DISTRICT SUBJECT COMMITTEE MEETING TERM 2 2024 Intermediate final (1).pptx

Maths curriculum coverage and planning assistance

1. Mathematics Subject Committee Meeting INTERSEN CLUSTER WORKSHOP TERM 2 2024 1

2. PRESENTATION OUTLINE 1 . Term 1, 2024 Results 2. Term 2 Content 3 . Term 2 formal assessment Definition Layout and Structure 4 . Numeric Patterns 5 . Geometric Patterns 2

3. CONTENT PRESCRIBED AS PER THE ANNUAL TEACHING PLAN TERM 2

4. DISTRICT TERM 1 RESULTS GRADE 4-6 4 GRADE YEAR OFFERING PASS@40% PASS@ 50 % AVE % LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 LEVEL 7 4 2022 6 715 77 % 64,0 % 58,6% 905 601 910 1 055 1 078 1 003 1 163 2023 81,9 % 2024 7 459 74,7% 58,9% 54.8% 1 062 825 1 176 1 321 1 162 903 1 010 5 2022 6 163 77,6 % 60,1% 54% 800 579 1 078 1073 1 085 824 724 2023 81,2 % 2024 6 404 77.2% 59,8% 53,8% 779 683 1 111 1 188 1 047 822 774 6 2022 5 863 71,7% 51,3 % 52,2% 908 753 1 196 1 131 868 543 464 2023 76,9 % 2024 6 255 77,3% 57,5% 53,% 768 650 1 238 1 242 1 104 735 518

5. CONTENT TERM 2 5 GRADE 4 GRADE 5 GRADE 6 WHOLE NUMBERS (MULTIPLICATION) 12 Concepts and Skills 10 Written activities WHOLE NUMBERS (MULTIPLICATION) 11 Concepts and Skills 13 Written activities NUMBER SENTENCES 4 Concepts and Skills 4 Written activities WHOLE NUMBERS (DIVISION) 10 Concepts and Skills 9 Written activities WHOLE NUMBERS (DIVISION) 9 Concepts and Skills 10 Written activities NUMERIC PATTERNS 12 Concepts and Skills 5 Written activities NUMERIC PATTERNS 12 Concepts and Skills 5 Written activities NUMERIC PATTERNS 11 Concepts and Skills 9 Written activities GEOMETRIC PATTERNS 12 Concepts and Skills 5 Written activities GEOMETRIC PATTERNS 12 Concepts and Skills 5 Written activities GEOMETRIC PATTERNS 9 Concepts and Skills 5 Written activities COMMON FRACTIONS 11 Concepts and Skills 12 Written activities DECIMAL FRACTIONS 11 Concepts and Skills 11 Written activities Number of Concepts and Skills Number of written activities   Concepts and Skills can be merged and informally assessed in one activity

6. CONTENT TRACKER GRADE 4 6 Content Tracker per grade: Outlines the concepts and skills per topic The number of informal assessment activities

7. FORMAL ASSESSMENT TERM 2

8. ASSESSMENT OF LEARNING INVESTIGATIONS Definition is used to discover rules or concepts involves inductive reasoning, that is, it entails identifying patterns or relationships, and establishing general trends. involves a guided discovery, where learners are led through a process of discovering a particular concept or idea through leading questions. This guided discovery may include the collection of data and/or information to solve a problem. should be done under supervision in the classroom should be assessed through a memorandum and rubric 8

9. ASSESSMENT OF LEARNING INVESTIGATIONS LAYOUT AND STRUCTURE Teachers are allowed to administer an investigation on any ONE of the term 2 topics prescribed as per the Annual Teaching Plan (ATP) before teaching it . The investigation does not consist of multiple choice questions but are rather developed in such a way that guiding, scaffold questions are set in activities to ensure that learners discover the concept required. 9 Investigations Grade Mark Allocation 4, 5 and 6 25 7, 8 40 9 50

10. ASSESSMENT OF LEARNING CONTROLLED TESTS Definition by its nature should assess a substantial portion of the curriculum taught, in the mid-year controlled test the content of term one and two as prescribed by the Annual Teaching Plan will be assessed. administered twice per annum, a mid-year test in grade 4 – 9 and an end-of-year test in grade 4– 6. Senior phase learners will be exposed to an end-of-year examination consisting of 2 papers in each grade. 10

