GR 6 Term 4 2017 Maths Tracker

GRADE 6
Mathematics
Teacher Toolkit: Planner and Tracker
2017 TERM 4
Gr 6 Maths Tracker 2017 Term 4 KZN 96.indd 1 7/25/2017 11:15:49 AM

CONTENTS
A. About the Tracker and Resources____________________________________ 2
B. Lesson Preparation Key Steps_______________________________________ 4
C. Trackers for Each Set of Approved LTSMs____________________________ 7

1. Fabulous Mathematics________________________________________ 7
2. Oxford Headstart Mathematics_______________________________ 16
3. Oxford Successful Mathematics_______________________________ 25
4. Platinum Mathematics_______________________________________ 34
5. Premier Mathematics________________________________________ 43
6. Solutions for All Mathematics_________________________________ 52
7. Study and Master Mathematics_______________________________ 61
8. Viva Mathematics___________________________________________ 70
D. Assessment Resources_____________________________________________ 79
1. Assessment Term Plan_______________________________________ 80
2. Suggested Assessment Record_______________________________ 81
3. Grade 6 Mathematics Exemplar End-of-Year Examination________ 82
4. Grade 6 Mathematics Exemplar End-of-Year Examination:
Memorandum____________________________________________ 89
5. Analysis of Cognitive Levels __________________________________ 91
E. Printable Resources________________________________________________ 92

A. ABOUT THE TRACKER AND RESOURCES in both the Learners Book and Teachers Guide to make it easier for you to access the
correct resources.
In a few instances, when necessary, we recommend that you should use only selected
1. Purpose of the tracker
activities from the Learners Book. This is when the recommended exercises have more
The Grade 6 Mathematics Curriculum and Assessment Planner and Tracker is a tool to work than can be done in the time allocated to the lesson. *Select is marked at the top
support you in your role as a professional teacher. Its main purpose is to help you keep of the relevant pages in the tracker in these cases.
pace with the time requirements and the content coverage of the CAPS. The tracker
The tracker uses the latest print editions of the eight approved Learners Books. It is
provides a programme of work which should be covered each day of the term and
important to note that page numbers may differ slightly from other print runs of the
a space for reflection on work done. By following the programme in the tracker, you
same book. If the page numbers in your edition are not exactly the same as those
should cover the curriculum in the allocated time, and complete the formal assessment
given in the tracker you should use the activity/exercise numbers given in the tracker
programme. By noting the date when each lesson is completed, you can see whether
to guide you to the correct pages. These should only be a page or two different from
or not you are on track and if not, you can strategise with your Head of Department
those given in the tracker.
and peers as to how best to make up time to ensure that all the work for the term is
completed. In addition, the tracker encourages you to reflect on what in your lessons
is effective, and where content coverage could be strengthened. These reflections 4. Links to the DBE workbooks
can be shared with colleagues. In this way, the tracker may encourage continuous The tracker gives links to worksheets in the 2017 edition of the DBE workbooks relevant
improvement in practice. This tracker should be kept and filed at the end of the term. to the content described for each day. The worksheets are referred to by worksheet
number and page number. They should be used in conjunction with the Learners Book
2. Links to the CAPS activities as mentioned above. You should review the suggested worksheets before
each lesson, and decide how best to use them for teaching, revision, extension or for
The Mathematics tracker for Grade 6 is based on the requirements prescribed by the
consolidation, in class or for homework.
Department of Basic Educations Curriculum and Assessment Policy Statement (CAPS)
for Mathematics in the Intermediate Phase. The work set out for each day is linked
directly to the topics and subtopics given in the CAPS, and the specified amount 5. Managing time allocated in the tracker
of time is allocated to each topic. The tracker gives the page number in the CAPS The CAPS prescribes six hours of Mathematics per week in Grade 6. In the tracker
document of the topics and subtopics being addressed in each session to help you to there are six one-hour lessons per week. You might have to divide the sessions in
refer to the curriculum document directly should you wish to. the programme slightly differently to accommodate the length of the lessons at your
school. Depending on the pace at which your learners work, and how much support is
3. Links to the approved sets of LTSMs needed, you might also have to supplement the set activities by using other resources
to ensure that the full six hours of time for Mathematics is used constructively.
The tracker coordinates the CAPS requirements with the content set out in the
approved Learners Books and Teachers Guides. There is a tracker for each of the It is important to note that this tracker has been designed for a third term that is eight
Learners Books on the list of approved books on the national catalogue. You must weeks and three days long. The curriculum content should be covered in the first six weeks.
therefore refer to the tracker for the book that is used by learners at your school. If you The end of year examination is to be written in Weeks 7 and 8. References to activities
have copies of other Learners Books, you can of course refer to these too, for ideas that could be used for revision are listed at the beginning of each LTSMs tracker. Should
for teaching the same content in a different way but you must be sure to cover the you use this tracker in a term of a different length, or should your school organise its
content systematically. For each Learners Book, links are given to the relevant pages assessment period differently, you will need to adjust your work programme accordingly.
2Grade 6 Mathematics

Also note that, in order that new work is given appropriate attention in the shorter time investigation in your set of LTSMs with due diligence making sure that you personalise
available for covering the curriculum than is prescribed in the CAPS, the sequence in them. If necessary, supplement them using other Learners Books.
which the topics are taught has been changed on the advice of the district advisers
We have provided an examination and a memorandum which you could use instead of
in Pinetown and Uthungulu. Thus the term begins with Perimeter, Area and Volume.
the examination in the LTSM used by your class. In addition, there is an analysis of the
Whole Numbers is taught after Probability.
examination according to the cognitive levels described in the CAPS. You will also find
these resources in Section D of this document, Assessment Resources.
6. Sequence adherence
Where the test or examination is in the Learners Book, you cannot use it as part of the
The content in the programme of lessons has been carefully sequenced, and it is
formal assessment programme as learners will be able to prepare for it in advance. It can,
therefore important that lessons are not skipped. Should you miss a Mathematics
however, be used for practice and for informal assessment. Where this is the case, you
lesson for any reason or should you be going at a slower pace, you should continue
will need to use an examination from a Teachers Guide from a different set of LTSMs, or
the next day from where you last left off. Do not leave a lesson out to get back on track.
set your own, or make use of the examination in the tracker, as mentionedabove.
You may need to speed up the pace of delivery to catch up the lesson schedule by
covering the lesson concept content of two consecutive days in one day. To do this you It is very important that you make time to review the formal assessment with the
could cut out or cut back on some of the routine activities like Mental Mathematics or learners after you have marked it to address common errors and misconceptions.
homework reflection to save time until you are back on track for curriculum coverage.
A suggested assessment record sheet is provided for you to copy and complete for all
the learners in your class. This records the marks of the formal assessment that you carry
7. Links to assessment out in the year. You may prefer to use your own mark sheet created using your class list.
In Term 4 of Grade 6, the formal assessment programme specified by CAPS requires Note: The formal assessment programme given in this document is based on the
the learners to do an assignment, an investigation and an end-of-year examination. requirements for formal assessment in the CAPS for Mathematics in the Intermediate
An assessment is an extended piece of work that can be completed at home. Phase (DBE 2011). The DBE occasionally changes the requirements for formal
It focuses on more demanding work and could include resource material assessment, and the timing of such changes might mean that they are not reflected
An investigation promotes critical and creative thinking. It can be used to here. In such cases, you should adjust this documents formal assessment programme
discover rules or concepts and can include inductive thinking, identifying and to accord with the latest requirements.
testing patterns, drawing conclusions and establishing general trends. It is
assessed using a rubric.
8. Resources
The tracker indicates where in the series of lessons the CAPS assessment activities
The tracker makes clear which resources you will need each day in order to deliver
are to be done and when feedback should be given. The approved Learners Books
the lesson. Several of the approved Learners Books and Teachers Guides provide
and Teachers Guides provide exemplar tests and examinations which you can use
printable resources that you could copy for the learners to use with the lessons in
with your class. Section D of this document, Assessment Resources, lists the formal
that book. A list of these for each approved LTSM is provided in Section E, Printable
and informal assessments that are included in each LTSM and on which pages in the
Resources, at the end of this document.
Learners Books or Teachers Guides they can be found. The actual tasks and the dates
for the assessments vary slightly from Learners Book to Learners Book, but are always The various LTSMs offer either suggestions or actual activities for remediation and
in line with the CAPS specifications. It is suggested that you discuss testing times with extension. These are listed in the tracker. As these vary quite substantially, you might
your colleagues teaching other subjects in order to avoid the learners having to write find it helpful to refer to some of the other LTSMs in addition to the one you have
several tests on the same day in a single week. You should use the assignment and chosen for your classes.
Teacher Toolkit: Planner and Tracker 2017 Term 43

B. LESSON PREPARATION KEY STEPS test papers) needed for formal assessment so that leaners can settle down and
begin working promptly.
The tracker provides a detailed programme to guide you through the daily content 3. Prepare the content: Think carefully about what it is that you will teach your
you need to teach to your class, and when to do formal assessments. You are still learners in this lesson. Think about the prior knowledge of the content that learners
required to draw up your own lesson plans. You will still make the final professional should have learned in earlier grades that will be built on in this lesson. You should
choices about which examples and explanations to give, which activities to set for your refer to the CAPS content and skills clarification column for further guidance while
class and how to manage your class on a daily basis. you prepare. Consider any common misconceptions, and how you will address
these. Do you have any learners with learning barriers in the class? How will you
It is a good idea that you agree with your Mathematics colleagues on a day that you
accommodate them?
can get together to plan your lessons as a group and submit your plans to your head
Prepare a short introduction to the topic so that you can explain it in simple
of department for quality assurance. To deliver the lessons successfully you must do
terms to your learners. The Learners Book and Teachers Guide will assist
the necessary preparation yourself. Bear in mind that your lessons will not succeed
you. Think also about how learners will develop an understanding of the main
if you have not prepared properly for them. Preparation entails a number of key steps,
concepts of the lesson topic. You need to think about how to explain new
such as those noted below.
mathematics content and skills to your learners.
1. Review the term focus: Start by looking at the CAPS and orientating yourself to Make sure you have prepared for the teaching of the concepts before you
the CAPS content focus for the term. It is important that you are clear about the teach. Prepare yourself to assist learners with any questions they might have
content focus as this will frame everything you do in your Mathematics lessons during the lesson. Look at the activities in the Learners Book and in the DBE
during the term. workbook, and think about how best to help your learners engage with them.
Consider what will be done in class and what at home. Be sure to have some
2. Prepare resources: The resources needed for each lesson are listed at the start
enrichment and remediation activities ready to use as needed.
of each CAPS topic or for each lesson in the trackers. It is very important that you
Consider the needs of any learners with barriers to learning in your class,
check what is required for each lesson ahead of time so that you have all your
and how best you can support them. The DBE has published some excellent
resources ready for use every day (e.g. counters, number boards, paper cut-outs,
materials to support you in working with learners with learning barriers. Two
examples of shapes, etc.).
such publications are:
If you do not have all the necessary resources readily available, see how best
Directorate Inclusive Education, Department of Basic Education (2011)
you can improvise. For example, ask learners to collect bottle tops or small
Guidelines for Responding to Learner Diversity in the Classroom Through
stones to be used for counting or make your own flard cards/number boards
Curriculum and Assessment Policy Statements. Pretoria.
using pieces of cardboard and a marker pen.
www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation
Collect necessary items from home (e.g. bottles, bottle tops, etc.) long in
Directorate Inclusive Education, Department of Basic Education (2010)
advance so that you have all the necessary resources for your lesson.
Guidelines for Inclusive Teaching and Learning. Education White Paper
Use newspapers and magazines to cut out pictures that could be used in your
6. Special Needs Education: Building an Inclusive Education and Training
teaching. If you have access to the internet, use Google to search for and print
System. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/
out pictures to use as illustrations in your lessons.
InclusiveEducation
Make sure you have chalk or marking pens so that you can use your chalk or
whiteboard as needed. If you have digital resources, check that they are in 4. Plan the steps in your lesson, and think carefully about how much time to
working order. allocate to different learner activities. Also think about how to organise the
Check the assessment programme so you can prepare any resources (such as learners when they work. Most lessons should include the steps below and we

