Overberg Education
District
Mathematics
George Edwards
Cell: 083 2935336
Tel: 028-2147343
Fax: 086 5514045
Michael Fortuin
Cell: 073 7068308
Tel: 028 2147335
Fax: 028 2147400
George.Edwards@westerncape.gov.za
Michael.Fortuin@westerncape.gov.za
www.edwardsmaths.com
@georgeedwards99
MATHEMATICS GRADE 8-9
STANDARD SETTING : 14 February 2015
Programme
• Opening and welcome
• Administrative arrangements
• Reflection November 2014 Grade
8-9 /ANA’s/Systemic Tests
• Programme of Assessment 2015
• Moderation Process 2015
• Portfolio Management
Programme
•
•
•
•
•
•
•
Planning Guide for 2015
Challenges within Mathematics
Teacher tutoring
Mathrocks
Study Groups
Professional development exercise
Closure
Opening and welcome
SIMPLE LITTLE TEST
• You are competing in a
race, and overtake the
runner lying in second place.
In which position are you
now?
SIMPLE LITTLE TEST
• If you overtake the last
runner, what position are you
now?
SIMPLE LITTLE TEST
• Take 1000. Add 40. Add
another 1000. Add 30. Add
1000 again. Plus 20. Plus
1000. And plus 10. What is
the total?
SIMPLE LITTLE TEST
• Mary’s father has five
daughters:
• 1. Chacha
• 2. Cheche
• 3. Chichi
• 4. Chocho
• 5. ?????????What is the 5th
daughter’s name?
Administrative arrangements
• Attendance register
• Database
• Transport claims(S&T ; Z43(1);Z43(2))
• Reflection forms
Focus 2015
• Focus on class room visits – to support
and advise
• Focus on Senior Phase
• Teachers to indicate interventions for
learners who have been progressed due
to age and retention norm(grade 9)
• Moderation of question papers before
assessment takes place.
• Analysis of marks after assessment has
been done to determine trends.
• Question analysis of papers and
controlled test.
• Memorandum discussion of tests and
exams where more than one teacher
teaches subject in school – before
marking starts.
Reflection November 2014
Grade 8-9
Grade 9 Results
ANA’s Results 2014
WCED SYSTEMIC TESTS
Programme of assessment
2015 – Guidelines
TIME ALLOCATION
 4½ hours per week.
 Six(6) periods of 45 minutes each.
 Make sure you get the time on your
roster.
Minimum requirements for formal assessment : Senior Phase Mathematics
Forms of
assessment
Test
Minimum requirements per term
Term 1
Term 2
Term 3
1
1
1
Examination
Assignment
Term 4
1
1
1
3
SBA
40%
Investigation
1
Project
TOTAL
End of
year
exam
Weighting
3
1
1
Number of
tasks per
year
1
1
2
3
3
2
1
2
10
1
60%
SBA REQUIREMENTS: GR 8 & 9
NUMBER
LENGTH/ MARKS
TIME
3
50 marks
1 hour (min)
EXAM
1
Two papers of 50 marks
OR
One paper of 100 marks
2 x 1 hour papers
OR
1 x 2 hour paper
ASSIGNMENT
3
At least 50 marks
One period or longer
At least 50 marks
± 1 week (if longer,
monitor process with
due date)
FORM OF
ASSESSMENT
TEST
PROJECT
INVESTIGATION
1
2
At least 50 marks
One period or longer
(monitor process)
18
Final end of year examination – Option 1
Number,
operations
and
relations
Patterns,
functions
and
algebra
Geometry
%
Mark
%
Mark
%
Mark
%
Mark
%
Mark
Gr 8
25
25
30
30
25
25
10
10
10
10
100
Gr 9
15
23
35
52
30
45
10
15
10
15
150
Measurement
Data
Total
mark
Final end of year examination – Option 2
PAPER 1
Number, operations and
relations
Patterns, functions and
algebra
Total mark
%
Mark
%
Mark
Gr 8
25
50
30
60
110
Gr 9
15
30
35
70
100
Final end of year examination – Option 2
PAPER 2
Geometry
Measurement
Data
Total
mark
%
Mark
%
Mark
%
Mark
Gr 8
25
50
10
20
10
20
90
Gr 9
30
60
10
20
10
20
100
REPORTING PER TERM
Formal
assessment task
Weight per
term
Formal
assessment
task
Weight per
term
Term 1
Assignment
40%
Test
60%
Term 2
Test &
Investigation
40%
Exam
60%
Term 3
Assignment &
project
40%
Test
60%
40%
Final Exam
60%
Term 4
Assignment &
Investigation
SBA(each SBA
task = 10%)
Cognitive levels : Grade 8-9
Knowledge
Routine
procedures
Complex
procedures
Problem solving
25%
45%
20%
10%
Exam Setting Templates
Grade 8
Grade 9
Projects
• A project in the context of Mathematics is a task in which
learners are provided with an opportunity to apply
mathematical knowledge to contexts outside of mathematics.
