grade 12 mathematical literacy assignment 2023

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Mathematical Literacy Grade 12 Latest Assignment and Memos CAPS

Mathematical Literacy Grade 12 Latest Assignment and Memos for CAPS Curriculum (Syllabus) South Africa: A National Curriculum and Assessment Policy Statement (CAPS) is a single, comprehensive, and concise policy document introduced by the Department of Basic Education for all the subjects listed in the National Curriculum Statement for Grades R – 12.  CAPS gives detailed guidance for teachers on what they should teach and how to assess.

On this page you will find Mathematical Literacy Grade 12 Assignment and Memos for Term 1, Term 2, Term 3, and Term 4.

Available Assignment and Memos Mathematical Literacy Grade 12

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Mathematical Literacy Grade 12 Exam Question Papers, Control Tests and Notes 2023, 2022

Mathematical literacy grade 12 study guides free download.

Looking for free Mathematical Literacy Grade 12 study guides for revision studies? On this page, you will find free pdf study guides for Mathematical Literacy Grade 12. Study guides are a one-stop resource, providing learners with all they need to pass their Grade 12 exams. Study guides help learners to revise and understand the Mathematical … Read more

Mathematical Literacy Grade 12 June 2021 exam papers and memos for downloads

Mathematical Literacy Grade 12 June 2021 exam papers and memos for downloads Heads up! Modern Classroom has 100s of resources for you to ace your next tests, assignment, project, test, and exams for Grade 12 this year.  If you want to explore more study resources for Grade 12, Click Here“ The secret of getting ahead is … Read more

Mathematical Literacy Grade 12 November 2021 Examination Final Question Papers with Memos to revise with

The best way to pass your Mathematical Literacy Grade 12 exams is to use the previous question papers. On this page, you will be able to download the 2021 November Grade 12  Mathematical Literacy  final exam papers that come with memorandums to guide learners on how to answer. The proper way of doing revision is … Read more

Download Mathematical Literacy Grade 12 September 2023 Trial Exam Question Papers and Memos: PDF

Download Mathematical Literacy Grade 12 September 2023 Trial Exam Question Papers and Memos: PDF Why are trial exams so crucial for your academic journey? How can they set the tone for your final Grade 12 examinations? Trial exams offer students a glimpse into the format, structure, and type of questions they might encounter in their … Read more

Mathematical Literacy Grade 12 Investigation Memorandum

Mathematical Literacy Grade 12 Investigation Memorandum for term 1, term 2 and term 3 (2023 included): In Grade 12 Mathematical Literacy in South Africa, students focus on developing their practical mathematical skills in real-life contexts. Investigation tasks are one of the key components of the curriculum and are designed to provide students with opportunities to … Read more

Mathematical Literacy Grade 12 Annual Teaching Plan (ATP) for 2023

Find recent Annual Teaching Plans (ATP) for 2023 Mathematical Literacy Grade 12. Annual Teaching Plans are prescribed by the Department of Basic Education of South Africa. The ATP document for Mathematical Literacy Grade 12 is a pdf downloadable document. falls within the of education level. What are Annual Teaching Plans used for? Annual Teaching Plans … Read more

Mathematical Literacy Grade 12 Exam Papers and Memos November 2019

Mathematical Literacy Grade 12 Exam Papers and Memos November 2019: Paper 1 and Paper 2, English and Afrikaans Languages. List of Mathematical Literacy Grade 12 Exam Papers and Memos for November 2019: November Memorandums 2019 November Question Papers 2019 Hello Grade 12 Learners. Modern Classroom has everything for you needed to pass your matric exams, … Read more

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Mathematical Literacy Grade 12 November 2022 Exam Question Papers with Memos (that contain answers) for Revision: The papers are in a pdf format. There are several reasons why grade 12 learners should use the 2022 November as well as other previous past exam papers for revisions in accordance with the CAPS curriculum. Some of these … Read more

Latest Mathematical Literacy Grade 12 2022 Term 3 September Exam Question Papers with Memorandum

On this page you will be able to download Mathematical Literacy Grade 12 Paper 1 P1 and Paper 2 P2 Term 3 September 2022  trial exam question papers with the memos. There is no better way to do your revisions and exam preparations than to use the previous papers. Modern Classroom aims to provide the … Read more

Mathematical Literacy Mind the Gap Download (South Africa)

Mathematical Literacy Mind the Gap Download pdf: This Mind the Gap study guide helps you to prepare for the end-of-year CAPS Grade Maths Literacy 12 exams (South Africa).

