapter 5: Information sheet 15
Chapter 6: Guidelines for marking 16
Chapter 7: Conclusion 16
.
Copyright reserved Please turn over
Page 1
,organized by Abutimalesela 0798975624
Mathematics 3 DBE/2020
Examination Guidelines
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.
The purpose of these Examination Guidelines is to:
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.
These guidelines should be read in conjunction with:
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.
The Information Sheet for Paper 1 and 2 is included in this document.
Copyright reserved Please turn over
Page 2
,organized by Abutimalesela 0798975624
Mathematics 4 DBE/2021
Examination Guidelines
2. ASSESSMENT IN GRADE 12
All candidates will write two external papers as prescribed.
2.1 Format of Question Papers for Grade 12
Paper Topics Duration Total Date Marking
Patterns and sequences
Finance, growth and decay
Functions and graphs
1 3 hours 150 October/November Externally
Algebra, equations and inequalities
Differential Calculus
Probability
Euclidean Geometry
Analytical Geometry
2 3 hours 150 October/November Externally
Statistics and regression
Trigonometry
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.
An Information Sheet is included on p. 15.
2.2 Weighting of Topics per Paper for Grade 12
PAPER 1 MARKS PAPER 2 MARKS
Algebra, Equations and Inequalities 25 Statistics and Regression 20
Number Patterns 25 Analytical Geometry 40
Functions and Graphs 35 Trigonometry 50
Finance, Growth and Decay 15 Euclidean Geometry 40
Differential Calculus 35
Counting Principle and Probability 15
TOTAL 150 TOTAL 150
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Page 3
, organized by Abutimalesela 0798975624
Mathematics 5 DBE/2021
Examination Guidelines
2.3 Weighting of Cognitive Levels
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.
Copyright reserved Please turn over
Page 4
Mathematics 2 DBE/2021
Examination Guidelines
CONTENTS Page
Chapter 1: Introduction 3
Chapter 2: Assessment in Grade 12
2.1 Format of question papers for Grade 12 4
2.2 Weighting of topics per paper for Grade 12 4
2.3 Weighting of cognitive levels 5
Chapter 3: Elaboration of Content for Grade 12 (CAPS) 6
Chapter 4: Acceptable reasons: Euclidean Geometry
4.1 Acceptable Reasons: Euclidean Geometry (ENGLISH) 9
4.2 Aanvaarbare redes: Euklidiese Meetkunde (AFRIKAANS) 12
Chapter 5: Information sheet 15
Chapter 6: Guidelines for marking 16
Chapter 7: Conclusion 16
.
Copyright reserved Please turn over
Page 1
,organized by Abutimalesela 0798975624
Mathematics 3 DBE/2020
Examination Guidelines
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.
The purpose of these Examination Guidelines is to:
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.
These guidelines should be read in conjunction with:
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.
The Information Sheet for Paper 1 and 2 is included in this document.
Copyright reserved Please turn over
Page 2
,organized by Abutimalesela 0798975624
Mathematics 4 DBE/2021
Examination Guidelines
2. ASSESSMENT IN GRADE 12
All candidates will write two external papers as prescribed.
2.1 Format of Question Papers for Grade 12
Paper Topics Duration Total Date Marking
Patterns and sequences
Finance, growth and decay
Functions and graphs
1 3 hours 150 October/November Externally
Algebra, equations and inequalities
Differential Calculus
Probability
Euclidean Geometry
Analytical Geometry
2 3 hours 150 October/November Externally
Statistics and regression
Trigonometry
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.
An Information Sheet is included on p. 15.
2.2 Weighting of Topics per Paper for Grade 12
PAPER 1 MARKS PAPER 2 MARKS
Algebra, Equations and Inequalities 25 Statistics and Regression 20
Number Patterns 25 Analytical Geometry 40
Functions and Graphs 35 Trigonometry 50
Finance, Growth and Decay 15 Euclidean Geometry 40
Differential Calculus 35
Counting Principle and Probability 15
TOTAL 150 TOTAL 150
Copyright reserved Please turn over
Page 3
, organized by Abutimalesela 0798975624
Mathematics 5 DBE/2021
Examination Guidelines
2.3 Weighting of Cognitive Levels
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.
Copyright reserved Please turn over
Page 4