• The mathematical knowledge applied should be relevant to
the grade of the learners (there should be a clear difference
between a grade 10 and 12 project)
• A project must be well-structured with clear criteria for
assessment.
• Constant monitoring and support should be provided to
learners throughout the duration of the task.
• Time allocation should be reasonable but not too long.
• A rubric is suitable to assess a project.
TESTS
Tests should adhere to the
following:






Completed by all classes in the same grade on the same day.
All learners write the same test.
Completed under exam conditions.
Questions must comply with year-end exam standards.
More than one teacher, reach agreement on scope, date and
time of test.
The mark allocation for a one-hour test is at least 50 marks.
Assignments
• An assignment in the context of Mathematics is
intended to provide the learners with an
opportunity to consolidate what has been learnt in
class.
• Such structured and controlled revision should
prepare learners for tests and examinations.
• It follows therefore that there should be a direct
relationship in the scope of an assignment and that
of a test or examination it precedes.
• While the teacher may allocate classroom time and
supervise the completion of an assignment, the
learner could also complete parts of an assignment
in his or her own time.
Investigations
• In the context of Mathematics an investigation is a
structured task in which learners are carefully
guided towards the discovery of mathematical
relationships/trends. These relationships include
theorems, conjectures, graphs, patterns, etc.
• It must be stated clearly that “the mathematics”
being investigated by the learners must be
appropriate to their grade.
• A rubric is most suitable for these kinds of tasks.
Moderation : 2015
•Internal Moderation
•Curriculum Adviser : First Round
•Curriculum Adviser : Final
Moderation and Verification
Internal Moderation
• HOD (or subject head) if HOD not subject specialist
• Moderation of tasks and assessment tools BEFORE task is
given to learners
• Moderation of completed tasks of learners-10%
• Record the moderated tasks (Names & Marks)
• Please record on electronic sheets
• Moderation of the recorded marks
• Content page by teacher
• Report by CA
Moderation: What to look for?
•
•
•
•
•
Duration, length
Instrument to be
used.
Weighting of content
Weighting of cognitive levels
Language – mathematical vs layman
Use of pictures, diagrams, graphs to facilitate
language
• Technical care : Typed; Same font; NO copy and
paste.
• Memoranda : Neatness; marks allocation; explanation
for marks given.
Moderation
School:
Internal Moderation
Teacher portfolio and sample of
learner performance – twice a year
by Subject Head
District:
Curriculum Adviser / HO
Teacher portfolio and sample of
learner performance – twice during
year
Cluster
moderation
Provincial: Umalusi
Once per year
MIGHT HAPPEN IN 2014
Provincial Moderation 2014
REPORT
Moderation of Exam Papers
• Second term : Gr. 8 -12
• Third term :
Gr. 8 -12
• Fourth term : Gr. 9 & 11
• Schools will be selected.
• Deadlines to be met.
• Exam/test templates to be used and
submitted as well– not negiotable.
• Format of memo.
Portfolio Management
• Subject Resource File
• Teacher portfolio
• Learner portfolio
Important documents: Subject Resource File
• Standard Setting notes
• Grade 8-9: CAPS document
• Subject Framework
• Work schedules/Pace setters
• Plan of Assessment
• Circulars
• Exemplar Tasks, Exemplar Papers
Important documents: Educators’ Portfolio
What should be in the teacher’s file?
- policy documents (3 documents)
- personal time-table
- work schedule (micro plan – that is daily)
- record of textbooks issued to learners
- assessment plan
- assessment tasks and tools
- mark sheets
- targets for each grade (March, Jul, Sep, Dec)
- analysis of results
- intervention strategies
POLICY DOCUMENTS
 National Curriculum and Assessment Policy
Statement (CAPS) for Mathematics (also
available in Afrikaans)
National Policy pertaining to the Programme
and Promotion requirements of the National
Curriculum Statements Grades R – 12(NPR).