have suggested the time to be spent on each but you might find that you need to further examples or ideas to enrich your explanations. You should elaborate
work differently in some lessons, such as when a test is being written. The following on these explanations and provide additional examples if necessary.
guide is for a 60-minute lesson. Step 4: Classwork activity (20 minutes): This is the fourth activity of
Step 1: Mental Mathematics (510 minutes): This is the start-up activity the lesson. This part of the lesson provides an opportunity for learners to
for each lesson and should not take more than 5 to 10 minutes. The purpose consolidate new concepts by doing activities or exercises from the Learners
of this activity is to focus on numeracy and to drill basic numeric concepts Book or DBE workbook. These activities allow them to practice their
so that they can be easily recalled in other higher level work. Each day you mathematics and problem solving skills. It is important that you prepare
need to prepare the Mental Mathematics activities for the learners. If the yourself for the classwork activity and do every example in the exercise
Mental Mathematics activities are in your Learners Book, then you do not yourself you need to assist learners as they do the classwork. You might
need to copy them for the learners. If they are in the Teachers Guide, then you also need to select particular questions from each activity for the classwork so
will need to make photocopies for the learners. Learners should do Mental that learners can manage the selection the exercises given in the various
Mathematics orally most days, but they could do it in written form once a Learners Books vary greatly in length and you need to make this selection
week (choose a set day, such as Wednesday, for example, on which you do in advance (ensuring that all types of activities or concepts are covered each
written Mental Mathematics on a weekly basis) so that there is some record of day) so that you can give quick and clear instructions to your leaners about
your daily Mental Mathematics activities. which numbers of each exercise they should do.
Learners should not use concrete material to work out the answers in Mental Depending on your learners and the activities, you could go over one or
Mathematics. However, if learners need to, let them use their fingers as a two of the classwork activities orally with the whole class before allowing the
concrete aid during Mental Mathematics. learners to work independently. Allow the learners opportunities to do these
Mental Mathematics skills improve hugely through repeated activity and activities alone, in pairs, and in groups, so that they experience working alone
enable learners to perform higher level tasks with greater ease. as well as with their peers. Remember not to give your learners more work
Step 2: Homework review/reflection (10 minutes): This is the second activity than you are able to control and mark. Look out for the * linked to an exercise
of the lesson. We recommend that you take about 10 minutes (not more) to or activity which is too long and select which numbers you want your learners
remediate and correct the previous days homework. Read out answers to all to complete. Also encourage them, where appropriate, to write their answers
of the homework questions. Make sure that you mark the homework activities and to show their working neatly and systematically in their workbooks. Plan
use peer and individual marking and check homework yourself as often as the timing of the lesson so that you and the learners can go over the classwork
you can. If peer or individual marking has been done, you should regularly together and they can do corrections in the lesson.
sample some learners books to moderate this marking. Choose one or two If you require your learners to work in groups, carefully assign learners to
activities that you realise were problematic to go over more thoroughly. groups in such a way that there are learners with mixed abilities who can assist
During this part of the lesson you may reflect on the previous days work. Allow each other in each group.
learners the opportunity to write corrections as needed.
Step 3: Lesson content concept development (15 minutes): This is the This is also the part of the lesson where you can assist learners who need extra
third activity of the lesson. We recommend that you should actively teach your support and extend those who need enrichment. Throughout the lesson,
class for 15 minutes going through examples interactively with your learners. try to identify learners that need additional support or extension by paying
Worked examples and suggested explanations are given in the Learners Book attention to how well they cope with the Mental Mathematics activities, how
or Teachers Guide that you should go through with your class as a whole. The they managed the homework, how they respond when you develop the new
CAPS content clarification column is also a useful reference should you need content, and how they cope with the class activities. While the rest of the class

is busy working through the classwork activities, you should spend some time
with those learners who need extra support and help them to work through
remediation activities. If learners successfully complete the daily classwork
activities ahead of the rest of the class, be prepared to give them enrichment
activities to do.
Step 5: Allocate homework (5 minutes): This is the fifth and final activity of
the lesson. In this step you should tell the learners about the homework for the
day and make sure they know what is expected of them and understand what
it is that they have to do.
For homework, you can select a few questions from the daily classwork in
their Learners Book and ask the learners to complete them at home, or ask
them to do part or all of a DBE worksheet. Homework enables the learners
to consolidate the mathematics that you have taught them in class. It also
promotes learner writing and development of mathematical knowledge, and
the development of regular study habits. Encourage your learners to show
their parent(s) or their guardian(s) the work they have done. When you can,
take in homework books to check the work, and always allow some time in the
next lesson to go through the homework with the learners to check that the
work has been understood.
5. After each lesson, reflect on how it went: Each week there is a reminder to you
that you should note your thoughts about the weeks lesson. You will use these
notes as you plan and prepare for your teaching.

C. TRACKERS FOR EACH SET OF APPROVED LTSMs
1. Fabulous Mathematics
This section maps out how you should use your Teachers Guide and Learners Book in Did the purpose of the lesson succeed? For instance, did the learners reach
a way that enables you to cover the curriculum sequentially, aligning with the CAPS, for a good understanding of the key concepts for the day? Could they use
well-paced and meaningful teaching. the language expected from them? Could they write what was expected
fromthem?
The following components are provided in the columns of the tracker table:
Did the learners cope with the work set for the day? For instance, did they
1. Day/lesson number.
finish the classwork? Was their classwork done adequately? Did you assign
2. Mental Mathematics (MM) link (page references in LB and TGprovided, as
thehomework?
well as activity numbers).
Are your learners books up to date?
3. CAPS content linked to Learners Book content.
Does what the learners have done in their books correlate with the tracked
4. CAPS page numbers at the start of each new CAPS topic.
comments in the tracker?
5. Learners Book exercises/activities that cover the CAPS content for the day.
6. Page reference in the Learners Book (LB page reference). Briefly write down your reflection weekly, following the prompts in the tracker.
7. Page reference in your Teachers Guide for the days activities What went well?
(TG page reference). What did not go well?
8. DBE workbook link to related content (worksheet and page numbers What did the learners find difficult or easy to understand or do?
arereferenced). What will you do to support or extend learners?
9. Resources needed for the lesson (other than the Learners Book, Did you complete all the work set for the week?
DBEworkbook and basic stationery). If not, how will you get back on track?
10. Date completed (complete this daily). What will you change next time? Why?
Weekly reflection The reflection should be based on the daily lessons you have taught each week. It will
provide you with a record for the next time you implement the same lesson again,
The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. and also forms the basis for collegial conversations with your head of department and
You can share this reflection with your HOD and discuss things that worked or did not yourpeers.
go so well in your lesson. Together with your HOD you can think of ways of improving
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:
Was your preparation for the lesson adequate? For instance, did you have all
the necessary resources? Had you thought through the content so that you
understood it fully and so could teach it effectively?

Extra work
If you manage to complete all the exercises listed in the tracker, select work from this list for the learners to do. Also select from this list for the faster learners to work on.
Topics Activities Revision Challenge Extension and additional

exercise
Unit 1: Whole numbers Act. 14: LBpp.249250, TGpp.199200 LBp.251, TGp.201 LBp.251, TGp.201
Unit 2: Multiplication Act. 1: LBpp.252253, TGpp.202203 LBp.255, TGp.205 LBp.255, TGp.205
Unit 3: Common fractions Act. 1: LBpp.256257, TGp.206 LBp.261, TGp.210 LBp.261, TGp.210 TGp.210
Unit 4: Properties of 3-D objects Act. 1: LBpp.262263, TGpp.211212 LBp.266, TGp.214 TGpp.214215
Unit 5: Area, perimeter & volume Act. 1: LBp.267, TGp.216 LBp.275, TGp.220 LBp.276, TGp.220 TGp.220
Unit 6: History of measurement Act. 13: LBpp.277278, TGp.221 LBp.278, TGp.222 TGp.222
Unit 7: Division LBp.281, TGpp.226227 LBp.281, TGp.227
Unit 8: Number sentences Act. 1: LBpp.282283, TGpp.228229 LBp.286, TGp.229 LBp.286, TGp.229 TGp.229
Unit 9: Transformations LBp.290, TGp.231 LBp.290, TGp.231 TGp.231
Unit 10: Position & movement LBp.296, TGp.234 TGp.236
Unit 11: Probability LBp.297, TGp.236

Fabulous MathematicsWeek 1
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook
Date completed
1 LBp.236 MEASUREMENT 282283 2 268 216217 123a Rulers and
Act. 13 Unit 5: Area, perimeter and volume pp. 154155 other measuring
TGp.189 Calculate perimeter from drawings instruments (to find
the perimeter of
shapes); squared
paper (for calculating
areas); building blocks
2 LBp.236 Calculate perimeter using grid paper; 282283 34 269 217 123b
Act. 14 Perimeters in real life pp. 156157
TGp.189
3 LBp.237 Area 282283 5 270271 218219 124
Act. 16 pp. 158159
TGp.191
4 LBp.238 Tiling a house 282283 6 272273 218219 125a
Act. 17 pp. 160161
TGp.191
5 LBp.238 Capacity and volume 282283 7 273274 219 125b
Act. 18A pp. 162163
TGp.191
6 LBp.239 Perimeter, area and volume 282283 8 274275 220 126
Act. 18B pp. 164165
TGp.192
Reflection
Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete all the work set for the week? If not, how will you
get back on track?
HOD: Date:

There is no MM for the days when assessment is being done
Date completed
7 ASSIGNMENT: Investigation 256260 Photocopy the
Tangram bottom half of
Select enough work for the learners to complete TGp.257 and p. 258
in 1 hour; Suggestion Task B and Task C on one page, and
TGp.259 on another;
Rubric and memo
TGp.260
8 LBp.240 NUMBERS, OPERATIONS AND 284285 1 279280 223224 127a Number cards;
Act. 20 RELATIONSHIPS pp. 166167 counters; 100 wall
TGp.193 Unit 7: Division chart; multiplication
Properties of division tables up to 12 x 12
9 LBp.240 Methods of division 284285 23 280281 224225 127b
Act. 21 pp. 168169
TGp.193
10 LBp.240 Problem solving 284285 4 281 226 128
Act. 22 pp. 170171
TGp.193
11 LBp.240 PATTERNS, FUNCTIONS AND ALGEBRA 286287 2 284285 229 129a Place value cards;
Act. 23ad Unit 8: Number sentences pp. 172173 multiplication chart;
TGp.193 Expressing a rule 100s chart; beads/
strings of beads
12 LBp.240 SPACE AND SHAPE 288 1 287289 230231 136
Act. 23eh Unit 9: Transformations pp. 192193
TGp.193 Reductions and enlargements
Reflection
get back on track?
HOD: Date:

Date completed
13 Return investigation to learners Learners do
Hand assignment back and discuss answers corrections
with the learners
14 LBp.241 Drawing enlargement and reductions 288 2 289290 231 137a
Act. 24eh pp. 194195
TGp.194
15 LBp.242 SPACE AND SHAPE 288 1 291292 232233 137b Maps; an alpha-
Act. 25ad Unit 10: Position and movement pp. 196197 numeric grid; any
TGp.194 Grids object (e.g. a pattern
block or counter)
16 LBp.242 Reading a map; Revision 288 2 293294 234 140
Act. 25eh pp. 206207
TGp.194
17 LBp.243 DATA HANDLING 289 12 295296 235 143 Dice; coins
Act. 26ad Unit 11: Probability pp. 214215
TGp.194 Probability scale; Listing outcomes
18 LBp.243 Experimenting with a coin and a die 289 3 296 236 144
Act. 26eh pp. 216217
TGp.194
Reflection
get back on track?
HOD: Date:

Date completed
19 LBp.232 NUMBERS, OPERATIONS AND 278 46 250251 200201 105a Place value cards; sets of base
Act. 1 RELATIONSHIPS pp. 108109 10 blocks; abacus; Dienes blocks;
TGp.186 Unit 1: Whole numbers 100 charts; counters for counting;
Place value and number names; number lines; beads/strings
Rounding; Multiples, factors and ofbeads
prime numbers
20 ASSIGNMENT 250255 Photocopy TGpp.250251 for
(Number patterns) the learners; Learners hand in at
the end of the lesson
21 LBp.232 NUMBERS, OPERATIONS AND 278279 2 253254 203 105b Counters; 100s wall chart;
Act. 2ah RELATIONSHIPS pp. 110111 multiplication tables 12 x 12
TGp.186 Unit 2: Multiplication
Methods of multiplication:
Method 1: Expanded number method
22 LBp.232 Methods of multiplication: 278279 3 254255 203204 106a
Act. 2io Method 2: Vertical column method pp. 112113
TGp.186
23 LBp.232 Problem solving 278279 4 255 204 106b
Act. 3 pp. 114115
LBp.186
24 LBp.233 NUMBERS, OPERATIONS AND 280 2 257258 207 107 Counters; fraction walls; fraction
Act. 4 RELATIONSHIPS pp. 116117 circles; fractions of mathematical
no. 1 Unit 3: Common fractions, shapes; magazine and
LBp.187 percentages and decimals newspaper advertisements
Change between fractions, decimals
and percentages
Reflection
Think about and make a note of: What went well? What did not go well? What did the What will you change next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete all the work set for the week? If not, how will you get back on
track?
HOD: Date:

Date completed
25 LBp.233 Fractions, decimals and percentages of an 280 3 258259 207208 113
Act. 5 amount pp. 132133
TGp.187
26 Return assignment to learners Learners do corrections
Hand assignment back and discuss
answers with the learners
27 LBp.233 Order fractions and decimals 280 4 259260 208209 114
Act. 6 pp. 134135
TGp.187
28 LBp.234 Comparing fractions and decimals; 280 5 260 209 115
Act. 7 Calculations with fractions, decimals and 6 no. pp. 136137
TGp.187 percentages 12
29 LBp.234 Calculations with fractions, decimals and 280 6 no. 260261 209210 116
Act. 8 percentages (cont.) 37 pp. 138139
TGp.188
30 LBp.235 SPACE AND SHAPE 281 1 262263 211212 117 3-D objects for learners
Act. 9 Unit 4: Properties of 3-D objects pp. 140141 to examine; different 3-D
TGp.188 What do you remember about 3-D containers for unfolding;
objects? nets of 3-D shapes;
cardboard, rulers and
sticky tape; straws, pins (or
needle and thread); pretzel
sticks and gums; toothpicks
and marshmallows/clay/
Styrofoam balls
Reflection
Think about and make a note of: What went well? What did not go well? What What will you change next time? Why?
did the learners find difficult or easy to understand or do? What will you do to
support or extend learners? Did you complete all the work set for the week? If not,
how will you get back on track?
HOD: Date:

Date completed
31 Build skeleton models 281 2 263264 211212 118
pp. 142143
32 LBp.236 Prisms 281 3 264265 212213 119
Act. 11 pp. 144145
TGp.188
33 LBp.236 Pyramids 281 4 265266 213214 120a
Act. 12 pp. 146147
TGp.188
34 LBp.243 Catch-up finish off work not yet completed; 120b
Act. 27ad Add in your own planning here; Select from pp. 148149
TGp.194 activities listed at the beginning of this tracker
35 Catch-up finish off work not yet completed; 121
Add in your own planning here; Select from p. 134135
activities listed at the beginning of this tracker
36 Catch-up finish off work not yet completed; 122
Add in your own planning here; Select from pp. 152153
Reflection
get back on track?
HOD: Date:

Fabulous MathematicsWeeks 7, 8 and 9
Examination, review of examination, remediation and learner corrections, completion of worksheets in the DBE workbook. Where time is available, work on exercises,
revision, challenges as well as extension and additional exercises listed at the beginning of the Fabulous Mathematics tracker.
Reflect on the year
Think about and make a note of:
1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year
not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?
2. Did the tracker help with curriculum planning and coverage? How could you use it 5. What needs to be communicated to the teacher who will teach this group of
even more effectively next year? learners next year?
3. What concepts and skills did learners grasp well this year? What good practice 6. What aspects of your teaching and assessment practices would you like to develop
could you use again next year? further next year? How will you go about this?
HOD: Date:

2. Oxford Headstart Mathematics
fromthem?
2. Mental Mathematics (MM) link (page references in the LB and TG provided, as
thehomework?