The study guide does NOT cover the entire curriculum, but it does focus on core content of each knowledge area and points out where you can earn easy marks.

You must work your way through this study guide to improve your understanding, identify your areas of weakness and correct your own mistakes.

To ensure a good pass, you should also cover the remaining sections of the curriculum using other textbooks and your class notes.

Overview of the Grade 12 exam for Mathematical Literacy

The following topics make up each of the TWO exam papers that you write at the end of the year:

Mathematical Literacy Mind the Gap Download Link

This is your year to pass with distinction.

Your meory plays a very importantpart in the learning process. In order for information to be stored in long-termmemory, it first needs to pass through your short-term or working memory. This stage of memory is limited in the amount of information it can retain. Information you receive in class must be  written down  or you will forget it. When revising from your textbooks, seek out the important information and write it down. Organise it logically. Reduce it to key terms or a form that is easy to remember.  NB: Take online Quizzes and Tests for different  Grade 12  Subjects on:  modernclassroom.co.za

We have organised all  grade 12  resourcesfor you so that youdont struggle. Check below very usefull resources for your studies even beyond Grade 12:

List of all Grade 12 exam past papers, Memos, and Revision Notes

List of bursaries to apply for, to finance your studies

What Courses can i apply for after matric

• MAPS, PLANS AND OTHER REPRESENTATIONS OF THE PHYSICAL WORLD GRADE 12 NOTES - MATHEMATICAL LITERACY STUDY GUIDES
• The number scale
• Activity 1: Using the number scale
• The bar scale
• Understanding the advantages and disadvantages of number and bar scales

Activity 2: Scales and resizing

• Drawing a scaled map when given real (actual) dimensions

Activity 3: Drawing a scaled plan

Activity 4: Navigating a shopping mall

Using a road map

• Activity 5: Using a road map  

Elevation Maps

• Assembly diagrams and instructions

Activity 6: Instructions for wiring a plug

• Plans and elevations
• Symbols on a floor plan
• Reading floor plans
• Activity 7: Interpreting a floor plan    

Maps, plans and other representations of the physical world

The two kinds of scale we will be working with in this chapter are the number scale and the bar scale.

5.1.1 The number scale

• is expressed as a ratio like 1 : 50. This says that 1 unit on the map represents 50 units on the ground. For example, 1 cm on the map will represent 50 cm on the ground and 1 m on the map will represent 50 m on the ground.

To use the number scale, you need to measure a distance on a map using your ruler or use the distance provided, and then multiply that measurement by the “real” part of the scale ratio given on the map, in order to get the real distance. e.g.  Worked example 1

• You measure the distance between two buildings on a map to be 10 If the map has a number scale of 1: 40, what is the actual distance in metres on the ground?
• You are given a map with the number scale 1: 50 000. You measure a distance of 15 cm on the What is the actual distance in km?
• Scale is 1: 10 cm × 40 = 400 cm = 4 m The distance on the ground (in real life) is 4 m.
• Scale is 1 : 50000 Therefore actual distance is 15 cm × 50 000 = 750 000 cm = 7,5 km.

Activity 1: Using the number scale                   

• Use the given scale to calculate the length of the science classroom block in metres (2)
• Zuki walks from the tuck-shop to his maths classroom, along the broken line Measure how far he walked in metres. (2)  [12]
• Use your ruler to measure the width of the sports field on the map. It is 5 cm wide. ✓ Now use the number scale 1: 500 to determine the actual width of the field: 5 cm ×  500 = 2 500 cm ✓✓ (multiply your scaled measurement by the “real” number in the scale ratio) 2 500 cm ÷ 100 = 25 m The field is 25 m wide. ✓ (4)
• On the map, the field is 10 cm long. ✓ 10 × 500 = 5 000 cm 5 000 cm ÷ 100 = 50 m ✓✓ The field is 50 m long. ✓ (4)
• On the map, the science classroom building is 5 cm long. 5 cm × 500 = 2 500 cm ✓ 2 500 cm ÷ 100 = 25 m ✓ The science classrooms are 25 m long. (2)
• The broken line is 6,2 cm long on the map. 6,2 × 500 = 3 100 cm ✓ 3 100 cm ÷ 1 000 = 31 m ✓ Zuki walked 31 m from the tuck-shop to his maths classroom.  (2)  [12]

