Senior Phase
MATHEMATICS
  General comment:

In the Senior Phase, there are eight Learning Programes based on the Learning Area Statements. Time allocations for each Learning Area are prescribed for all Grades and Phases. 		 
  Mathematics:

Definition

Mathematics is a human activity that involves observing, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects themselves. Through this process, new mathematical ideas and insights are developed.

Mathematics uses its own specialised language that involves symbols and notations for describing numerical, geometric and graphical relationships. Mathematical ideas and concepts build on one another to create a coherent structure.

Mathematics is a product of investigation by different cultures – a purposeful activity in the context of social, political and economic goals and constraints.

The Mathematics Learning Area includes interrelated knowledge and skills:
  • Knowledge:
    • numbers, operations and relationships;
    • patterns, functions and algebra;
    • space and shape (geometry);
    • measurement; and
    • data handling.
  • Skills:
    • representation and interpretation;
    • estimation and calculation;
    • reasoning and communication;
    • problem posing;
    • problem solving and investigation; and
    • describing and analysing.
The Senior Phase section of the Learning Area Statement starts with an overview of the five Mathematics Learning Outcomes. The importance of each outcome is explained for both the learner of Mathematics and the learner in general. Also included is a phase-specific discussion on the teaching and learning focus of the Learning Outcomes within this phase.

The minimum Assessment Standards for each Learning Outcome in Grades 7, 8 and 9 are listed. The Assessment Standards for each grade show progression of knowledge, skills and values within the phase.

These Assessment Standards are closely related to each other. Whenever possible, learning activities should address:
  • more than one related Assessment Standard within a Learning Outcome; and
  • related Assessment Standards across Learning Outcomes within the grade.
  
Learning Outcome 1: NUMBERS, OPERATIONS AND RELATIONSHIPS
The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standards: (Some examples)

Grade 7

We know this when the learner counts forwards and backwards in the following ways:
  • decimal intervals;
  • integers for any intervals.

Grade 8

We know this when the learner describes and illustrates the historical and cultural development of numbers (e.g. irrational numbers).

Grade 9

We know this when the learner describes and illustrates the historical development of number systems in a variety of historical and cultural contexts (including local).
Learning Outcome 2: PATTERNS, FUNCTIONS AND ALGEBRA
The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.
Assessment Standards: (some examples)

Grade 7

We know this when the learner represents and uses relationships between variables in order to determine input and/or output values in a variety of ways using:
  • verbal descriptions;
  • flow diagrams;
  • tables.

Grade 8

We know this when the learner represents and uses relationships between variables in order to determine input and/or output values in a variety of ways using:
  • verbal descriptions;
  • flow diagrams;
  • tables;
  • formulae and equations.

Grade 9

We know this when the learner represents and uses relationships between variables in order to determine input and/or output values in a variety of ways using:
  • verbal descriptions;
  • flow diagrams;
  • tables;
  • formulae and equations.
Learning Outcome 3: SPACE AND SHAPE (GEOMETRY)
The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standards: (some examples)

Grade 7

We know this when the learner uses a pair of compasses, ruler and protractor to accurately construct geometric figures for investigation of own property and design of nets.

Grade 8

We know this when the learner designs and uses nets to make a model of geometric solids studied up to and including this grade.

Grade 9

We know this when the learner draws and/or constructs geometric figures and makes models of solids in order to investigate and compare their properties and model situations in the environment.
Learning Outcome 4: MEASUREMENT
The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.
Assessment Standards: (some examples)

Grade 7

We know this when the learner solves problems involving time, including relating time, distance and speed.

Grade 8

We know this when the learner solves more complex problems involving time, including relating time, distance and speed.

Grade 9

We know this when the learner solves ratio and rate problems involving time, distance and speed.
Learning Outcome 5: DATA HANDLING
The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.
Assessment Standards: (some examples)

Grade 7

We know this when the learner poses questions relating to human rights, social, economic, environmental and political issues in own environment.

Grade 8

We know this when the learner selects appropriate sources for the collection of data (including peers, family, newspapers, books, magazines, the Internet).

Grade 9

We know this when the learner selects, justifies and uses appropriate methods for collecting data (alone and/or as a member of a group or team) which include questionnaires and interviews, experiments, and sources such as books, magazines and the Internet in order to answer questions and thereby draw conclusions and make predictions about the environment.
To view the complete Mathematics Curriculum document, click here