Extra work
Topics Activities Extension Revision

Unit 1: Whole numbers Act. 14: LBp.275, TGpp.275277 Square numbers & square roots: ASSESSMENT 9: LBpp.300301, TGpp.296298
LBpp.278279, TGpp.280281
Unit 2: Multiplication Act. 13: LBpp.282283, TGpp.281283 Multiplying decimal fractions:
Act. 7: LBp.287, TGpp.285286 LBpp.288290, TGpp.286287
Unit 3: Common fractions Act. 1: LBp.293, TGpp.288290
Act. 3 no. 48: LBp.297, TGpp.291293
Act. 4 no. 610: LBpp.298299,
TG pp. 294295
Unit 4: Properties of 3-D objects Act. 1: LBpp.310311, TGpp.305307 ASSESSMENT 10: LBpp.328329, TGpp.319320
Act. 2 no. 48: LBp.313, TGpp.308309
Unit 5: Area, perimeter & volume Act. 1: LBpp.310311, TGpp.305307
Act. 2 no. 48: LBp.313, TGpp.308309
Unit 6: History of measurement Act. 1: LBpp.326327, TGpp.318319
Unit 7: Division Act. 12: LBpp.330332, TGpp.320322 Foreign currency: LBp.337, TGp.325 ASSESSMENT 11: LBpp.353354, TGpp.337338
Division game: LBpp.337338
Consecutive numbers: LBpp.338339,
TGp.325
Unit 8: Number sentences Act. 14: LBpp.340341, TGpp.326328
Unit 9: More Transformations Act. 1: LBp.343, TGpp.332333
Act. 4: LBp.346, TGpp.322333
Unit 10: Position & movement
Unit 11: Probability Act. 1: LBpp.350351, TGp.336
End of year revision: LBpp.355356, TGpp.338339
Exam practice 1: LBpp.357359;
TGpp.340341
Exam practice 2: LBpp.360362;
TGpp.341342
ANA questions: TGpp.343345

Oxford Headstart MathematicsWeek 1
Date completed
1 LBp.292 MEASUREMENT 282283 1 311312 306307 123a 1 cm-square grid paper and dotted
F Unit 5: Perimeter, area and pp. 154155 paper (TGp.346); rulers, measuring
TGp.288289 volume tapes and rope; cut-outs of shapes of
Find the perimeter by different sizes that fit on square grid
counting and measuring paper; 3posters: one that displays the
concept of perimeter and area of 2-D
shapes; one that displays the difference
between volume and capacity; one
that explains the surface area of
a rectangular prism; cubes for the
learners to use to investigate volume
2 LBp.292 Find the perimeter by 282283 2 312313 308 123b Tips TGp.307
G calculation no. 13 pp. 156157
TGp.288289
3 LBp.302 Area measured in grid 282283 3 314315 309310 124 Tips TGp.310
no. 12 squares pp. 158159
TGp.299
4 LBp.302 Areas of squares and 282283 4 316317 310311 125a
no. 34 rectangles pp. 160161
TGp.299
5 LBp.302 Volume and capacity of 282283 5 320321 313314 125b
no. 5 objects pp. 162163
TGpp.299
6 LBp.310 Volume of rectangular 282283 6 322323 314315 126
no. 18 prisms pp. 164165
TGpp.306
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HOD: Date:

pp. Act. pp. pp. workbook
Date completed
7 ASSESSMENT: Investigation 324325 316317 Learners finish the investigation at home
4: Find how one dimension and hand in on a date determined by
changes the volume theteacher
5: Find how one dimension
changes the surface area
8 LBp.326 NUMBERS, OPERATIONS AND 284285 3 333334 322323 127a Calculators
no. 14 RELATIONSHIPS pp. 166167 Tips TGpp.322, 323
TGpp.318 Unit 7: Division
Long division
9 LBp.330 Check answers to division 284285 45 335 323 127b
A calculations; Problem solving pp. 168169
TGp.321
10 LBp.330 Ratio and rate 284285 6 336 324 128 Tips TGp.324
B pp. 170171
TGp.321
11 LBp.330 PATTERNS, FUNCTIONS AND 286287 57 341342 326328 130 09 number cards; number cards
C ALGEBRA pp. 176177 from 10 and up
TGp.321 Unit 8: Number sentences
Expressing a rule and writing
number sentences
12 LBp.330 SPACE AND SHAPE 288 2 344 329331 136 Cut-outs of 2-D shapes to translate,
D Unit 9: Transformations pp. 192193 reflect, rotate, enlarge and reduce in size;
TGp.321 Enlargement examples of tiling patterns; patterns of
reflections, translations and rotations from
nature, modern everyday life and our
cultural heritage (e.g. bracelets, beadwork,
doilies, etc.); cut-outs of enlargements and
reductions of the same 2-D shapes
Reflection
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HOD: Date:

Date completed
13. ASSESSMENT Give learners time to
Return investigations to learners correct their answers
14 LBp.330 Reductions 288 3 345 331332 137ab Tips TGp.332
GH pp. 194197
TGp.321
15 LBp.340 SPACE AND SHAPE 288 1 347 333334 140 Coded grids, informal
Act. 1 Unit 10: Position and movement pp. 206207 maps and formal
TGp.327 Positions on a map maps to find positions
and give directions
between positions
Tips TGp.334
16 LBp.340 Directions to move between positions on a map 288 2 349 334335 141 Tips TGp.335
Act. 2 pp. 208209
TGp.327
17 LBp.341 DATA HANDLING 289 2 351 336337 143 Cards, dice
no. 1 Unit 11: Probability pp. 214215
TGp.329 Chances are .
18 LBp.341 Play card games 289 3 352 337 144
no. 2, 3 pp. 216217
TGp.329
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HOD: Date:

*Select
Date completed
19 ASSESSMENT: Assignment Use one of the following as
No assessment tasks given in anassignment:
this LTSM; Use one of the given 1. LBpp.307308, TGp.304
investigations 2. LBpp.318319, TGp.312
3. LBp.319, TGp.312
20 LBp.274 NUMBERS, OPERATIONS AND 278 34 276277 277280 105a Number grids, number lines,
AB RELATIONSHIPS pp. 108109 Dienes blocks, place value cards,
TGp.275 Unit 1: Whole numbers 09 number cards, calculators,
Reading and writing 9-digit newspapers showing prices of
numbers houses, cars, etc.
Tips TGp.278
21 LBp.274 NUMBERS, OPERATIONS AND 278279 45 284285 284285 105b Tip TGp.285
CD RELATIONSHIPS pp. 110111
TGp.275 Unit 2: Multiplication
Rounding off and estimating
22 LBp.274 Methods of multiplication: 278279 6 285286 285286 106a Tips TGp.286
E Method 1: Break down numbers pp. 112113
TGp.275 into place value parts and factors
23 LBp.274 Methods of multiplication: 278279 Repeat 286 285286 106b
F Method 2: Vertical column method 6 pp. 114115
TGp.275
24 LBp.280 Problem solving 278279 8* 290291 287288 107 Tips TGp.287
AB pp. 116117
TGp.281282
Reflection
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*Select
Lesson MM CAPS concepts and skills CAPS LB LB TG pp. DBE Resources and Class
pp. act. pp. workbook notes
Date completed
25 Return assignment to learners
26 LBp.280 NUMBERS, OPERATIONS AND 280 2 294 290 114
EF RELATIONSHIPS no. 12 pp. 134135
TGp.281282 Unit 3: Common fractions
Add and subtract common fractions and mixed
numbers
27 LBp.280 Add and subtract common fractions and mixed 280 2 295 291 115
GI numbers (cont.) no. 37 pp. 136137
TGp.281282
28 LBp.280 Add and subtract decimal fractions and 280 3 296297 291293 116
JK decimal numbers no. 13 pp. 138139
TGp.281282
29 LBp.280 Calculate fractions and percentages of whole 280 4 298299 294 117
LM numbers no. 15 pp. 140141
TGp.281282
30 LBp.280 Fractions and percentages of whole numbers 280 4 299 294295 118
NO no. 610 pp. 142143
TGp.281282
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Date completed
31 LBp.292 SPACE AND SHAPE 281 1 303 299300 119 Models of spheres (balls),
AB Unit 4: Properties of 3-D shapes pp. 144145 cylinders (cans), cones
TGpp.288289 Build skeleton models of prisms and (funnels); models of prisms
pyramids and pyramids with bases
up to octagons (including
cubes and tetrahedrons);
pictures and/or examples
of 3-D objects from the
world around us
32 LBp.292 Describe, sort and compare 3-D 281 23 304305 300302 120a
C objects pp. 146147
TGpp.288289
33 LBp.292 Describe 3-D objects by its features 281 4 306 302303 120b
D pp. 148149
TGpp.288289
34 LBp.292 Match nets with drawings of objects 281 5 309 305 121
E pp. 150151
TGpp.288289
35 LBp.292 Catch-up finish off work not yet 122
F completed; Add in your own planning pp. 152153
TGpp.288289 here; Select from activities listed at
the beginning of this tracker
36 LBp.292 Catch-up finish off work not yet 138c
G completed; Add in your own planning pp. 202203
TGpp.288289 here; Select from activities listed at
the beginning of this tracker
Reflection
get back on track?
HOD: Date:

Oxford Headstart MathematicsWeeks 7, 8 and 9
Examination, review of examination, remediation and learner corrections; completion of worksheets in the DBE workbook. Where time is available work on the
exercises, activities and extensions listed at the beginning of the Oxford Headstart Mathematics tracker.
Reflect on the year
HOD: Date:

3. Oxford Successful Mathematics
fromthem?
2. Mental Mathematics (MM) link (page references in LB and TGprovided, as
thehomework?

Extra work
Topics Activities Revision

Unit 4.1: Multiplication Act. 45: LBpp.230231, TGpp.183184 REVISION 8: LBp.245, TGp.194
Act. 9: LBpp.234235, TGpp.187188
Unit 4.2: Common fractions Act. 12: LBpp.238240, TGpp.189191
Unit 4.3: 3-D Objects REVISION 9: LBpp.263264, TGp.202
Unit 4.4: Perimeter, area & volume
Unit 4.5: Measurement long ago Act. 1: LBpp.260261, TGp.201
Unit 4.6: Division Act. 1: LBp.265, TGpp.203204
Act. 4: LBpp.268269, TGpp.205206
Unit 4.7: Number sentences REVISION 10: LBpp.292295, TGpp.219221
Unit 4.8: Transformations
Unit 4.9: Position & movement
Unit 4.10: Probability
REVISION November: LBpp.304306, TGpp.226227
ANA questions: TGpp.228230