5.1.2 The bar scale

Each piece or segment of the bar represents a given distance, as labelled underneath. To use the bar scale:

• You need to measure how long one segment of the bar is on your You must then measure the distance on the map in centimetres.
• Calculate how many segments of the bar graph it works out to be (the total distance measured; divided by the length of one segment).
• Then multiply it by the scale

So, if 1 cm on the bar represents 10 m on ground, and the distance you measure on the map is 3 cm (3 cm ÷ 1 cm length of segment = 3 segments) then the real distance on the ground is 3 × 10 m = 30 m. e.g.  Worked example 2

5.1.3 Understanding the advantages and disadvantages of number and bar scales

By now you should understand how to use number and bar scales to measure real dimensions and distances on the ground when given a scale map. What happens if you resize a map? For example, you may want to make small photocopies of a map of your school, to hand out for an event taking place. In the next activity you will explore the effects on the number and bar scales when we resize maps.

• Measure the width of the school bag in Diagram 1 and use the scale to calculate the real width of the school bag. (1)
• Measure the school bag in Diagram 2 and use the scale to calculate the real width of the school bag. (1)
• What do you notice about the answers for 1 and 2? (1)
• Measure the width of the school bag in Diagram 3 and use the scale to calculate the real width of the school bag. (2)
• Measure the school bag in Diagram 4 and use the scale to calculate the real width of the school bag. (2)
• What do you notice about the answers for 4 and 5? (1)  [8]
• 2,6 × 15 = 39 cm ✓   
• 4 × 15 = 60 cm ✓   
• Not the same ✓
• 1,7 : 30 ✓ 30  × 2,5 = 44cm ✓✓ 1,7
• 2,9 : 30 30  × 4,3 = 44cm ✓✓ 3,9

If we resize a map that has a number scale on it, the number scale becomes incorrect. If a map is 10 cm wide when printed, and the number scale is 1 : 10 then 1 cm on the map represents 10 cm on the ground. However, if we reprint the map larger, and it is now 15 cm wide, our scale will still be 1 : 10 according to the map, but now 1,5 cm represents 10 cm on the ground (1,5 × 10 = 15 cm = width of map) so the answers to any scale calculations will now be wrong.

• A disadvantage of using a number scale is when resizing maps that use the number scale, it is important to know that the scale changes with the map
• An advantage of a bar scale is when resizing a map that has a bar scale on it, the size of the bar scale will be resized with the map, and it will therefore remain accurate.
• An advantage of the  number scale is that we only have to measure one distance (we don’t have to measure the length of one bar segment) and our calculations are usually fairly simple.
• A disadvantage of using the  bar scale is that we have to measure the length of one segment and measure the distance on the map. Our calculations can be more complicated because we have to calculate how many segments fit into the distance measured on the map.

5.1.4 Drawing a scaled map when given real (actual) dimension s

We have learnt how to determine actual measurements when given a map and a scale. In this section we will look at the reverse process - how to determine scaled measurements when given actual dimensions, and draw an accurate two dimensional map. Remember that a scale drawing is exactly the same shape as the real (actual) object, just drawn smaller. In the next worked example we will look at how to draw a simple scaled map of a room. In order to draw a map you need two types of information. Firstly you need to know the actual measurements of everything that has to go onto the map. Secondly you need to know what scale you have to use. The scale will depend on the original measurements, how much detail the map has to show and the size of the map. If you want to draw a map, or plan, of a room in your house on a sheet of A4 paper and include detail of the furniture you would not use a scale of 1: 10 000 (this scale means that 1 cm in real life is equal to 10 000 cm or 1 km in real life).

The scale of 1: 50 means that 1 unit on your drawing will represent 50 units in real life so 1 cm on your drawing will represent 50 cm in real life.

• The width of the room is 3,5 m. Convert 3,5 m to cm: 3,5 × 100 = 350 cm Use the scale to calculate the scaled width on the map: 350 cm ÷ 50 cm = 7 cm (Divide the actual, real measurement of the room by the ‘real number’ from the scale.)
• The length of the room is 4 m. Convert 4 m to cm: 4 × 100 = 400 cm Use the scale to calculate the scaled length on the map: 400 cm ÷ 50 cm = 8 cm
• The scaled bed is 3,76 cm by 1,84
• The scaled table is 0,8 cm by 0,8 cm.