11. ASSESSMENT OF LEARNING CONTROLLED TESTS LAYOUT AND STRUCTURE Consists of 2 Sections; Section A which consist of Multiple Choice questions and Section B which consist of Longer structured questions Total mark for Section A is 5 marks of the total mark of the term test 11 GRADE + MARK ALLOCATION Grade 4 5 6 7 8 9 Mid-year Controlled Test 25 30 40 50 60 75

12. NUMERIC PATTERNS

13. NUMERIC AND GEOMETRIC PATTERNS 13 NUMBER PATTERNS A set of numbers in a given order is called a number sequence. Example : Sequence A: 4; 7; 10; 13; 16; … In some cases, each number in a sequence can be formed from the previous number by performing the same or a similar action. In such a case, we can say there is a pattern in the sequence . The numbers in a sequence are called the value of the position number / term value of the sequence. 1 st number/ term number (   2 nd number/ (   5 th number/ (   Position number / Position of the term Terms that follow one another are said to be consecutive . Three dots shows that the sequence continues indefinitely

14. NUMERIC PATTERNS 14 A sequence can be formed by repeatedly adding or subtracting the same number. In this case the difference between one term and the next is constant. Example: Sequence 1 : 4 ; 7; 10; 13; 16; … + 3 +3 +3 +3 CONSTANT DIFFERENCE The word “recur” means “to happen again”. The extension of a number sequence by repeatedly performing the same or similar action is called recursion. The rule that describes the relationship between consecutive terms is called a recursive rule .

15. NUMERIC PATTERNS 15 A sequence can be formed by r epeatedly multiplying or dividing by the same number . In this case the ratio between one term and the next is constant. Example : Sequence 2 : 5; 10; 20; 40; 80; ... × 2 ×2 × 2 × 2 CONSTANT RATIO

16. NUMERIC PATTERNS 16 A sequence can also be formed in such a way that neither the difference nor the ratio between one term and the next is constant. Example : Sequence 3 : 2; 5; 10; 17; 26; ... + 3 +5 +7 +9 + 2 +2 +2

17. NUMERIC PATTERNS 17 A recursive formula is used to determine the next term of a sequence using one or more of the preceding terms . A disadvantage of recursive reasoning is that it would be time consuming, for example, to determine the two hundredth number in a given sequence. It is important to recognize a relationship between two variable quantities as shown below, to find the rule/formula. The sequence shown here shows a relationship between a term and its position in the sequence.

18. NUMERIC PATTERNS 18 Study the tables below and answer the questions Table 1 Table 2 1. Complete each table up to the term whose position is 6. 2. In each table, how do you get the next term using the previous term? 3. Using the description in ( 2 ), will it be easy to get the term in position 72 in both tables? 4. Identify the constant difference between the terms in each table 5. How do you get the term using the constant difference and the position of the term ? Position number/ Position of the term 1 2 3 4 5 6   15   72 Value of the position number/ Term value 2 4 6 8             Position number/ Position of the term 1 2 3 4 5 6   15   72 Value of the position number/ Term value 1 3 5 7             In a pattern the relationship between the position of the term and the term itself is the general rule and it is denoted by T n . In the Intermediate Phase and Grade 7 learners are expected to provide this rule in words using the terminology: constant difference/ratio, position number/position of term and the term value

19. GEOMETRIC PATTERNS

20. 20 GEOMETRIC PATTERNS The rule for the pattern is contained in the structure (construction) of the successive shapes Structure –refers to the physical arrangement of geometric shapes at every stage of the pattern The answer to the rule lies in the structure !

21. Stage 1 Stage 2 Stage 3 2 2 Stage 3 2 Recursive relationship- Common difference = 2 Can we give geometric patterns the same treatment we give numeric pattern? This way of investigating the rule for the pattern disregards the construction

22. 22 GEOMETRIC PATTERNS Approach to teaching geometric patterns should be done as follows: appreciate the arrangement/packaging of geometric shapes at every stage of the pattern use that arrangement to investigate and extend a geometric pattern

23. 1 2 3 4 Stage No Equivalen t expression Number Stage No Equivalen t expression Number What is different at every stage? Rule What is the same at every stage of the pattern?

24. INTERMEDIATE PHASE CAPS pg.169 Same pattern in different ways : Equivalent forms OF DIFFERENT DESCRIPTIONS of the same relationship or rule presented Verbally : 1 plus the stage number multiplied by 2 OR Multiply stage number by 2 and add 1     Flow diagram   Number sentence

25. 25 THANK YOU