Oxford Successful MathematicsWeek 1
Date completed
1 LBp.252 MEASUREMENT 282283 1 252253 197198 123a Rulers, measuring
no. 2 Unit 4.4: Perimeter, area and volume pp. 154155 tapes Teaching tips
TGp.197 Working with perimeter TGp.178
Remedial TGp.198
2 LBp.252 Working with area 282283 2 254255 198199 123b
no. 3 no. 15 pp. 156157
TGp.197
3 LBp.252 Working with area (cont.) 282283 2 255256 199 124
no. 4 no. 69 pp. 158159
TGp.197
4 LBp.260 Working with volume 282283 3 256259 200 125ab Unit 4.4 Summary
no. 1ad for pp. 160163 LBp.259
3 627
TGp.201
no. 1eh for RELATIONSHIPS pp. 164165
623 514 Unit 4.6: Division (4 digits by 3 digits)
TGp.201 Division sums with no remainder
6 LBp.260 Division sums with a remainder 284285 3 267 204205 127a
no. 2 for pp. 166167
3627 and
623 514
TGp.201
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Date completed
7 LBp.265 Solve division problems 284285 5 269270 206 127b Remedial TGp.206
no. 1a pp. 168169
TGp.203
8 LBp.265 Solve problems on ratio 284285 6 271272 207 128
no. 1b pp. 170171
TGp.203
9 LBp.265 Solve problems on rate 284285 7 272274 207208 129ab Unit 4.6 Summary
no. 1c pp. 172175 LBp.274
TGp.109
10 LBp.275 PATTERNS, FUNCTIONS AND ALGEBRA 286287 12 275277 208209 130
no. 1a Unit 4.7: Number sentences pp. 176177
TGp.208 Solve number sentences
11 LBp.275 Orders of operations; Number sentences 286287 34 278280 210212 131 Unit 4.7 Summary
no. 1b pp. 178179 LBp.280
TGp.208
12 ASSESSMENT: Investigation 302303 226
2: Volume and surface area
Select activities so that the learners can finish in
class
Reflection
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Date completed
13 LBp.275 SPACE AND SHAPE 288 1 281283 212214 136 Dotted paper
no. 2a Unit 4.8: Transformations pp. 192193
TGp.208 Enlargements
14 LBp.275 Reduction of shapes 288 2 284 214 137ab Unit 4.8 Summary
no. 2b pp. 194197 LBp.284
TGp.208
15 LBp.275 SPACE AND SHAPE 288 1 285286 214215 140 Grid paper;
no. 2c Unit 4.9: Position and movement pp. 206207 road map book
TGp.208 Finding positions on a grid
16 LBp.281 A grid on a map 288 2 286287 215216 141 Unit 4.9 Summary
no. 1ad pp. 208209 LBp.287
TGp.212
17 LBp.281 DATA HANDLING 289 1 288289 216217 143 Coins for
no. 1ei Unit 4.10: Probability 2 no. 1 pp. 215217 experiments;
TGp.212 Listing and recording outcomes dice; cardboard;
toothpicks; spinners
18 LBp.285 Recording outcomes (cont.) 289 2 no. 289291 217218 144 Unit 4.10 Summary
no. 1af 25 pp. 216217 LBp.291
TGp.214 Extension TGp.218
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19 ASSESSMENT Give learners time to
20 LBp.285 NUMBERS, OPERATIONS AND 278 1 228229 179181 105ab Remedial TGp.181
no. 2af RELATIONSHIPS pp. 108111
TGp.214 Unit 4.1: Whole numbers
Work with 9-digit whole numbers
21 LBp.288 NUMBERS, OPERATIONS AND 278279 23 229230 181183 106a Remedial TGp.184
no. 1 RELATIONSHIPS pp. 112113 Extension TGp.184
TGp.216 Unit 4.1: Multiplication
Multiples and factors of 3-digit whole
numbers
22 LBp.228 Using addition or subtraction to split up a 278279 6 232 185 106b Remedial TGp.186
Work with number inside brackets pp. 114115 Extension TGp.186
multiples < 10
TGp.179
23 LBp.228 Use factors to split up numbers 278279 7 233 186 107 Remedial TGp.186
Work with pp. 116117
multiples < 20
TGp.179
24 LBp.228 The vertical column method 278279 8 233234 186 108 Remedial TGp.187
multiples < 30
TGp.179
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25 LBp.238 Solve multiplication problems; 278279 1011 235236 188189 109 Remedial TGp.189
Factor pairs Solve problems on ratio pp. 120121 Unit 4.1 Summary
of 36 LBp.237
TGp.190
26 ASSESSMENT: Assignment 303 303 Use Investigation 3
There is no assignment provided in this LTSM; LBp.303
you could use Investigation 3
Work with RELATIONSHIPS pp. 134135
multiples < 40 Unit 4.2: Fractions
TGp.179 Calculations with fractions
28 LBp.228 Finding a fraction of a number or a quantity 280 4 243244 192193 115
multiples < 50
TGp.179
29 LBp.228 SPACE AND SHAPE 281 1 246248 194195 116 Remedial TGp.193
Work with Unit 4.3: 3-D Objects pp. 138139 Unit 4.2 Summary
multiples < 60 Building prisms using straws and pipe LBp.244
TGp.179 cleaners
30 LBp.238 Straw models of pyramids 281 2 248249 195196 117 Drinking straws,
Factor pairs pp. 140141 toothpicks, pipe
of 48 cleaners
TGp.190
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31 LBp.238 Making models of 3-D objects using toothpicks 281 3 250251 196 118 Unit 4.3 Summary
Factor pp. 142143 LBp.251
pairs of 64 Remedial TGp.197
TGp.190
32 ASSESSMENT Give learners time to
33 LBp.238 Catch-up finish off work not yet completed; 119
no. 2 Add in your own planning here; Select from pp. 144145
34 LBp.246 Catch-up finish off work not yet completed; 120a and
no. 1 Add in your own planning here; Select from 120b
TGp.190 activities listed at the beginning of this tracker pp. 146149
Reflection
get back on track?
HOD: Date:

Oxford Successful MathematicsWeeks 7, 8 and 9
Examination, review of examination, remediation and learner corrections; completion of worksheets in the DBE workbook. Where time is available, work on activities
listed at the beginning of the Oxford Successful Mathematics tracker.
Reflect on the year
HOD: Date:

4. Platinum Mathematics
fromthem?
Day/lesson number. finish the classwork? Was their classwork done adequately? Did you assign
1. Mental Mathematics (MM) link (page references in TG provided, as well as thehomework?
activity numbers). Are your learners books up to date?
2. CAPS content linked to Learners Book content. Does what the learners have done in their books correlate with the tracked
3. CAPS page numbers at the start of each new CAPS topic. comments in the tracker?
Briefly write down your reflection weekly, following the prompts in the tracker.
5. Page reference in the Learners Book (LB page reference).
What went well?
6. Page reference in your Teachers Guide for the days activities
What did not go well?
(TG page reference).
What did the learners find difficult or easy to understand or do?
7. DBE workbook link to related content (worksheet and page numbers
What will you do to support or extend learners?
arereferenced).
Did you complete all the work set for the week?
8. Resources needed for the lesson (other than the Learners Book,
If not, how will you get back on track?
DBEworkbook and basic stationery).
What will you change next time? Why?
9. Date completed (complete this daily).
The reflection should be based on the daily lessons you have taught each week. It will
Weekly reflection provide you with a record for the next time you implement the same lesson again,

Extra work
Topics Exercises Revision, extension and remediation

Topic 28: Whole numbers Ex. 28.3: LBp.169, TGp.132 Revision of Topics 2829: LBp.173, TGp.135
Topic 29: Multiplication
Topic 30: Common fractions Ex. 30.2: LBp.175, TGp.137 Revision of Topics 3031: LBp.187, TGp.144
Topic 31: Properties of 3-D objects Ex. 31.431.5: LBp.185, TGp.143
Topic 32: The history of measurement Ex. 32.132.3: LBpp.188189, TGpp.145146 Revision of Topics 3233: LBp.195, TGp.151
Topic 33: Perimeter, area & volume
Topic 34: Division Revision of Topics 3435: LBp.207, TGp.160
Topic 35: Number sentences Ex. 35.135.3: LBpp.202203, TGpp.156157
Unit 36: Transformations Ex. 36.1: LBp.208, TGpp.161162 Revision of Topics 3637: LBp.217, TGp.166
Ex. 36.4: LBp.211, TGp.163
Unit 37: Position & Movement Ex. 37.4: LBp.216, TGp.166
Unit 38: Probability Ex. 38.4: LBp.221, TGp.168
Formal Assessment: Exemplar Examination:
TGpp.178179; Answers: TGp.169
Extension and Remediation Worksheet Book:
Worksheets 18A23B, TGpp.254259

Platinum MathematicsWeek 1
TG pp. act. pp. pp. workbook
Date completed
1 4.1 MEASUREMENT 282283 33.1 190 147148 123a Learners will need
p. 227 Topic 33: Perimeter, area and volume pp. 154155 rulers marked in cm
Measure perimeter and mm; Squared
paper; Blocks or
cubes to build objects
2 4.2 Area 282283 33.2 191 148149 123b
p. 227 pp. 156157
3 4.3 The area of rectangles 282283 33.3 192 149 124 Challenge
p. 228 pp. 158159 LBp.192, TGp.149
4 4.4 Volume 282283 33.4 193 149150 125a Challenge
p. 228 pp. 160161 LBp.193, TGp.150
5 4.5 Surface area of an object 282283 33.5 194 150151 125b Challenge
p. 229 pp. 162163 LBp.194, TGp.151
6 5.1 Revision of perimeter and area 282283 no. 12 195 151 126
p. 229 pp. 164165
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Date completed
7 5.2 NUMBERS, OPERATIONS AND 284285 34.1 196 152 127a
p. 229 RELATIONSHIPS 34.2 pp. 166167
Topic 34: Division
Use long division
8 5.3 Inverse operations 284285 34.3 197 152153 127b Challenge
p. 229 34.4 pp. 168169 LBp.197
(Answer 13333)
9 5.4 Solve problems with division: comparing 2 284285 34.5 198 153154 128 Challenge
p. 229 different quantities (rate) pp. 170171 LBp.198, TGp.154
10 5.5 Solve problems with division: comparing 284285 34.6 199 154 129b Challenge
p. 230 quantities of the same type (ratio) pp. 174175 LBp.199, TGp.154
11 ASSESSMENT: Investigation 200201 154155 Select activities that
Use simple budgets and accounts learners can complete
during this lesson
12 6.1 PATTERNS, FUNCTIONS AND ALGEBRA 286287 35.4 204205 158159 130
p. 230 Topic 35: Number sentences pp. 176177
Use number sentences when solving problems
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Date completed
13 6.2 Multiple choice questions and revision 286287 35.5 206207 159160 131
p. 231 pp. 178179
14 6.3 SHAPE AND SPACE 288 36.2 209 161162 132 Collect pictures that show
p. 231 Topic 36: Transformations pp. 180181 tessellating patterns
Enlarge a shape and display them in your
classroom; Ensure that grid
paper is available for the
learners to redraw patterns
and to make it easier for
them to describe
15 6.4 Reduce a shape 288 36.3 210 162163 136
p. 231 pp. 192193
16 6.5 Compare the size and shape of triangles 288 36.4 211 163 137ab
p. 231 and quadrilaterals pp. 194197
17 ASSESSMENT Give learners time to correct
Return investigations to learners their answers
18 7.1 SHAPE AND SPACE 288 37.137.2 212213 164165 140 Learners will need grid
p. 232 Topic 37: Position and movement pp. 206207 paper and rulers to
Positions on maps and grids help them to determine
the location of objects;
examples of maps would be
useful to show learners how
grid references work
Reflection
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Date completed
19 7.2 Work with street maps 288 37.3 214215 165 141
p. 232 pp. 208209
20 7.3 DATA HANDLING 289 38.1 218219 167168 143 Small denominator
p. 232 Topic 38: Probability 38.2 pp. 214215 coins of different
List and record outcomes sizes; at least one
dice per learner
21 7.4 Working with a spinner 289 38.3 220 168 144
p. 233 pp. 216217
22 1.1 NUMBERS, OPERATIONS AND 278 28.1 168169 130132 105ab Chart showing a
p. 223 RELATIONSHIPS 28.2 pp. 108111 hundreds square;
Topic 28: Count, order, compare and 28.4 copies of a hundreds
represent whole numbers square for each
Work with 9-digit numbers learner (LBp.226);
place value cards
Challenge
LBp.169, TGp.132
23 1.2 NUMBERS, OPERATIONS AND 278279 29.1 170 133 106ab
p. 223 RELATIONSHIPS pp. 112115
Topic 29: Multiplication
Estimate and calculate answers
24 1.3 Multiply using the column method 278279 29.2 171 133134 107 Challenge
p. 223 pp. 116117 LBp.171, TGp.134
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25 1.4 Solve problems with multiplication 278279 29.3 172 134 108 Challenge
p. 224 pp. 118119 LBp.172, TGp.134
26 1.5 Revision of whole numbers and multiplication 173 135 109
p. 224 pp. 120121
27 ASSESSMENT: Assignment 180181 140
Percentages, profit and loss
28 2.1 NUMBERS, OPERATIONS AND 280 30.1 174 136137 114
Topic 30: Common fractions
Find equivalent fractions and compare common
fractions
29 2.2 Convert decimals and common fractions 280 30.4 176 137138 115 Challenge
p. 225 pp. 136137 LBp.176, TGp.138
30 2.3 Convert percentages and common fractions 280 30.5 177 138 116 Game
p. 225 pp. 138139 LBp.177, TGp.138
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31 2.4 Add and subtract fractions 280 30.6 178 139 117
p. 225 pp. 140141
32 2.5 Solve problems with fractions 280 30.7 179 139 118 Challenge
p. 226 pp. 142143 LBp.179, TGp.139
33 Return assignment to learners
Discuss answers with the learners
34 3.1 SPACE AND SHAPE 281 31.1 182183 141 119 Straws, thin string or
p. 226 Topic 31: Properties of 3-D objects pp. 144145 cotton, glue, sticky
Model 3-D objects tape, tissue paper in
different colours
(if possible), paper, a
wall chart showing all
the 3-D objects
35 3.2 Sort and compare 3-D objects 281 31.3 184 142143 121 Challenge
p. 226 pp. 150151 LBp.184, TGp.143
36 3.3 Identify nets 281 31.6 186 143 122 Challenge
p. 226 31.7 pp. 152153 LBp.186, TGp.144
Reflection
get back on track?
HOD: Date:

Platinum MathematicsWeeks 7, 8 and 9
Examination, review of examination, remediation and learner corrections. Completion of worksheets in the DBE workbook. Where time is available, work on the
exercises listed at the beginning of the Platinum Mathematics tracker.
Reflect on the year
HOD: Date:

5. Premier Mathematics
fromthem?
2. Mental Mathematics (MM) link (page references in TG provided, as well as
thehomework?
activity numbers).