Your school is building a new classroom. The measurements of the classroom are as follows: length of each wall: 5 metres, width of the door: 810 mm, width of the windows: 1 000 mm

Use the appropriate symbols to draw a plan of the classroom using a scale of 1 : 50.     (14) Place a door, 2 windows in one of the walls and 3 windows in the opposite wall. ( Two walls have no windows in your plan.)

• If the school wants to make blinds out of fabric for the classroom windows, and the blinds are the same size as the windows (1 000 mm wide), calculate the total length of material (in metres) that needs to be bought.    (2)
• If the material for the blinds costs R 60 per metre, calculate the total cost of fabric for the blinds.    (1)
• The school needs to tile the floor of the Calculate the total area that must be tiled.    (2)
• If the tiles come in 4 m2 boxes, how many boxes must the school buy? Explain your (2)
• If the tiles cost R 150 per box, calculate how much the tiles will cost.      (1)  [22]

Solutions Conversions [ You must now convert metres and millimetres to centimetres. ]

• There are 5 windows in Each window is 1 000 mm wide. 1 000 mm × 5 = 5 000 mm There are 1 000 mm in a metre. ✓ 5 000 ÷ 1 000 = 5 m ✓
• R 60 per metre × 5 m = R 300 ✓
• Area = length ×  breadth ✓ = 5 m ×  5 m = 25 m 2 ✓
• 25 m 2 ÷ 4 m 2 = 6,25 boxes ✓ You cannot purchase 6,25 boxes of tiles. You will have to buy 7 boxes. ✓
• 7 ×  R150 = R 1 050 ✓

The following question papers will assist to ensure further understanding about the SCALE concepts. Skills that were not included on the notes/ worked examples will be learnt through the interaction with these papers.

• Mathematical Literacy P1 Feb/March 2011 Q 6.1.4
• Mathematical Literacy P1 Feb/March 2012 Q 4.2.2
• Mathematical Literacy P1 Feb/March 2013 Q 4.3.2
• Mathematical Literacy P2 Feb/March 2012 Q 1.1.1
• Mathematical Literacy P2 Feb/March 2013 Q 2.1.3
• Mathematical Literacy P1 November 2012 Q 3.3.4 & 5.1.2
• Mathematical Literacy P1 November 2013 Q 4.2.6
• Mathematical Literacy P2November 2010 Q 2.1.3 (b)
• Mathematical Literacy P2 November 2012 Q 4.1.2
• If you wanted to book seats for a movie, which seats would you want to sit in?
• Are seats N 11 and N 12 available?
• Which seats offer you and your classmates a good view and why?
• You are going to the movies with a friend in a Name one seat where they can sit, and the seat next to it where you can sit with them.
• Where will you sit if you want to have a very close view of the screen?
• What fraction of row B has been booked? What percentage is this?
• H1, H2, H3, H4 or H5.
• They are booked.
• Middle section, because it is not too close or too far from the screen
• For example, the friend could sit in the wheelchair seat next to D1, and you could sit in D1
•   3  ≈ 16% 19
• You want to go to Shop 37 to buy new What store will you find next to it?     (1)
• What does “G51 Woolworths” mean on this map? (1)
• Do you think this shopping centre has more than one floor? Explain your answer.   (1)
• Where should you park if you want to go to Fournos bakery to buy some fresh bread? (1)
• Name two stores you could buy stationery from and describe how you would get to each of them from Entrance (2)
• If you are at Entrance 2, explain how you would get to the (4)
• You are standing at the entrance of Dis-Chem. Your friend arrives at Entrance 5 and wants to meet Give your friend directions to explain where they will find you.    (6)  [16]
• Shop 35: CNA or shop 39. ✓ (1)
• Woolworths is Shop 51 on the ground floor. ✓ (1)
• Yes - there is an escalator indicated on the map. ✓ (1)
• Near Entrance 5. ✓ (1)
• CNA: Go straight towards Shop Turn right, go left around the corner at Shop 31. Go straight. CNA will be on your left. ✓ (1) Pick n Pay: Go straight passing shops G07 - G02 on your left. Turn left into the entrance of Pick n Pay. ✓  (1)
• Go straight, turn left at Shop 18, in front of the ✓ Walk past shops 18 - 23, turn right, ✓ between shops 28 and 29. Go straight down this passageway,✓and the toilets are at the end. ✓    (4)
• Go straight, keeping to the left of the escalators in the middle. ✓ Pass the entrance to Woolworths on your left. ✓ Pass shops 53 - 56 (on your left) ✓ and then turn left in front of the escalators/stairs. ✓ Go straight, passing shops G59, 58 and 57. ✓ Dis-Chem will be in front of you. ✓

As you travel, you should check that you have followed the directions correctly by looking for new reference points on the map.

