3.2.

3 topic allocation per term

CAPS

Grade 10: term 1

no of
topic Curriculum statement Clarification
Weeks
Where an example is given, the cognitive demand is suggested: knowledge (k),
routine procedure (r), complex procedure (C) or problem-solving (P)

1. Understand that real numbers can be rational or examples to illustrate the different cognitive levels involved in factorisation:
irrational. 1. Factorise fully:
2. establish between which two integers a given simple 1.1. m2 - 2m + 1 (revision) Learners must be able to recognise the simplest
surd lies. perfect squares. (R)
3. Round real numbers to an appropriate degree of 1.2. 2x2 - x - 3 This type is routine and appears in all texts. (R)
accuracy.
4. Multiplication of a binomial by a trinomial. y2 13y
1.3. 2 - + 18 Learners are required to work with fractions and
5. Factorisation to include types taught in grade 9 and: 2
identify
• trinomials
algebraic
3 • grouping in pairs when an expression has been “fully factorised”. (R)
expressions
• sum and difference of two cubes
6. Simplification of algebraic fractions using factorization
with denominators of cubes (limited to sum and
difference of cubes). 2. Simplify (C)

1. Revise laws of exponents learnt in Grade 9 where examples:

MATHEMATICS GRADES 10-12

1. Simplify: (3 x 52)3 - 75 A simple two-step procedure is involved. (R)
x, y > 0 and m , n  ∈ Z:
m n m +n
• x ×x =x
m n m −n
• x ÷x =x 2. Simplify Assuming this type of question has not been taught,
spotting that the numerator can be factorised as a
• €(x€) = x  
m n mn
€ difference of squares requires insight. (P)
€ • x m × y m = (xy) m 3. Solve for x :
Also by definition: x
2 exponents € 3.1 2 0,125 (R)
3
€ 3.2 2x 2 = 54 (R)
, x ≠ 0  , and
€ •
• x = 1, x ≠ 0  
0 3.3   (C)
2. Use the laws of exponents to simplify expressions and
€
21

solve€equations, accepting that the rules also hold for 3.4   (C)
m , n   ∈ Q.
€ €

€ €
 MATHEMATICS GRADES 10-12
Grade 10: term 1
22

no of
topic Curriculum statement Clarification
Weeks
Patterns: Investigate number patterns leading to those Comment:
where there is a constant difference between consecutive
terms, and the general term (without using a formula-see
 is not used in
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

• Arithmetic sequence is done in Grade 12, hence

content overview) is therefore linear.
Grade 10.
numbers and examples:
1
patterns
1. Determine the 5th and the nth terms of the number pattern 10; 7; 4; 1; …. There is
an algorithmic approach to answering such questions. (R)
2. If the pattern MATHSMATHSMATHS… is continued in this way, what will the 267 th

letter be? It is not immediately obvious how one should proceed, unless similar
questions have been tackled. (P)
1. Revise the solution of linear equations. examples:
2. Solve quadratic equations (by factorisation).
3. Solve simultaneous linear equations in two unknowns.
1. Solve for x:   (R)
4. Solve word problems involving linear, quadratic or
simultaneous linear equations.
equations and 2. Solve for m: 2m2 - m = 1 (R)
2 5. Solve literal equations (changing the subject of a
inequalities formula).
6. Solve linear inequalities (and show solution graphically). x y
Interval notation must be known. 3. Solve for x and y: x + 2y = 1; 1 (C)
3 2
4. Solve for r in terms of V, ∏ and h: V =∏r2h (R)
5. Solve for x: -1 ≤ 2 - 3x ≤ 8 (C)
CAPS
Grade 10: term 1
no of
topic Curriculum statement Clarification
Weeks
1. Define the trigonometric ratios sin θ, cos θ and tan θ, Comment:
using right-angled triangles.
It is important to stress that:
2. Extend the definitions of sin θ, cos θ and tan θ for
• similarity of triangles is fundamental to the trigonometric ratios sin θ, cos θ and tan θ;
00 ≤ θ ≤ 3600.
• trigonometric ratios are independent of the lengths of the sides of a similar
3. Define the reciprocals of the trigonometric ratios
right-angled triangle and depend (uniquely) only on the angles, hence we consider
cosec θ, sec θ and cot θ, using right-angled triangles
them as functions of the angles;
(these three reciprocals should be examined in grade
10 only). • doubling a ratio has a different effect from doubling an angle, for example, generally
2sin θ ≠ sin 2θ; and
4. Derive values of the trigonometric ratios for the special
cases (without using a calculator)
• Solve equation of the form sin x c , or 2 cos x c , or tan 2 x c , where c is a
θ ∈ {00; 300; 450; 600; 900}. constant.
3 trigonometry
5. Solve two-dimensional problems involving right-angled
examples:
triangles.
6. Solve simple trigonometric equations for angles 1. If 5sin θ + 4 = 0 and 00 ≤ θ ≤ 2700 , calculate the value of sin2 θ + cos2 θ without
between 00 and 900. using a calculator. (R)