Extra work
Topic Exercises Revision

Unit 28: Whole numbers Ex. 14: LBp.164, TGpp.120121 Revision for Units 2838:
Unit 29: Multiplication Ex. 17: LBpp.166168, TGpp.123125 LBpp.210217, TGpp.154159
Unit 31: Properties of 3-D shapes Ex. 1: LBp.174, TGp.131
Unit 33: History of measurement LBpp.188190, TGp.139
Unit 35: Number sentences Ex. 13: LBpp.195196, TGpp.143144
Unit 36: Transformations Ex. 23: LBpp.200203, TGpp.147149

Premier MathematicsWeek 1
There is no MM for the days on which assessment is being done
TG pp. ex. pp. pp. workbook
Date completed
1 Ex. 145 MEASUREMENT 282283 2 178179 133135 123a
no. 1120 Unit 32: Perimeter, area and volume pp. 154155
p. 381 Calculate the perimeter of geometric shapes
p. 304
2 Ex. 146 Calculate perimeter of regular and irregular 282283 34 179181 135 123b
no. 110 shapes pp. 156157
p. 381
p. 304
3 Ex. 146 Perimeter and area 282283 4 and 1 181182 135136 124
no. 1120 pp. 158159
p. 381
p. 304
4 Ex. 147 Calculate area by counting 282283 23 182185 136137 125a
no. 110 pp. 160161
p. 382
p. 304
5 Ex. 147 Finding the volume by counting 282283 12 186187 137138 125b
no. 1120 pp. 162163
p. 382
p. 304
6 ASSESSMENT: Investigation 4 186 137, 236, Photocopy
Perimeter and area 280 TGp.236 for learners;
Learners finish the
investigation in class
Reflection
get back on track?
HOD: Date:

Date completed
7 Ex. 148 Volume of containers 282283 3 187188 138 126
p. 382 pp. 164165
p. 304
8 Ex. 149 NUMBERS, OPERATIONS AND 284285 1 191 140 127a
p. 305 Unit 34: Division
Revision of decimals
9 Ex. 150 Factors and multiples 284285 2 191192 141 127b
no. 110 pp. 168169
p. 383
p. 305
10 Ex. 150 Rounding off and dividing 284285 34 192193 141142 128
no. 1120 pp. 170171
p. 383
p. 305
11 Ex. 151 More division 284285 5 193 142 129a
no. 110 pp. 172173
p. 384
p. 305
12 Return investigation to learners Allow the learners
Discuss answers with the learners time to correct their
answers
Reflection
get back on track?
HOD: Date:

Date completed
13 Ex. 151 PATTERNS, FUNCTIONS AND ALGEBRA 286287 45 196197 144145 130
no. 1120 Unit 35: Number sentences pp. 176177
p. 384 Working with number sentences
p. 305
14 Ex. 152 SPACE AND SHAPE 288 1 198200 145147 136
no. 110 Unit 36: Transformations pp. 192193
p. 384 More enlargement
p. 305
15 Ex. 152 Area and enlargement 288 4 203204 149 137a
no. 1120 pp. 194195
p. 384
p. 305
no. 110 Unit 37: Location and direction pp. 206207
p. 385 Shapes on a grid; Find hidden treasure
p. 305
17 Ex. 153 Positions of items on a map; Finding the shortest 288 35 206208 151152 141 Photocopy the table
no. 1120 path; Playing a dice game pp. 208209 for the learners
p. 385 TGp.178
p. 305
18 Ex. 154 DATA HANDLING 289 13 208209 152153 142a
no. 110 Unit 38: Probability pp. 210211
p. 385 Tossing a coin and rolling a dice
p. 305
Reflection
get back on track?
HOD: Date:

Date completed
19 Ex. 154 Rolling a dice 50 times; Working with a tally table 289 45 209 153 143
no. 1120 pp. 214215
p. 385
p. 305
20 Ex. 155 Tossing a coin 50 times; Rolling a dice 25 times 289 67 210 153154 144 Extension activity
no. 110 pp. 216217 TGpp.154, 179
p. 386
p. 305
21 Ex. 155 NUMBERS, OPERATIONS AND 278 58 164165 121122 105a
no. 1120 RELATIONSHIPS pp. 108109
p. 386 Unit 28: Whole numbers
p. 305 Ordering numbers, prime numbers, rounding
numbers and writing numbers in digits
22 Ex. 156 NUMBERS, OPERATIONS AND 278279 89 168 125126 105b
p. 386 Unit 29: Multiplication
p. 305 Round off numbers; Factors
23 Ex. 156 Distributive law; Vertical method 278279 1011 169 126 106a
no. 1120 pp. 112113
p. 386
p. 305
24 Ex. 139 Word problems 278279 12 169170 126127 106b
no. 110 pp. 114115
p. 378
p. 302
Reflection
get back on track?
HOD: Date:

Date completed
25 ASSESSMENT: Assignment 6 178 133, 235, Photocopy TGp.235 for
Build 3-D objects out of straws 280 the learners to use;
Learners finish at home
and hand in on a date
determined by the teacher
26 Ex. 139 NUMBERS, OPERATIONS AND 280 12 170171 127128 114
p. 378 Unit 30: Common fractions
p. 302 Number lines, compare fractions
27 Ex. 140 Equivalent fractions and equivalent values 280 34 171 128129 115
no. 110 pp. 136137
p. 378
p. 303
28 Ex. 140 Adding fractions; Word problems 280 56 171172 129130 116
no. 1120 pp. 138139
p. 378
p. 303
29 Ex. 141 Fraction calculations 280 7 172173 130 117
no. 110 pp. 140141
p. 379
p. 304
no. 1120 Unit 31: Properties of 3-D objects pp. 150151
p. 379 Nets of 3-D objects; Edges, faces and vertices
p. 304
Reflection
get back on track?
HOD: Date:

Date completed
31 Ex. 142 Edges, faces and vertices (cont.) 281 4 177 132 122 Photocopy the table
no. 1120 pp. 152153 for the learners to use
p. 379 TGp.177
p. 304
32 Ex. 143 Nets 281 5 177 132133 118
no. 110 218219 pp. 142143
p. 380
p. 304
33 Return assignment to the learners
Hand assignment back and discuss the models
with the learners
34 Ex. 143 Catch-up finish off work not yet completed; 119
p. 380 activities listed at the beginning of this tracker
p. 304
35 Ex. 144 Catch-up finish off work not yet completed; 120a
p. 304
36 Ex. 144 Catch-up finish off work not yet completed; 120b
p. 304
Reflection
get back on track?
HOD: Date:

Premier MathematicsWeeks 7, 8 and 9
Examination, review of examination, remediation and learner corrections; completion of MM activities and worksheets in the DBE workbook. Where time is available,
work on the exercises listed at the beginning of the Premier Mathematics tracker.
Reflect on the year
HOD: Date:

6. Solutions for All Mathematics
fromthem?
2. Mental Mathematics (MM) link (activity numbers as well as page references in
thehomework?
LB and TG are provided).

Extra work

Unit 1: Whole numbers & multiplication Getting started Revising place value: LBp.259, Check what you know: LBpp.264265, TGpp.201202
TGpp.194197
Ex. 1: LBpp.261262, TGp.199
Unit 2: Fractions, percentages & decimals Getting started Fractions: LBp.266, TGpp.203205 Check what you know: LBpp.275276, TGpp.210211
Ex. 2: LBp.272, TGp.209
Act. 5: LBp.274, TGp.210
Unit 3: Properties of 3-D objects Getting started What do you know about 3-D objects? Check what you know: LBp.284,
LBp.277, TGpp.212214 TGpp.217218
Act. 4: LBp.282, TGpp.217
Ex. 1: LBp.283, TGp.217
Unit 4: Area, perimeter & volume Getting started Area and perimeter: LBp.285,
TGpp.219222
Unit 5: History of measurement Act. 1: LBpp.297298, TGpp.227228
Unit 6: Division Getting started Multiplying and dividing: LBp.299, Check what you know: LBp.307,
TGpp.229231 TGpp.235236
Ex. 1: LBp.301, TGpp.232233
Act. 2: LBp.302, TGp.233
Unit 7: Number sentences Getting started Simple number sentences: LBpp.308 Check what you know: LBp.314,
309, TGpp.237241 TGp.213
Act. 1: LBp.310, TGp.241
Act. 2: LBp.313, TGp.242
Ex. 2: LBpp.313314; TGp.242
Unit 8: Transformations Check what you know: LBpp.318319, TGp.248
Unit 9: Location & directions Act. 2: LBp.322, TGp.251 Check what you know: LBp.323,
TGp.251
Unit 10: Probability Act. 1 no. 2: LBp.324, TGp.254
Act. 2 no. 1: LBp.325, TGpp.254256
Unit 11 Revision: LBpp.328338,
TGpp.258264

Solutions for All MathematicsWeek 1
pp. act./ex. pp. pp. workbook
Date completed
1 165 MEASUREMENT 282283 Act. 1 286287 219222 123a
LBp.367 Unit 4: Area, perimeter and volume pp. 154155
TGp.331 Making it bigger
2 166 Drawing area and perimeter 282283 Ex. 1 288 222223 123b
LBp.367 pp. 156157
TGp.331
3 168 More about area and perimeter 282283 Act. 2 289291 223224 124
LBp.367 Ex. 2 pp. 158159
TGp.331
4 169 What is volume?; More volume 282283 Act. 4 293294 225 125a
LBp.368 Ex. 3 pp. 160161
TGp.332
5 170 More volume 282283 Ex. 3 294 225 125b
LBp.368 pp. 162163
TGp.332
6 171 Check what you know 282283 295296 225226 126
LBp.368 pp. 164165
TGp.332
Reflection
get back on track?
HOD: Date:

Date completed
7 ASSESSMENT: Investigation 302303 Photocopy investigation
An amazing number property; on LBp. 302 and rubric
Learners finish at home and hand in on a date on LBp.303 for the
determined by the teacher learners; Use the rubric
and teachers notes
LBp.303 to assess the
investigation
8 172 NUMBERS, OPERATIONS AND 284285 Act. 1 300301 229232 127a
LBp.368 RELATIONSHIPS pp. 166167
TGp.332 Unit 6: Whole numbers and division
Dividing bigger numbers
9 173 Long division 284285 Act. 3 302303 234 127b
LBp.368 pp. 168169
TGp.332
10 174 Divide them 284285 Ex. 2 304305 234 128
LBp.368 pp. 170171
TGp.332
11 175 Checking quotients 284285 Act. 4 305 235 129a
LBp.369 pp. 172173
TGp.332
12 176 PATTERNS, FUNCTIONS AND ALGEBRA 286287 Ex. 1 311312 241242 130
LBp.369 Unit 7: Number sentences pp. 176177
TGp.333 Writing and using number sentences
Reflection
get back on track?
HOD: Date:

Date completed
13 Return investigation to the learners Give learners time to
Discuss the answers with the learners correct their answers
14 177 SPACE AND SHAPE 288 315316 244246 136
LBp.369 Unit 8: Transformations pp. 192193
TGp.333 Getting started (same size and shape)
15 178 Enlarging quadrilaterals 288 Act. 1 317318 246247 137ab
LBp.369 Act. 2 pp. 194197
TGp.333
16 179 SPACE AND SHAPE 288 Act. 1 320322 249251 140
LBp.369 Unit 9: Locations and directions pp. 206207
TGp.333 Theatre tickets
17 180 Check what you know (locations and directions) 288 323 251 141
LBp.369 pp. 208209
TGp.333
18 181 DATA HANDLING 289 Act. 1 324325 252256 142a
LBp.370 Unit 10: Probability no. 1 pp. 210211
TGp.333 Making spinners; How likely? Act. 2
no. 2
Reflection
get back on track?
HOD: Date:

Date completed
19 182 Possible outcomes; How fair is your die? 289 Ex. 1 326 256257 143
LBp.370 Act. 3 pp. 214215
TGp.333
20 183 Check what you know 289 327 257 144
LBp.370 pp. 216217
TGp.334
21 184 NUMBERS, OPERATIONS AND 278279 Act. 1 260 198 105a
TGp.334 Unit 1: Counting, whole numbers and
multiplication
Breaking up 3-digit numbers to multiply
22 151 Approximating answers 278279 Act. 2 262 199 105b
LBp.364 pp. 110111
TGp.330
23 152 Column multiplication 278279 Act. 3 263 200 106a
LBp.364 pp. 112113
TGp.330
24 153 Multiplication using calculators 278279 Act. 4 263264 200201 106b
LBp.364 pp. 114115
TGp.330
Reflection
get back on track?
HOD: Date:

Date completed
25 ASSESSMENT: Assignment 304308 Photocopy
A revision of whole numbers, addition, time TGpp.304305 for
zones, nets and probability thelearners;
Select questions so that the learners can Memo TGpp.306307
complete the assignment in this lesson
26 154 NUMBERS, OPERATIONS AND 280 Act. 1 267268 203206 114
LBp.364 RELATIONSHIPS Ex. 1 pp. 134135
TGp.330 Unit 2: Fractions, percentages and decimals
Mixed numbers; Fractions and mixed numbers
27 155 Compare and order fractions 280 Act. 2 269 206207 115
LBp.364 pp. 136137
TGp.330
28 156 Comparing fractions, decimals and percentages 280 Act. 3 269270 207208 116
LBp.364 pp. 138139
TGp.330
29 157 Adding and subtracting fractions 280 Act. 4 272274 209 117
LBp.365 pp. 140141
TGp.330
30 158 Adding and subtracting fractions and 280 Ex. 3 275 210 118
LBp.365 percentages pp. 142143
TGp.330
Reflection
get back on track?
HOD: Date:

Date completed
31 Return assignment to the learners Give learners time to
Discuss the answers with the learners correct their answers
32 159 SPACE AND SHAPE 281 Act. 1 278279 213215 119
LBp.365 Unit 3: Properties of 3-D objects pp. 144145
TGp.330 Properties of 3-D objects
33 160 Nets of 3-D objects 281 Act. 2 279280 215 120a
LBp.365 pp. 146147
TGp.331
34 161 More about nets 281 Act. 3 281 216 120b
LBp.366 pp. 148149
TGp.331
35 162 Catch-up finish off work not yet completed; 121
LBp.366 Add in your own planning here; Select from pp. 150151
36 163 Catch-up finish off work not yet completed; 122
LBp.366 Add in your own planning here; Select from pp. 152153
Reflection
get back on track?
HOD: Date:

Solutions for All MathematicsWeeks 7, 8 and 9
work on the exercises and activities listed at the beginning of the Solutions for All Mathematics tracker.
Reflect on the year
HOD: Date:

7. Study and Master Mathematics
fromthem?
2. Mental Mathematics (MM) link (page references in LB and TG are provided).
thehomework?
6. Page reference in the Learners Book (LB page reference).
7. Page reference in your Teachers Guide for the days activities Briefly write down your reflection weekly, following the prompts in the tracker.
(TG page reference). What went well?
8. DBE workbook link to related content (worksheet and page numbers What did not go well?
arereferenced). What did the learners find difficult or easy to understand or do?
9. Resources needed for the lesson (other than the Learners Book, What will you do to support or extend learners?
DBEworkbook and basic stationery). Did you complete all the work set for the week?
10. Date completed (complete this daily). If not, how will you get back on track?
What will you change next time? Why?
Weekly reflection
The reflection should be based on the daily lessons you have taught each week. It will
The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. provide you with a record for the next time you implement the same lesson again,
You can share this reflection with your HOD and discuss things that worked or did not and also forms the basis for collegial conversations with your head of department and
go so well in your lesson. Together with your HOD you can think of ways of improving yourpeers.

Extra work

Whole numbers & multiplication Mental Maths: LBpp.320325, TGpp.358362 Assessment 4.1: TGpp.375378; Photocopy TGpp.375376 for the learners
Act 2.1 no. 46: LBp.326, TGpp.363365
Act 3.1: LBpp.327328, TGpp.365367
Common fractions Assessment 4.2: TGpp.389392; Photocopy TGpp.389390 for the learners
Properties of 3-D objects Act 13.1: LBpp.345346, TGp.394
Area, perimeter & volume Act 15.1: LBp.351, TGp.398 Assessment 4.3: TGpp.406410; Photocopy TGpp.406408 for the learners
Act 15.2 no. 57: LBpp.354355, TGp.398
Act 16.3 no. 1: LBp.358, TGpp.400
Act 17.1 no. 1: LBp.362, TGpp.401402
Act 17.3 no. 3: LBp.364, TGpp.402403
The history of measurement LBpp.365369, TGpp.404406
Division Mental Maths: LBpp.370372, TGpp.411414 Assessment 4.4: TGpp.427428; Photocopy TGp.427 for the learners
Act 20.1: LBpp.372373, TGpp.414416
Act 24.1: LBp.377, TGpp.422424
Number sentences Act 26.1: LBpp.379380, TGpp.429431 Assessment 4.5: TGpp.437438; Photocopy TGp.437 for the learners
Act 27.1: LBpp.380381, TGpp.432433
Transformations Act 30.3: LBpp.393394, TGpp.446447 Revision: LBpp.394395, TGpp.447448
Location & directions Act 31.1: LBp.396, TGp.450 Assessment 4.6: TGpp.453457; Photocopy TGpp.453455 for the learners
Probability Revision: LBp.404, TGpp.459460
Assessment 4.7: TGpp.461162; Photocopy TGpp.389390 for the learners

Study and Master MathematicsWeek 1
Date completed
1 LBp.349 MEASUREMENT 282283 15.2 351353 398 123a
no. 14 Perimeter, area and volume no. 14 pp. 154155
TGp.397 Unit 15: Perimeter
2 LBp.356 Unit 16: Area 282283 16.1 355356 399 123b
TGp.399 16.2 pp. 156157
3 LBp.358 Unit 16: Areas of other shapes 282283 16.3 357359 399401 124
TGp.399 no. 23 pp. 158159
4 LBp.358 Unit 16: What is the connection between 282283 16.4 359360 401 125a
Act. 16.3 perimeter and area? pp. 160161
no. 1ac
TGp.400
5 LBp.362 Unit 17: Volume 282283 17.1 360363 401402 125b
Act. 17.1 no. 25 pp. 162163
no. 1
TG p 401
6 LBp.364 Unit 17: Calculate surface area 282283 17.2 363364 402403 126
Act. 17.2 no. 12 pp. 164165
no. 1
TGp.402
Reflection
get back on track?
HOD: Date:

Date completed
7 ASSESSMENT: Investigation 405 Photocopy TG p.405
Perimeter and area of shapes for the learners;
Select questions so that the learners can finish Develop own memo
the work in this lesson and rubric
NOTE: The rectangles
in (2) all have the
same perimeter
8 LBp.374 NUMBERS, OPERATIONS AND 284285 21.1 374 416418 127a
TGp.416 RELATIONSHIPS pp. 166167
Division
Unit 21: Division word problems
9 LBp.375 Unit 22: Ratio and division 284285 22.1 375376 418420 127b
TGp.418 pp. 168169
10 LBp.376 Unit 23: More division 284285 23.1 376377 420421 128
TGp.420 pp. 170171
11 LBp.377 Unit 24: More division strategies 284285 24.1 377 422424 129a
TGp.422 pp. 172173
12 LBp.378 Unit 25: Long division 284285 25.1 378 424426 129b
TGp.424 pp. 174175
Reflection
get back on track?
HOD: Date:

Date completed
13 LBp.382 PATTERNS, FUNCTIONS AND ALGEBRA 286287 28.1 382383 434436 130
TGpp.434435 Number sentences pp. 176177
Unit 28: Solving real-life problems
14 Return investigation to the learners Give the learners
time to correct their
answers
15 LBp.384 SPACE AND SHAPE 288 30.1 386388 439444 136 Triangular dotted grid
no. 1 Transformations pp. 192193 TGp.489
TGp.439 Unit 30: Enlarging shapes Square dotted grid
TGp.488
16 LBp.384 Unit 30: Reducing shapes 288 30.2 389392 445446 137a Investigation
no. 2 pp. 194195 TG p.449
TGp.439 Remedial activities
TGp.449
Extension activities
TGp.449
17 LBp.384 SHAPE AND SPACE 288 32.132.2 397398 450451 140
no. 3 Location and direction pp. 206207
TGp.439 Unit 32: Working with maps
18 LBp.393 Revision 288 398399 451452 141 Assignment
no. 2 pp. 208209 LBp.399, TGp.452
TGpp.446447 Remedial activity
TGp.452
Extension activity
TGp.452
Reflection
get back on track?
HOD: Date:

Date completed
19 ASSESSMENT: Assignment 399 452 Teacher to provide
Read a map of the area around your school map and to develop
own memo
20 LBp.401 DATA HANDLING 289 33.1 400402 458 142a Possible MM answers:
Probability 33.2 pp. 210211 17 + 33 + 50 = 100
Unit 33: Possible outcomes 19 + 31 + 50 = 100
21 + 31 + 48 = 100
21 + 33 + 44 = 100
21 + 35 + 44 = 100
21 LBp.403 Unit 34: Recording actual outcomes 289 34.1 403 459 143 Remedial activity
TGp.459 34.2 pp. 214215 TGp.140
Extension activity
TGp.460
22 Practise Revision 289 404 459460 144
the 13x pp. 216217
table
23 LBp.323 NUMBERS, OPERATIONS AND 278279 2.1 325 363365 105a
TGp.363 RELATIONSHIPS no. 13 pp. 108109
Whole numbers and multiplication
Unit 2: Multiplication and ratio
24 LBp.329 Unit 4: Multiplication rules 278279 4.1 329330 368370 105b
TGp.368 pp. 110111
Reflection
get back on track?
HOD: Date:

Date completed
25 Return assignment to the learners Give the learners
answers
26 LBp.331 Unit 5: Vertical multiplication 278279 5.1 331332 370372 106a
TGpp.370371 pp. 112113
27 LBp.332 Unit 6: Solving word problems 278279 6.1 333334 372374 106b
no. 13 pp. 114115
TGp.372
28 LBp.335 NUMBERS, OPERATIONS AND 280 MM 335336 379381 114
no. 3 RELATIONSHIPS no. 45 pp. 134135
TGp.380 Fractions
Unit 7: Fun with fractions
29 LBp.336 Unit 8: Fractions of wholes 280 8.1 336337 382 115
no. 6 pp. 136137
TGp.382
30 LBp.339 Unit 10: Fractions and ratios 280 10.1 340341 384385 116
TGp.384 pp. 138139
Reflection
get back on track?
HOD: Date:

Date completed
31 LBp.341 Unit 11: Fractions, decimals and percentages 280 11.1 342 386388 117
no. 2 pp. 140141
TGp.386
32 LBp.343 SPACE AND SHAPE 281 12.1 343344 393394 118
TGp.393 Properties of 3-D objects 12.2 pp. 142143
Unit 12: Describing and sorting 3-D objects
33 LBp.345 Unit 13: Faces, edges and vertices 281 13.2 345 394395 119
TGp.394 pp. 144145
34 LBpp.347348 Unit 14: Models of 3-D objects 281 14.1 348 395396 120ab Remedial activity and
TGp.395 pp. 146149 Extension activity
TGp.396
35 Practise the 7x Catch-up finish off work not yet completed; 121
and 9x tables Add in your own planning here; Select from pp. 150151
36 Practise the 6x Catch-up finish off work not yet completed; 122
and 8x tables Add in your own planning here; Select from pp. 152153
Reflection
get back on track?
HOD: Date:

Study and Master MathematicsWeeks 7, 8 and 9
work on the exercises and activities listed at the beginning of the Study and Master Mathematics tracker.
Reflect on the year
HOD: Date:

8. Viva Mathematics
fromthem?
2. Mental Mathematics (MM) link (activity as well as references in LB and
thehomework?
TGprovided).

Extra work

Unit 1: Whole numbers Act. 1 no. 14: LBp.198, TGp.117 Assessment Units 13:
Unit 2: Multiplication Act. 12: LBpp.252253, TGpp.202203 LB. pp. 213214, TGpp.129130
Unit 3: Common fractions Act. 1: LBpp.202203, TGpp.121122
Unit 4: Properties of 3-D objects Assessment Units 46:
Unit 5: Perimeter, area & volume LBp.232, TGp.138
Unit 6: History of measurement LBp.231, TGp.138
Unit 7: Division Act. 14: LBpp.234237, TGpp.140141
Unit 8: Number sentences Act. 1 no. 23: LBp.242, TGpp.144145
Act. 2 no. 1: LBp.243, TGp.145
Unit 9: Transformations Act. 1: LBp.246, TGp.147
Mental Maths with vocabulary LBp.254, TGp.179

Viva MathematicsWeek 1
Date completed
1 Week 5: Mon. MEASUREMENT 282283 1 222 134135 123a Squared paper
LBp.221 Perimeter, area and volume pp. 154155 TGp.191;
TGp.176 Perimeter of 2-D shapes measurement
instruments
2 Week 5: Tues. Area of 2-D shapes 282283 2 224225 135 123b
LBp.221 pp. 156157
TGp.176
3 Week 5: Wed. Calculate the areas of squares and 282283 12 227 136137 124 Remedial support
LBp.221 rectangles pp. 158159 TGp. 135
TGp.176 Enrichment TGp.135
4 Week 5: Thurs. Doubling and halving 2-D shapes 282283 3 228 137 125a Squared paper
LBp.221 pp. 160161 TGp.191; different
TGp.176 sized containers
5 Week 5: Fri. Volume 282283 4 229 137138 125b Learners make
LBp.221 pp. 162163 2cubes from a net for
TGp.176 homework
6 ASSESSMENT: Investigation 200 118 Learners finish work
Number square fun in class and hand in at
the end of the lesson
Reflection
get back on track?
HOD: Date:

Date completed
7 Week 6: Mon. NUMBERS, OPERATIONS AND 284285 5 238 142 126
TGp.176 Division
Revision of 4-digit by 2-digit numbers
8 Week 6: Tues. Revision of 4-digit by 2-digit numbers 284285 5 238 142 127a
LBp.226 pp. 166167
TGp.176
9 Week 7: Mon. Dividing 4-digit numbers by 3-digit 284285 6 239 142 127b
LBp.233 numbers pp. 168169
TGp.177
10 Week 7: Tues. Fun with division 284285 7 240 142 128 Remedial support
LBp.233 pp. 170171 TGp.142
11 Week 7: Wed. PATTERNS, FUNCTIONS AND 286287 1 no. 1 242243 144145 130 Remedial support
LBp.233 ALGEBRA 2 no. pp. 176177 TGp.146
TGp.177 Number sentences 23 Enrichment TGp.146
Properties of numbers and solving
equations
12 Week 7: Thurs. Problem solving 286287 3 244 145146 131
LBp.233 pp. 178179
TGp.177
Reflection
get back on track?
HOD: Date:

Date completed
13 Return investigations to the learners Give the learners
answers
14 Week 7: Fri. SPACE AND SHAPE 288 2 247 148 136 Squared paper
LBp.233 Transformations pp. 192193 TGp.191
TGp.177 Enlarging and reducing triangles
15 Week 8: Mon. Enlarging and reducing quadrilaterals 288 3 248 148 137ab Remedial support
LBp.241 pp. 194197 TGp.148
16 Week 8: Tues. SPACE AND SHAPE 288 12 250251 149150 140a Maps, atlases;
LBp.241 Position and movement pp. 206207 Squared paper
TGp.177 Locating positions on a grid TGp.191
17 Week 8: Wed. Describe a route 288 3 253 150 141
LBp.241 pp. 208209
TGp.177
18 Week 8: Thurs. DATA HANDLING 289 4 252 150 142ab Dice, coins;
LBp.241 Probability pp. 210213 Spinners TGp.195
TGp.177 Tree diagrams
Reflection
get back on track?
HOD: Date:

Date completed
19 Week 8: Fri. Rolling dice 289 5 253 150 143
LBp.241 pp. 214215
TGp.177
20 Week 9: Mon. Spinners 289 6 253 150 144 Remedial support
LBp.245 pp. 216217 TGp.151
21 Week 1: Fri. NUMBERS, OPERATIONS AND 278 1 198199 117118 105ab Counters, counting
LBp.197 RELATIONSHIPS no. 35, pp. 108111 grids, number lines,
TGp.174 Whole numbers 78 TGpp.183184; abacus
Number patterns Remedial support
TGp.199
Enrichment TGp.119
22 ASSESSMENT 255 152 Learners finish work in
No assignment given in this LTSM; Use class and hand in at the
assessment exercise LBp.255 end of the lesson
23 Week 2: Mon. NUMBERS, OPERATIONS AND 278279 3 204 122123 106ab
TGp.174 Multiplication
Factors and prime factors
24 Week 2: Tues. Multiply 4-digit by 3-digit numbers 278279 4 205 124 107
LBp.201 pp. 116117
TGp.174
Reflection
get back on track?
HOD: Date:

Date completed
25 Week 2: Wed. Word problems 278279 5 206 124 108 Remedial support
LBp.201 pp. 118119 TGp.125
26 Week 2: Thurs. NUMBERS, OPERATIONS AND 280 1 208 126127
LBp.201 RELATIONSHIPS
TGp.174 Common fractions
Simplifying fractions
27 Week 3: Mon. Comparing and ordering fractions 280 2 209 127 114 Fraction boards,
LBp.207 pp. 134135 fraction maps
TGp.175 (TGp.125),
fraction circles,
Cuisenaire rods
28 Week 3: Tues. Adding, subtracting and simplifying 280 34 210 127128 115
LBp.207 fractions pp. 136137
TGp.175
29 Week 3: Wed. Compare, add and subtract fractions 280 56 211 128 116
LBp.207 pp. 138139
TGp.175
30 Return assignments to the learners Give the learners
answers
Reflection
get back on track?
HOD: Date:

Date completed
31 Week 3: Thurs. Fractions, decimals and percentages 280 7 212 128 117 Remedial support TGp.129
LBp.207 pp. 140141 Enrichment TGp.129
TGp.175
32 Week 3: Fri. SPACE AND SHAPE 281 12 216217 131132 118 Straws, string, toothpicks,
LBp.207 Properties of 3-D objects pp. 142143 jelly sweets, plasticine,
TGp.175 Identifying 3-D objects right-angle measures,
different boxes and
containers, inside of toilet
rolls/roller towel
33 Week 4: Mon. Faces, vertices and edges 281 3 219 132 119
LBp.215 pp. 144145
TGp.175
34 Week 4: Tues. 3-D objects and nets 281 4 220 132 120ab Remedial support TGp.133
LBp.215 pp. 146149 Enrichment TGp.133
TGp.175
35 Week 4: Wed. Catch-up finish off work not yet 121
LBp.215 completed; Add in your own planning pp. 150151
TGp.175 here; Select from activities listed at the
beginning of this tracker
36 Week 4: Thurs. Catch-up finish off work not yet 122
LBp.215 completed; Add in your own planning pp. 152153
TGp.175 here; Select from activities listed at the
beginning of this tracker
Reflection
the learners find difficult or easy to understand or do? What will you do to support
or extend learners? Did you complete all the work set for the week? If not, how will
you get back on track?
HOD: Date:

Viva MathematicsWeeks 7, 8 and 9
work on the exercises and activities listed at the beginning of the Viva Mathematics tracker.
Reflect on the year
HOD: Date:

D. ASSESSMENT RESOURCES
According to the CAPS (p. 294), in Term 4 the leaners need to do one assignment, one If your LTSM does not provide a suitable assignment or investigation, use one provided
investigation and one end-of-year examination. You could also carry out other informal in another LTSM. Table 1 below gives an overview of these assessment tasks.
assessment activities during the term using your TG or other resources.
You need to go over any assessments with the learners when you hand it back to them.
Time is allocated in the tracker for this purpose.
INFORMAL ASSESSMENT
In the CAPS document, at the end of Common Fractions (p. 281) it states: At this Examination
stage the learners should have been assessed on: 9-digit numbers; Multiplication
The end-of-year examination should cover the work done during Term 4 and some
of up to 4 digits by 3-digit numbers; Fractions.
revision of the work done during Terms 1, 2 and 3. Table 1 below shows where an end-
At the end of History of Mathematics (p. 283) it states: At this stage the learners of-year examination has been provided. If your LTSM does not provide an examination
should have been assessed on: 3-D objects; Area and perimeter; Volume. in the Teachers Guide, either use one provided in another LTSM, set your own, or
use the examination provided in this section which you could use as is or adapt. A
At the end of Probability (p. 289) it states: At this stage the learners should have been
memorandum and analysis of the cognitive levels in the examination are also provided
assessed on: Division with up to 4-digit numbers by 3-digit numbers; Number
in this section.
sentences; Transformations; Probability.
Note that where an end-of-year examination is provided in the Learners Book it
Table 1 in the Assessment Term Plan gives an overview of the relevant pages of the
should not be used as a formal assessment task as learners are able to prepare for it in
informal assessment exercises in the various LTSMs which could be used.
advance. It can be used for revision either in class or for homework.
FORMAL ASSESSMENT Assessment record

The CAPS document does not indicate the topics that should be covered in the
A suggested mark recording sheet is provided for you to record the marks for the
assignment and investigation.
formal assessment tasks and examination.
What is an assignment? Note: The information that follows is in line with the assessment requirements
An assignment is an extended piece of work that can be completed at home. It focuses published in the CAPS (2011). Should the DBE make changes to these, you should
on more demanding work and could include resource material. ammend the assessment programme accordingly.
What is an investigation?
An investigation promotes critical and creative thinking. It can be used to discover
rules or concepts and can include inductive thinking, identifying and testing patterns,
drawing conclusions and establishing general trends. An investigation is generally
assessed using a rubric.

1. Assessment Term Plan
This table gives an overview of the formal and informal assessment tasks for Term 4.
Table 1: TERM 4 FORMAL AND INFORMAL ASSESSMENT TASKS INCLUDED IN EACH SET OF LTSMs
LTSM Informal Assessment Informal Assessment Informal Assessment Formal Assessment Task: Formal Assessment Task: Formal Assessment
Task 1 Task 2 Task 3 Assignment Investigation Task: End-of-year
9-digit numbers 3-D objects Division of up to examination
Multiplication of up Area and perimeter 4-digit numbers by All the topics
to 4-digit numbers by Volume 3-digit numbers covered in Term 4
3-digit numbers Number sentences Revision of work
Fractions Transformations covered in Term 13
Probability
Can be used for revision Can be used for revision Can be used for revision
Fabulous Test 4: Week 4 Week 2 TGpp.242249
Mathematics TGpp.237241 Number patterns: Tangram:
TGpp.250255 TGpp.256260
Oxford Week 4 Week 2
Headstart No assignment provided; You Investigation:
Mathematics could use Investigation 1, 2 or 4: LB p. 324, TG p. 316
3 shown below: or
1: LB pp. 307308, TG p. 304 5: LB p. 325, TG p. 316
2: LB pp. 318319, TG p. 312
3: LB p. 319, TG p. 312
Oxford Week 5 Week 2
Successful No assignment provided; You 2: LB p. 302, TG p. 226
Mathematics could use Investigation 3
3: LB p. 303, TG p. 303
Platinum Week 5 Week 2 Exam: TG pp. 178179
Mathematics LB p. 180, TG p. 140 LB p. 200, TG pp. 154155 Memo: TG p. 169
Premier TGpp.233234 TGpp.237240 TGpp.241243 Week 5 Week 1 Exam: TGpp.244253
Mathematics Memo: TGp.278 Memo: TGpp.281282 Memo: TGpp.283284 LB p.178 ex. 6 LB p. 186 ex. 4 Memo: TGpp.285291
TG pp. 133, 235, 280 TG pp. 137, 236, 280
Solutions Week 5 Week 2
for All TG pp. 304-308 TG pp. 302-303
Mathematics
Study and 4.1: TGpp.375378 4.3: TGpp.406410 4.4: TGpp.437438 Week 4 Week 2
Master 4.2: TGpp.389392 4.5: TGpp.437438 LB p. 399, TG p. 452 TG p. 405
Mathematics 4.6: TGpp.453457 Teacher to develop own Teacher to develop own
4.7: TGpp.461462 memo memo and rubric
Viva LBpp.213214 LBp.232 LBp.255 Week 4 Week 1
Mathematics TGpp.129130 TGp.138 TGp.152 No assignment provided; You LB p. 200
could use ex. 4 TG p. 118
LB p. 255, TG p. 152

2. Suggested Assessment Record
MARK RECORDING SHEET SCHOOL: CLASS:
SUBJECT: Mathematics GRADE 6 MATHEMATICS FORMAL ASSESSMENT TASKS

TERM 1 TERM 2 TERM 3 TERM 4
EXAMINATION 25%
GRADE: 6
SBA TOTAL 75%

INVESTIGATION
EXAMINATION
TOTAL TERM 1
TOTAL TERM 2
TOTAL TERM 3
TOTAL TERM 4
YEAR: ............
ASSIGNMENT
ASSIGNMENT
COMMENT
PROJECT
TEST 1
TEST 2
TEST 3
TOTAL
DATE OF ASSESSMENT TASK
TOTAL POSSIBLE MARKS
No. SURNAME NAME 75% 25% 100%
1
2
3
4
5
6
7
8
9
10
11
12
13
HOD signature
Date
TEACHER signature
Date

3. Grade 6 Mathematics Exemplar End-of-Year Examination
Surname:
Gr 6 Maths Tracker 2017 Term 4 KZN 96.indd 82

Name:
Date of birth: Date: __________________ _______
50
INSTRUCTIONS TO LEARNERS:
1. Answer all the questions in the spaces provided. Where asked for, full solutions must be given.
2. No calculators may be used.
Time: 1 hour Total: 50 marks
SECTION 1: NUMBERS, OPERATIONS AND RELATIONSHIPS 26 marks

1. a) Write in digits:
Two hundred and thirty-five million, six hundred and eight thousand and seven
______________________________________________________________________________
______________________________________________________________________________(1)
b) Write in expanded notation: 214007340
______________________________________________________________________________
______________________________________________________________________________(1)
2. Study these numbers:
393; 6543; 2709; 6474; 58 058
a) Which numbers are divisible by 3?
______________________________________________________________________________
______________________________________________________________________________(2)
b) Which number(s) are divisible by 6?
______________________________________________________________________________
______________________________________________________________________________(1)
3. Write down the prime factors of 45.
____________________________________________________________________________________
____________________________________________________________________________________(2)
7/25/2017 11:15:54 AM
4. Do the following calculations. Do not use a calculator and show all steps of the calculation.
a) 7019 x 231
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________(2)
b) 6001 124
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________(3)
5. a) Find the ratio of the number of pentagons to the number of octagons.
Write your answer in simplest form.
Pentagon
Octagon
______________________________________________________________________________
______________________________________________________________________________(2)
1
b) A car travels at 60 km per hour. How far will the car travel in 4
hour?
______________________________________________________________________________
______________________________________________________________________________(1)
7/25/2017 11:15:54 AM
6. a) How much bigger is the value of the first 5 than the value of the second 5 in the number
456058?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________(2)

b) I have only 8 digits and each one is the same.
The number that follows me has 9 digits.
What number am I?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________(2)
1
7. Every Saturday Dan spends 3 6 hours working in his vegetable garden.
2
During the week he spends a total of 5 3 hours working in the garden.
How much longer does Dan work in his garden during the week than on Saturday?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________(3)
8. Thembi and Thandi are twin sisters.
John and James are twin brothers.
The two girls are two years older than the two boys.
The sum of all their ages is 40.
How old is each of the children? Show all your working out.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________(4)
7/25/2017 11:15:54 AM
SECTION 2: PATTERNS, FUNCTIONS AND ALGEBRA 6 marks
9. Give the next two numbers in this sequence:
61; 54; 47; ______; ______ (2)

10. Is the following number sentence true or false?
If it is false, use brackets to make the number sentence true.
8 + 4 x 5 = 60
____________________________________________________________________________________
____________________________________________________________________________________(2)
11. A number is multiplied by 5 and is then increased by 27 to equal 62.
What is the number? Show your working out.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________(2)
7/25/2017 11:15:54 AM
SECTION 3: SPACE, SHAPE AND MEASUREMENT 13 marks
12. This shape has been drawn on centimetre grid paper.
(i)