National Protocol for Assessment Grades R
– 12(NPA).
All these documents available on
www.edwardsmaths.com
Learner Evidence of
Performance
• Cover page
• Table of content( Afr. or Eng )
• Assessment Tasks per Term
(clearly indicated)
• Statement of Authenticity (signed by
learner)
Planning for 2015
Work Schedule 2015
Grade 8
Grade 9
Planning for 2015
EXAMPLE:
• Villiersdorp SS
Planning for 2015
Daily Lesson Plan
Daily Preparation Book
Learner’s Book
Planning for 2015
TEACHER 911
http://www.teacher911.co.za/
Example : Grade 9 Control Test
Planning for 2015
WISKUNDE DRIL OEFENINGE
MATHS TRAINING
GRADE 8 & 9
MONICA LLOYD
082 7477706
mrslloyd@mrslloyd.co.za
www.mrslloyd.co.za
BREAK/POUSE
Challenges for 2015
•
•
•
•
•
Content knowledge
Teaching methodology
Planning
Quality of passes
Attracting learners to the subject and retaining learners within
the subject for grade 10
• ANA’s improvement
• WCED systemic tests improvement
• Gr 8 Baseline tests-pilot
LEARNER TUTORING
•
•
•
•
•
•
Budget approval
Grade 8 & 9 depending on availability and
suitabality of tutors
Selected schools
Rationale:More learners grade 10
Attendance register
Subject teacher MUST attend
Teacher Tutoring 2015
Training for grade 8 & 9 teachers in 2015 :
•
•
•
•
•
•
•
•
•
14 April – Caledon
15 April – Hermanus
16 April – Swellendam
21 July – Caledon
22 July – Hermanus
23 July – Swellendam
11 Aug – Caledon
12 Aug – Hermanus
13 Aug - Swellendam
Teacher Tutoring 2015
Training for grade 8 & 9 teachers in 2015 :
AHEC
•Info sheet
•Expression of Interest
MATHROCKS (grade 8-10)
 Aim:
 To incorporate materials used in
Mathrocks into regular classroom
curriculum.
 Learners to learn problem-solving
techniques.
 Learners to develop critical thinking skills.
 Participation in Mathrocks to be a
challenging and fun experience.
MATHROCKS
Competition date
26 August 2015
MATHROCKS
 Participants:
 Learners in grade 8, 9 and 10.
 Learners may participate individually, in
pairs or as teams of 4.
STUDY GROUPS
Instruction from WCED.
Appointment of Study Group Leaders.
One study group per circuit.
Needs analysis.
Meet at least once per term.
Each study group will draw up its own
programme for the year.
 CA to visit on invitation.
 Quarterly reports to be submitted by
leader.






IMPORTANT DATES
14 March
LAC Colloquium(Language across
the curriculum)
Professional Development
Exercise
Grade 9 Topics
Professional Development
Exercise
Topics completed
Term 1
Whole
numbers
4,5 hours
Integers
4,5 hours
Common
fractions
4,5 hours
Decimal
fractions
4,5 hours
Exponents
5 hours
Numeric
and
geometric
patterns
4,5 hours
Functions and
relationships
4 hours
Algebraic
expressions
4,5 hours
Algebraic
equations
4 hours
Professional Development
Exercise
Topics completed
Term 2
Constructions
9 hours
Geometry of straight lines
9 hours
Geometry of 2D shapes
9 hours
Pythagoras
5 hours
Professional Development
Exercise
Topics for today
Term 3
Perimeter
Functions
and area
Algebraic
and
of 2D
expressions
relationships
9 hours
shapes
5 hours
5 hours
Algebraic
equations
9 hours
Graphs
12 hours
Surface area
and
volume of 3D
objects
5 hours
Transformations
9 hours
Professional Development
Exercise
Topics for today
Term 4
Geometry of 3D
objects.
9 hours
Collect, organise and summarise data(4 hours)
Represent data(3 hours)
Interpret, analyse and report data(3,5 hours)
Probability
4,5 uur
THANK YOU!
DANKIE!
ENKOSI!