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 : February 2016
Focus 2016
• 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.
SUBJECT POLICY
• Brainstorm basic aspects that must be in a
good subject policy.
• Example of subject policy.
• Agreement on completion date.
CALCULATORS
• When to use and when not.
• Suggestion: Learners must show method and
calculate final answers especially with large
numbers.
ALLOCATION OF “0”
• Teachers tend to award a “0” too
easily.
• Allocation of “0” needs proof of
support/intervention process.
Programme of assessment
2016 – 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)
11
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
±37
30
±43
80
Gr 9
15
±22
35
±53
75
Final end of year examination – Option 2
PAPER 2
Geometry
Measurement
Data
Total
mark
%
Mark
%
Mark
%
Mark
Gr 8
25
±40
10
±15
10
±15
70
Gr 9
30
45
10
15
10
15
75
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 : 2016
•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 2016
Provincial Moderation 2015
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.
ASSESSMENT – A PRACTICAL
APPROACH
Aspect flowing from moderation
Tendencies
Suggested remedial
1
Mark allocation per item
Some teachers tend to allocate too many
marks per item
Consider methodology ( steps, cognitive level,
weighting of CA of the FAT) when allocating
marks.
2
Multiple choice questions
Distractors do not link with the concept of the
item
The distractors should include possible
misconceptions when answering certain
items. This will inform teachers when
analysing the results of the FAT.
ASSESSMENT – A PRACTICAL
APPROACH
3
Aspect flowing from moderation
Tendencies
Suggested remedial
Memo guidance / explanations
Most memoranda only have answers with
a tick to it.



The examiner of the FAT needs to
provide notes to the marker to
ensure uniformity.
This will also support the
moderation process and prevent
moderators just marking in green
alongside the marker.
Refer to exemplar SBAs of 2015.
4
CA principle

5
Use of equation editor
Encourage the use of equation editor
when setting FATs.
Clarify the concept with practical
examples during Standard Setting
ASSESSMENT – A PRACTICAL
APPROACH
Aspect flowing from moderation
6
Frameworks per paper
7
Recording of marks
8
Systemic Testing
Tendencies
Suggested remedial
Setting a framework before the FATs is
set, will support the spread of Content
Areas as well as cognitive levels.
It will also prevent setting too many
questions/marks to a certain concept
Marks are recorded and no detailed
analysis of it are being done. Marks are
recorded and not analysed.
The official recording sheets MUST be
used at all times.
In the top row of the sheet teachers will
find the program calculating the averages.
“Abnormal” averages should be noted
and investigated eg. Test to difficult,
massive misconceptions etc.
There must be proof how teachers dealt
with these “abnormalities”
Discuss results and Setting of targets
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)
- assessment plan
- assessment tasks and tools
- mark sheets
- targets for each grade (March, Jul, Sep, Dec)
- analysis of results
- intervention strategies
- Gr 8 Baseline results plus interventions for 2016
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 2016
Work Schedule 2016
Grade 8
Grade 9
Planning for 2016
Daily Lesson Plan
Daily Preparation Book
Learner’s Book
Planning for 2016
TEACHER 911
http://www.teacher911.co.za/
WARNING!!!!!!!
Challenges for 2016
•
•
•
•
•
•
•
•
•
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 and intervention strategies
Forming of PLC’s in 6 centres
LEARNER TUTORING
•
•
•
•
Grade 9 MOD centre tutoring depending on
availability and suitabality of tutors
Rationale:More learners grade 10
Attendance register
Subject teacher MUST attend
Teacher Tutoring 2016
Training for grade 8 & 9 teachers in 2016 :
• Establishing of 6 PLC’s(old name Study Groups)
• Towns:






Caledon
Swellendam
Bredasdorp
Villiersdorp
Grabouw
Hermanus
• Dates:
• 24 Feb; 28 Apr; 1 June; 20 July; 31 August; 28 September; 27 Oct
Teacher Tutoring 2016
Training for grade 8 & 9 teachers in 2016 :
AHEC
MATHROCKS (grade 8-11)
 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
23 August 2016
MATHROCKS
 Participants:
 Learners in grade 8, 9, 10 and 11.
 Learners may participate individually, in
pairs or as teams of 4.
THANK YOU!
DANKIE!
ENKOSI!