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Before beginning your trip:

• Find your present location, and where you are going by matching landmarks to the On the map alongside we can see that you need to take the N12 (national road 12) from Kimberley.
• Look at the route you are going to Plan the trip by tracing routes between the two points. This also helps you to become familiar with the places you will travel through and to plan where you will stop for fuel. For example, after leaving Kimberley, you will travel through Spytfontein, Modderrivier and you will pass Ritchie, Heuningneskloof and Belmont before driving through Hopetown and Strydenburg.
• Estimate how long it will take you to get from town to The distances are marked in small numbers between the towns. For example, in the portion of a road map shown alongside, the distance from Kimberley to Spytfontein is 20 km and from Spytfontein to Modderrivier is 16 km.

Activity 5: Using a road map                            

• Name the regional road Clyde would use to travel from Graaff-Reinet to Adelaide.      (1)
• Name THREE towns and/or cities that Clyde would pass on his way to Adelaide.   (3)
• Calculate the actual distance between Graaff-Reinet and Jansenville.   (4)
• In which general direction is Pearston from Jansenville? (1)
• A distance between two points on the map is 3 cm. The actual (real-life) kilometre distance between the two points is 15 km. Determine the scale used on the map.    (3)  [12]
• Pearsto✓n; Somerset✓East; Cookhouse; Bedford (any three)
• 25 k✓m + 49 k✓m + 10 k✓m = 84 k✓m
• North-easterly ✓      OR         NE
• 3 cm : 15 km ✓ = 3 cm : 1 500 000 cm = 1 : 500 000 ✓  

An elevation map is any map which shows the different elevations of an area. This can be as simple as printing elevations on a road map or as complex as topographical mapping. Most people are actually seeking a simple topographical map when they ask for an elevation map, as they want to see elevation in relationship to geographical features such as rivers, forests, and canyons. http://blog.maps.com/wordpress/maps/elevation-map/whatisaelevationmap/#sthash. KwLiaenk.dpuf

e.g. Worked example 5 Comrades Marathon ROUTE & DISTANCE

• It is a “DOWN RUN” starting at the City Hall in Pietermaritzburg and finishing at The Kingsmead Cricket Stadium in Durban. The Comrades Marathon race distance is approximately 89,9 km.

DATE AND TIME OF RACE

• The race will be run on Sunday, 1 June 2014 starting at 05h30 and finishing at 17h30. The race is run from ‘gun to gun’.
• Half the distance of the race?
• The highest point of the route?
• At what time did he reach Durban Boundary?
• Determine the distance covered by Jomo.
• Calculate Jomo’s average speed (in km/h) during this period?
• Average speed = total distance covered/time taken = 80 km/10 h = 8 km/h Jomo’s average speed was 8 km/h.

The following question papers will assist to ensure further understanding about the MAPS concepts. Skills that were not included on the notes/ worked examples will be learnt through the interaction with these papers.

• Mathematical Literacy P1 Feb/March 2010 Q 5.1
• Mathematical Literacy P1 Feb/March 2011 Q 6.1
• Mathematical Literacy P1 Feb/March 2012 Q 6
• Mathematical Literacy P2 Feb/March 2012 Q 4
• Mathematical Literacy P1 November 2012 Q 3.3
• Mathematical Literacy P1 November 2013 Q 4.2
• Mathematical Literacy P2November 2010 Q 2.1
• Mathematical Literacy P2 November 2011 Q 3
• Mathematical Literacy P2 November 2012 Q 1 & Q 4
• Mathematical Literacy P2 November 2013 Q 2.1 & Q 2.2

5.3.1 Assembly diagrams and instructions

When you buy certain items from a shop, for example a piece of furniture, sometimes the item is not fully assembled. You would then have to assemble the item yourself. These items usually come with a set of instructions and/ or an annotated diagram. When we refer to “instructions for assembling”, we are referring to words (usually short sentences) describing how to assemble an item. When we refer to “assembly diagrams”, we are referring to annotated (labelled) pictures that explain in detail how we must assemble an item.

e.g.  Worked example 6 In the image below, instructions are given in picture form only. Each number on the diagram represents one step in the assembly process. You are given five written instructions below. In the table below, match each written step to the step number you think it describes.