(ii)
a) Shade in the name of the angle that best describes the angle at (i)
Acute angle Right angle

Obtuse angle Reflex angle
b) Shade in the name of the angle that best describes the angle at (ii)
Acute angle Right angle

Obtuse angle Reflex angle (2)
c) Find the total number of centimetre squares in the shape.
______________________________________________________________________________(1)
d) Find the perimeter of the shape.
______________________________________________________________________________(1)
e) Draw an enlargement of this shape by doubling the sides.
(2)
7/25/2017 11:15:54 AM
13. This 3-D object is made up of centimetre cubes.

a) How many faces, edges and vertices does this 3-D object have?
Faces: ___________________________________________
Edges: ___________________________________________
Vertices: ___________________________________________ (3)
b) What is the geometric name of this 3-D object?
______________________________________________________________________________(1)
c) Calculate the volume of this 3-D object.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________(1)
d) Calculate the surface area of this 3-D object.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________(3)
7/25/2017 11:15:54 AM
SECTION 4: DATA HANDLING 5 marks
14. The Sunrise Running Club organises a 20 km running race every year.
The club chairman drew a pie chart to show the ages of the people who ran the race in 2014.
Runners per age group in 2016
40 to 49 years, 4% 50 to 59 years, 2%

30 to 39 years, 26%
Under 20 years, 38%
20 to 29 years, 30%
a) Which age group had the most runners?
______________________________________________________________________________(1)
b) Write the percentage of runners in the 40 to 49 year age-group as a fraction in simplest form.
______________________________________________________________________________
______________________________________________________________________________(2)
c) The race is run on a Saturday morning in November.
Shade in the block you think gives the probability that the next day is a Sunday.
Certain Impossible Uncertain (1)
d) The women and the men run the race at different times. The club chairman tosses a coin to
decide whether the women will run first or the men will run first.
List all the possible outcomes of tossing a coin.
______________________________________________________________________________
______________________________________________________________________________(1)
7/25/2017 11:15:54 AM
4. Grade 6 Mathematics Exemplar End-of-Year Examination: Questions Marks Cognitive
Memorandum level
Note: The last column in the memorandum shows the cognitive level for each question 3. 3 and 5 are prime factors of 45 (2) K
in the test. The levels are: 4. a) 7 0 1 9 OR 7019 x 231 (2) RP
x 2 3 1 = (7019 x 200) + (7019 x 30)
K Knowledge: straight recall; use of mathematical facts and vocabulary; 7 0 1 9
rounding off. 2 1 0 5 7 0 + (7019 x 1)
RP Routine procedure: perform well known procedures; simple applications. 1 4 0 3 8 0 0 = 1403800 + 210570 + 7019
1 6 2 1 3 8 9
Complex procedure: problems involving complex calculations and/or higher = 1621389
CP correct method
order reasoning. correct method
So 7019 x 231
PS Problem solving: non-routine problems; higher order understanding and OR 7019 x 231
processes. = 1621389
= (7000 x 231) + (10 x 231) +
More information about these levels can be found in the CAPS (p. 296). (9 x 231)
= 1617000 + 2310 + 2079
Questions Marks Cognitive = 1621389
level correct method
SECTION 1: NUMBERS, OPERATIONS AND RELATIONSHIPS26 b) 4 8 6 0 0 1 124 (3) RP
Two hundred and thirty-five million, six hundred and
1. a) (1) K 1 2 4 6 0 0 1 6 0 0 1
eight thousand and seven 4 9 6 1 2 4 0 1 0 CLUE BOARD
1 0 4 1 124 x 1 = 124
= 235608007 9 9 2 5 7 6 1
124 x 2 = 248
214007340
b) 4 9 1 2 4 0 1 0
(1) K 124 x 3 = 372
correct method 5 7 6 1 124 x 4 = 496
= 200000000 + 10000000 + 4000000 + 7000 + 300 +
1 2 4 0 1 0 124 x 5 = 620
40 So 6000 124
4 5 2 1 124 x 6 = 744
OR
= 48 rem 49
1 2 4 0 1 0 124 x 7 = 868
2 x 100000000 + 1 x 10000000 + 4 x 1000000 + 7 x 3 2 8 1 124 x 8 = 992
1000 + 3 x 100 + 4 x 10 4 0 + 8 1 2 4 0 1 0
1 2 4 6 0 0 1 1 0 4 1
OR
4 9 6 0 6 2 0 5
2 hundred million + 10 million + 4 million + 7 thousand + 1 0 4 1 4 2 1
3 hundred + 4 ten 9 9 2 2 4 8 2
2. a) 393, 6543, 2709 and 6474 are divisible by 3 (2) K 4 9 1 7 3
All four numbers correct 2 marks correct method 1 2 4 1
Three numbers correct 1 mark 4 9 4 9
So 6000 124
Two numbers correct 1 mark correct method
One number correct 0 marks = 48 rem 49
So 6000 124
6474 is divisible by 6
b) (1) K = 48 remainder 49

Questions Marks Cognitive Questions Marks Cognitive
level level
5. a) The ratio of the number of pentagons to the number of (2) RP SECTION 2: PATTERNS, FUNCTIONS AND ALGEBRA6
octagons (2) K
9. 61 ; 54 ; 47 ; 40 ; 33
= 4 to 6
10. FALSE (2) RP
= 2 to 3
The correct sentence should be (8 + 4) x 5 = 60
b) The car will travel 15 km (1) RP
11. ( x 5) + 27 = 62 (2) CP
6. a) 5 0 0 0 0 (2) CP
5 0 x 5 = 35 for the correct working out
4 9 9 5 0
So = 7
method and for correct answer
The number is 7
The difference between the two 5s is 49 950
SECTION 3: SPACE, SHAPE AND MEASUREMENT13
b) The number is 99 999 999 (2) PD
7. Number of hours longer OR Number of hours longer (3) RP 12. a) Acute angle Right angle (1) K
2 1 2 1 Obtuse angle Reflex angle
= 53 36 f or knowing to = 53 36 f or knowing to
subtract subtract So the angle at (i) is a right angle
2
= 23
1
=
17 19 b) Acute angle Right angle (1) K
6 3 6
4 1 34 19 Obtuse angle Reflex angle
= 26 6 = 6 6
3 15 The angle at (ii) is an reflex angle
= 26 = 6
c) The total number of centimetre squares in the shape = 17 (1) RP
1 5
= 22 for the correct answer = 2 d) The perimeter of the shape = 24 cm (1) RP
1
= 22 f or the correct e) 2 marks if (2) RP
answer enlargement is
1
Dan works for 2 2 hours longer during the week than on completely correct
Saturday. 1 mark if the
8.
Many different solutions are possible. Accept the ones that are (4) PS enlargement is the
correct. Here is one solution: correct shape but
Boy + boy + (boy + 2) + (boy + 2) = 40 for a correct method the wrong size
4 x boys age = 36 0 marks if the
boys age = 9 years enlargement is the
wrong shape and
So the two boys are each 9 years old and the two girls are
the wrong size
each 11 years old.

Questions Marks Cognitive 5. Analysis of Cognitive Levels
level Table 1 below shows the percentage of marks that should be allocated to the different
13. a) This 3-D object has 6 faces , 12 edges and 8 vertices (3) CP content areas and the actual marks for each area in the Term 4 examination.
b) Square prism or rectangular prism (1) K Table 1: WEIGHTING OF CONTENT AREAS IN TERM 4
c) The volume of this 3-D object = 45 centimetre cubes (1) RP
Content area CAPS Percentage per content
d) The surface area of this 3-D object (2) CP area in the end-of-year
= (4 x 15 cm squares) + (2 x 9 cm squares) examination
= 60 cm squares + 18 cm squares Numbers, operations and relationships 50% 52%
= 78 cm squares Patterns, functions and algebra 10% 10%
for the correct method for the correct answer Measurement 15% 18%
SECTION 4: DATA HANDLING 5 Space and shape 15% 10%
14. a) The under 20 years age group had the most runners (1) RP Data handling 10% 10%
b) The percentage of runners in the 40 to 49 year age group (2) RP 100% 100%
= 4%
4 1 Table 2 below shows the percentage of marks that should be allocated to cognitive
= 100 = 25 levels and the number of marks in each level in the end-of-year examination.
c) Certain Impossible Uncertain (1) RP
Table 2: COGNITIVE LEVELS IN THE END-OF-YEAR EXAMINATION
The probability that the next day is a Sunday is certain
d) The possible outcomes of tossing a coin are Heads and (1) RP Cognitive level CAPS Marks per level in an Actual marks per level
Tails examination out of 50 in the end-of-year
examination
Knowledge 25% 12,5 12
Routine procedures 45% 22,5 23
Complex procedures 20% 10 9
Problem solving 10% 5 6
100% 50 50
Both tables show that the test complies with the CAPS specified weightings.

E. PRINTABLE RESOURCES
Each day make sure that you have the resources needed for each lesson as listed in the Unit 7 Exercise 8: Data handling TGp.168169
tracker. The following list shows the printable resources provided in each of the eight Tetrahedron and square pyramid LBpp.218219, TGpp.170171
LTSMs on the approved list. Unit 11 Exercise 6: 3-D Shapes TGp.172
Square dotted paper TGp.173
1. Fabulous Mathematics 1
2
centimetre square grid paper TGp.174
No printable resources
Unit 26 Exercise 4: Number patterns TGp.175
2. Oxford Headstart Mathematics 3-D shapes TGp.176
Centimetre square grid paper TGpp.346347 Unit 31 Ex. 3: 3-D objects TGp.177
Nets of 3-D objects TGpp.348349 Unit 37 Exercise 5: Grid for dice game TGp.178
Unit 38: Spinner wheel TGp.179
3. Oxford Successful Mathematics Decimal Bingo TGpp.180182
No printable resources Magic number code game TGpp.183186
4. Platinum Mathematics 6. Solutions for All Mathematics
Separate Extension and Remediation Worksheet Book No printable resources
Glossary LBpp.222225
Mathematical symbols LBp.226 7. Study and Master Mathematics
Rules for rounding LBp.226 Mental Mathematics grid TGp.464
Hundred square LBp.226 Number lines TGp.467
Percentages LBp.226 Flow charts TGp.468
Fraction wall LBp.227 Number chain and calculation diagrams TGp.469
Principal units LBp.227 Fraction circles TGp.470
Flard cards TGpp.471472
5. Premier Mathematics Dienes blocks TGp.473
Premier Mathematics provides a resources CD which also contains the printable Number grid: 200 grid TGp.474
resources Number grids: 99 grid, 100 grid, 109 grid TGp.475
1100 table TGp.160 Symmetry lines TGp.485
Fraction chart TGp.161 Square grid: 1 cm x 1 cm TGp.486
Unit 4: Common fractions TGp.162 Square grid: 2 cm x 2 cm TGp.487
Centimetre square grid paper TGp.163 Square dotted grid TGp.488
Unit 6 Exercise 2: 2-D shapes TGp.164 Triangular dotted grid TGp.489
Unit 7 Exercise 1: Data handling TGp.165 Net for a cube, square-based pyramid, triangular-based pyramid,
Unit 7 Exercise 3: Data handling TGp.166 pentagonal-based pyramid TGpp.490493
Unit 7 Exercise 6: Data handling TGp.167 I have TGpp.494495

Fraction snap and fraction dominoes Note: Both of these have errors so
dont use them
Bingo games and answer sheet TGp.498
Tangram TGp.499
8. Viva Mathematics (Copymasters in the Teachers Guide)

Number grid 1500 LB: inside front cover, TGp.182
Number grid 5011000 LB: inside back cover, TGp.183
Number lines TGp.184
Place value cards TGp.185
Tangram TGp.186
Large clock TGp.187
Small clocks TGp.188
Base 10 apparatus TGp.189
Net for making a dice TGp.190
1 cm 1 cm grid paper TGp.191
2 cm x 2 cm grid paper TGp.192
Dotty paper TGp.193
Fraction mat TGp.194
Spinners TGp.195
RSA money: coins TGp.196
RSA money TGp.197
Flow diagrams TGp.198
Tables: 2x to 10x TGp.199


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GRADE 6

Gr 6 Maths Tracker 2017 Term 4 KZN 96.indd 1 7/25/2017 11:15:49 AM

A. About the Tracker and Resources____________________________________ 2

B. Lesson Preparation Key Steps_______________________________________ 4

C. Trackers for Each Set of Approved LTSMs____________________________ 7

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Topics Activities Revision Challenge Extension and additional

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Topics Activities Revision

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Gr 6 Maths Tracker 2017 Term 4 KZN 96.indd 32 7/25/2017 11:15:51 AM

Teacher Toolkit: Planner and Tracker 2017 Term 433

Gr 6 Maths Tracker 2017 Term 4 KZN 96.indd 33 7/25/2017 11:15:51 AM

Gr 6 Maths Tracker 2017 Term 4 KZN 96.indd 34 7/25/2017 11:15:51 AM

Topics Exercises Revision, extension and remediation

Teacher Toolkit: Planner and Tracker 2017 Term 435

Gr 6 Maths Tracker 2017 Term 4 KZN 96.indd 35 7/25/2017 11:15:51 AM

Gr 6 Maths Tracker 2017 Term 4 KZN 96.indd 36 7/25/2017 11:15:51 AM

Teacher Toolkit: Planner and Tracker 2017 Term 437