Solutions Step 1: Place your fingernail in the cover release opening, lift the back cover of the phone up (1) and pull it back (2) to remove it. Step 2: Lift out the battery by slipping your finger under the side and lifting it up (1) and out (2) of the phone. Step 3: Slide the SIM card into the SIM card socket inside the phone. Make sure that the card’s gold contacts face downwards. Step 4: Replace the battery by slipping it back into the phone (1) and pressing it down (2).

Study the assembly instructions given below to wire a plug and answer the questions that follow:

• What colour wire must be inserted into the top prong? (1)
• What colour wire must be inserted into the left prong? (1)
• What colour wire must be inserted into the right prong? (1)
• What is the main difference between a 2 prong plug and a 3 prong plug? (2)
• Why do you think it is important to wire an electrical appliance correctly? (1) [6]
• The green and yellow ✓
• The brown ✓
• A 2 prong plug only has two wires, unlike a 3 prong plug, ✓ which has 3. A two prong plug is also not earthed. ✓   (2)
• Appliances that aren’t wired correctly can short circuit ✓ and shock you if you touch them. This can be fatal!   (1) [6]

5.3.2 Plans and elevations

5.3.3 Symbols on a floor plan

5.3.4 Reading floor plans

• The floor plan is drawn as if the roof has been lifted off and you’re looking down into the building from the
• Identify the front entrance to the house: imagine opening the front door and walking into each room on the floor
• Doors and windows are two of the most important parts shown on a floor Windows are shown with three parallel lines in a wall.
• Doors are typically shown as a straight line perpendicular to a wall and an arc that connects this line to the This shows which side has the hinges and which room the door opens into.
• The baths, sinks and toilets are shown on the plan, because they are put in when the house is They are called fixtures. This means they are built in and can’t be moved like we move furniture around.
• The plan does not have to be drawn to scale.
• Add a door and a window to your floor plan in any place you think is appropriate.

Activity 7: Interpreting a floor plan                   

Solution Room by room:

• The kitchen has a window on the north wall rather than the west wall, meaning that the room will be dark ✓and there is not enough room for wall cupboard units ✓. As there is a window on the south wall as well, the cupboards can only be above and below the sink ✓, so a person working at the sink will be uncomfortable with the cupboard right in front of their face ✓. The sink also is not in a corner ✓, meaning that there is wasted space in the south of the room ✓, because there’s not enough space for a fridge or cupboard there ✓. Furthermore, the placement of the door into the room makes it impossible to put any cupboards on the north wall ✓ The door into the kitchen is just an opening, which is normal in modern houses.
• The toilet is not against a wall which contains water pipes ✓; toilet pipes always run up the exterior (west, in this case) wall, meaning that the toilet won’t work ✓. Furthermore, the toilet does not have a door, which is ✓ Lastly, it is inappropriate to have a window into the toilet from the kitchen ✓. The toilet window is always above the toilet to the outside of the building (with frosted glass). ✓
• The bathroom places the shower in the north-east corner, which means that a pipe to supply hot water would have to run down from the roof in a wall there ✓, which would be risky if someone drilled into the wall to hang a shelf, as it would be hard to guess where the pipe was ✓. Furthermore, a long cold-water pipe will have to run from the west exterior wall to the shower ✓, raising costs ✓ and the same risk of a later accident if the home owner hangs a shelf or The shower should probably be on the west wall as well.✓ The door to the bathroom opens the wrong way✓; it should open against the south wall ✓. Furthermore, the passage is a waste of space✓; the bathroom could be bigger and nicer ✓ if the passage was removed and a door into the bathroom was placed where the passage currently starts (next to the bedroom door, marked “X” on the plan).
• The sliding door in the lounge is on the north This is correct, since houses in the southern hemisphere should be north-facing to get sunlight all day into the living spaces. However, there is a large wall on the west wall which should have a window in it to let in more light.✓
• There is no entrance door into the building apart from the sliding ✓ It is conventional to have one into the kitchen ✓ so that laundry can be taken out back rather than through the house.
• The door in the main bedroom does not open correctly at all and/or is not placed correctly ✓. There are no cupboards in this room ✓; they should be on the north wall (of this plan) ✓. There is a window into the passage ✓; this defeats the privacy of the bedroom (you don’t want people in the passage looking through a window onto your bed). ✓
• Generally, the orientation of the house is ✓ The water pipes and water-using rooms (bathroom, kitchen, toilet), should be on the south side ✓, and the bedroom on the north side ✓, so that the bedroom is more cheerful with light all day.✓ [Any 20]

Packaging and models When items are packed into a limited space like a box, cupboard or suitcase, how they are packed often determines how many items can fit into the space. A good example of this is trying to pack everything you need for your school day (like your books, sports equipment and food) into your school bag or backpack.

• Sending an extra container costs extra money as well.
• Your books must not be damaged in the process and you have to be able to carry everything yourself.
• These same limits apply to posting a package to a friend or family member. An additional aspect to consider is the cost of the postage which is usually determined by weight.
• If what you are posting is fragile, extra protective material must be packed between the items to make sure they reach the destination unbroken.

e.g.  Worked example 9 Vuyo and Sipho’s father own a biscuit business called Biscuits for Africa. It is the June/July school holidays and, to make more pocket money, their father has employed them for one week to help pack the biscuits into boxes so they can be transported to stores.

• Vuyo has to pack small boxes of ginger biscuits into the large shipping boxes for There are 600 small boxes, and Vuyo’s father tells him he can pack 15 boxes of biscuits into one large shipping box. How many large boxes will Vuyo need?
• Sipho has to pack tin cans of chocolate biscuits into the same sized large shipping boxes that Vuyo is He is told he can fit 20 cans into one larger box. If there are 500 cans, how many large boxes will Sipho need?
• Each large shipping box costs R5,50. Which will be cheaper to pack: the ginger biscuits in small boxes, or the chocolate biscuits in cans?
• If each small box of ginger biscuits weighs 200 g, how many small boxes can Vuyo pack into a bigger box without exceeding the weight limit?
• If each can of chocolate biscuits weighs 300 g, how many cans can Sipho pack into a bigger box without exceeding the weight limit?
• If the surface area of the bottom of one small box of ginger biscuits is 25 cm 2 (5 cm × 5 cm), how many small boxes can Vuyo fit into only one layer the new large boxes? Draw a scaled diagram (1 : 100) to demonstrate this packaging arrangement.
• If the diameter of one round can is 5 cm, how many cans can Sipho fit (only one layer deep) into the new large boxes? Draw a scaled diagram (1 : 100) to demonstrate this packaging
• Vuyo wants to practise his Maths Literacy skills and rather calculate the area of the bottom of the large box and the small boxes, and divide the larger area by the small one to see how many boxes he can pack He does the following calculations. Area of bottom of one small box = 25 cm 2 . 720 cm 2 ÷ 25 cm 2 = 28,8 = 28 boxes. This is different to Vuyo’s initial calculation in Question 5 a). Why do you think Vuyo got a different answer when he calculated the area?
• 600 small boxes ÷ 15 per box = 40 large
• 500 cans ÷ 20 per box = 25 large
• Ginger biscuits require 40 large boxes. Chocolate biscuits require 25 large boxes Therefore the chocolate biscuits will be cheaper to pack, because they require fewer large boxes.
• (i) 3,5 kg = 3 500 g. 3 500 g ÷ 200 g = 17,5. But Vuyo can’t pack half a box of biscuits, therefore we round down to the nearest whole number: Vuyo can pack 17 small boxes of ginger biscuits into one large (ii) 3,5 kg = 3 500 g. 3 500 g ÷ 300 g = 11,67. But Sipho can’t pack 0,67 cans, therefore we round down to the nearest whole number: Sipho can pack 11 cans of chocolate biscuits into one large box.
• Calculating the area of the bottom of the large and small boxes does not take into account the shape of the We can see from the scale diagram in Question 5 a) that it is only possible to fit 27 small boxes into the larger box. 3 boxes in a row (3 × 5 cm = 15 cm) do not fit exactly into the large box (16 cm wide) - there is a small space left which we cannot fill with boxes due to their shape. When dealing with packaging, it is very important to take shapes into account - we cannot just do area calculations without testing our packaging arrangement in reality!

The following question papers will assist to ensure further understanding about the MODELS concepts. Skills that were not included on the notes/ worked examples will be learnt through the interaction with these papers.

• Mathematical Literacy P1 Feb/March 2013 Q 3.2
• Mathematical Literacy P2 Feb/March 2012 Q 5.2.2
• Mathematical Literacy P1 November 2010 Q 2.1
• Mathematical Literacy P1 November 2011 Q 4.2
• Mathematical Literacy P1 November 2012 Q 4.2
• Mathematical Literacy P2 November 2013 Q 1.4 & Q 4.1

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2023 – TERM 2 – GRADE 12 – MATHEMATICAL LITERACY – ASSIGNMENT, PAPER 1 & 2

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How Winning the National Spelling Bee Prepared Me for High School

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Each year, around 11 million spellers participate in the National Spelling Bee circuit. To reach the national stage, one must win their class, school, district, and regional bees. After winning my regional bee, I focused on the home stretch—I studied thousands of roots, hundreds of thousands of words, countless vocabulary lists, and etymological patterns of languages from every corner of the world.

I had lost dozens of bees since I started competing in the 2nd grade. The first word I stumbled over was “Wednesday,” butchering it as “W-E-N-S-D-A-Y.” In 2021, I was eliminated in the third round out of 20, and in 2022, I didn’t even qualify. The final year of eligibility was the 8th grade, so I had only one chance left in 2023.

Studying for the bee was overwhelming at times. Realizing this in 6th grade, I streamlined the process by tracking my progress with a Google Sheet. I recorded the number of words studied, roots, and the pages I reached in various vocabulary and etymology textbooks. With almost 500,000 words in the dictionary, I cataloged my weak spots into dozens of Excel sheets, sorting them by language.

I now apply this extensive organization to projects and assignments in high school. I break up large tasks just like I did in my structured approach. This sectioning also requires stamina. In my training regimen, I studied from seven to 10 hours every day, punctuated by regular breaks.

Through this training, I identified the most effective study methods, mnemonics, and conducive environment for focus. I have an Excel sheet solely filled with clever rhyming and memory tactics to help me remember spellings. So, now, if I need to learn a scale on the cello or lines for my Macbeth project, I devise a mnemonic.

And in my classes, the words I once decoded pop up regularly. In biology, I came across taxonomic terms and species with Greek and Latin roots I had dissected. My history textbook holds epochs and cultures I once learned to spell, and during Spanish class, I can connect verbs and words back to their Latin predecessors. For example, the Spanish saber for “to know” or “to taste” derives from the Latin sapere —as found in “insipid.” An insipid dish is dull and has no taste.

Most importantly, my repertoire comes in handy for English class where I see vocabulary words in various texts. Vocabulary is a huge part of the National Spelling Bee; there’s no point in learning a word if you can’t use it correctly. I use the vocabulary words in English essays and for articles I have penned in The Washington Post and Fortune .

However, all these perks are worth zilch when compared to the emotional benefits of the bee. The best spellers aren’t those who memorize every word in the dictionary but those who can spell even when uncertain.

Champion spellers must manage their emotions on stage, especially when taking risks. Just imagine: You receive a word you’ve never heard of and, with 90 seconds on the clock, you have to spell it in front of millions of viewers and thousands of unfamiliar eyes glaring at you. A single misplaced letter or reversal of order causes the infamous ring that signals your elimination.

The composure I gained from the pressure helps me when I present in front of a class and take my oral exams. When I was spelling in front of an audience as wide as my eyes could see, I entered a Zen state. It’s not that I am used to the pressure, but rather that I conditioned my mind to it through breathing tactics and exercises.

After reflecting on my spelling journey before my final year of eligibility, I realized that I spent so much time chasing the victory but not finding joy in the process itself. That’s what defined my spelling bee experience last year—and what ultimately led me to the championship title.

I let go of the pressure that I had to win and, instead, I focused more on having fun by learning the words. In 7th grade, when I didn’t make the cut for the nationals, I felt despondent and utterly destroyed. In a diary entry I wrote at the time, I said, “I worked harder than I ever did and I still lost.”

After that loss, I reminded myself why I even started in the first place: my passion for words. Similarly, now that I’m in high school, I focus on enjoying the experience of learning, instead of chasing a perfect score on every test.

Last June, I finally achieved my dream after six years of trial and error. My journey didn’t happen the way I wanted but the way I needed it to.

The spelling bee has taught me more than just being able to spell obscure words correctly. It taught me how to plan and organize. I’ve learned to be unafraid to take risks and to enjoy learning about the world. I can now connect my vast knowledge of words to science, history, and more. My regimen has taught me so much about who I am as a student, a speller, and a person.

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