7. Use diagrams to determine the numerical values of 2. Let ABCD be a rectangle, with AB = 2cm. Let E be on AD such that A Bˆ E =Eˆ450
ratios for angles from 00 to 3600. and BÊC = 750. Determine the area of the rectangle. (P)
3. Determine the length of the hypotenuse of a right-angled triangle ABC, where
ˆ 0, Aˆ = D
Bˆ = E
90 ˆ 0 and AB = 10cm
30 (K)

4. Solve for x:   for (C)

MATHEMATICS GRADES 10-12

assessment term 1:
1. Investigation or project (only one project per year) (at least 50 marks)
example of an investigation:
Imagine a cube of white wood which is dipped into red paint so that the surface is red, but the inside still white. If one cut is made, parallel to each face of the cube (and through the
centre of the cube), then there will be 8 smaller cubes. each of the smaller cubes will have 3 red faces and 3 white faces. Investigate the number of smaller cubes which will have 3,
2, 1 and 0 red faces if 2/3/4/…/n equally spaced cuts are made parallel to each face. This task provides the opportunity to investigate, tabulate results, make conjectures and justify
or prove them.
2. Test (at least 50 marks and 1 hour). Make sure all topics are tested.
Care needs to be taken to set questions on all four cognitive levels: approximately 20% knowledge, approximately 35% routine procedures, 30% complex procedures and 15%
problem-solving.
23
 MATHEMATICS GRADES 10-12
Grade 10: term 2
24

Weeks topic Curriculum statement Clarification

1. The concept of a function, where a Comments:
certain quantity (output value) uniquely
depends on another quantity (input • A more formal definition of a function follows in Grade 12. At this level it is enough to investigate
the way (unique) output values depend on how input values vary. The terms independent (input)
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

value). Work with relationships between

variables using tables, graphs, words and and dependent (output) variables might be useful.
formulae. Convert flexibly between these • After summaries have been compiled about basic features of prescribed graphs and the effects
representations. of parameters a and q have been investigated: a: a vertical stretch (and/or a reflection about the
x-axis) and q a vertical shift. The following examples might be appropriate:
Note: that the graph defined by y x
• Remember that graphs in some practical applications may be either discrete or continuous.
should be known from Grade 9.
examples:
2. Point by point plotting of basic graphs

2 1 x a
defined by y x , y and y b ; 1. Sketched below are graphs of f ( x ) q and .
x x
b 0 and to discover shape, domain
(input values), range (output values), The horizontal asymptote of both graphs is the line y = 1.
asymptotes, axes of symmetry, turning
Determine the values of a , b , n , q and t . (C)
points and intercepts on the axes (where
applicable).
(4 + 1) y yofa. af .(and
3. Investigate the effect fx()x) q qon the y
Functions
5 graphs defined by y a. f ( x) q ,

2 1
where f ( x ) x , f ( x) x , f ( x)
x
x x
and f ( x ) b , b 0, O (2; 0)

4. Point by point plotting of basic graphs (1; -1)

defined by ,  
and
for
y ofa.af (and
5. Study the effect x) q on the graphs
defined by:

; ; and
a. yf ( x)a.,fq( x∈) Qqfor
y where 2. Sketch the graph defined by  for (R)
.
6. Sketch graphs, find the equations of given
graphs and interpret graphs.
note: Sketching of the graphs must be based
on the observation of number 3 and 5.
CAPS
Grade 10: term 2

Weeks topic Curriculum statement Clarification

1. Revise basic results established in earlier Comments:
grades regarding lines, angles and
triangles, especially the similarity and • Triangles are similar if their corresponding angles are equal, or if the ratios of their sides are
congruence of triangles. ˆ
equal: Triangles ABC and DEF are similar if A Dˆ , Bˆ Eˆ and Cˆ Fˆ . They are also
2. Investigate line segments joining the mid-
points of two sides of a triangle. similar if .
3. Define the following special quadrilaterals:
the kite, parallelogram, rectangle, rhombus, • We could define a parallelogram as a quadrilateral with two pairs of opposite sides parallel.
square and trapezium. Investigate and Then we investigate and prove that the opposite sides of the parallelogram are equal, opposite
euclidean make conjectures about the properties of
3 angles of a parallelogram are equal, and diagonals of a parallelogram bisect each other.
Geometry the sides, angles, diagonals and areas
of these quadrilaterals. Prove these • It must be explained that a single counter example can disprove a Conjecture, but numerous
conjectures. specific examples supporting a conjecture do not constitute a general proof.
example:
In quadrilateral KITe, KI = Ke and IT = eT. The diagonals intersect at M. Prove that:
1. IM = Me and (R)
2. KT is perpendicular to Ie. (P)
As it is not obvious, first prove that .
mid-year
3
examinations

MATHEMATICS GRADES 10-12

assessment term 2:
1. Assignment / test (at least 50 marks)
2. Mid-year examination (at least 100 marks)
one paper of 2 hours (100 marks) or Two papers - one, 1 hour (50 marks) and the other, 1 hour (50 marks)
25
 MATHEMATICS GRADES 10-12
Grade 10: term 3
Weeks topic Curriculum statement Clarification
26

Represent geometric figures on a Cartesian example:

co-ordinate system.
Consider the points P ( 2;5) and in the Cartesian plane.
Derive and apply for any two points
1.1. Calculate the distance PQ. (K)
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

1.2 Find the coordinates of R if M is the mid-point of PR. (R)

( x1 ; y1 ) and ( x 2 ; y 2 ) the formulae for
analytical 1.3 Determine the coordinates of S if PQRS is a parallelogram. (C)
2 calculating the:
Geometry 1.4 Is PQRS a rectangle? Why or why not? (R)
1. distance between the two points;
2. gradient of the line segment connecting the
two points (and from that identify parallel
and perpendicular lines); and
3. coordinates of the mid-point of the line
segment joining the two points.
Use the simple and compound
growth formulae

n
Finance and and A P (1 i ) ] to solve problems,
2
growth including annual interest, hire purchase,
inflation, population growth and other real-
life problems. Understand the implication of
fluctuating foreign exchange rates (e.g. on the
petrol price, imports, exports, overseas travel).
CAPS
Grade 10: term 3
Weeks topic Curriculum statement Clarification
1. Revise measures of central tendency in Comment:
ungrouped data.
In grade 10, the intervals of grouped data should be given using inequalities, that is, in the form
2. Measures of central tendency in grouped 0≤x<20 rather than in the form 0-19, 20-29, …
data:
example:
calculation of mean estimate of grouped
and ungrouped data and identification of The mathematics marks of 200 grade 10 learners at a school can be summarised as follows:
modal interval and interval in which the
median lies. Percentage obtained number of candidates
3. Revision of range as a measure of 0≤x<20 4
dispersion and extension to include
percentiles, quartiles, interquartile and semi 20≤x<30 10
interquartile range.
30≤x<40 37
4. Five number summary (maximum, minimum
and quartiles) and box and whisker 40≤x<50 43
diagram.
2 statistics 50≤x<60 36
5. Use the statistical summaries (measures
of central tendency and dispersion), and 60≤x<70 26
graphs to analyse and make meaningful
comments on the context associated with 70≤x<80 24
the given data.
80≤x<100 20
1. Calculate the approximate mean mark for the examination. (R)
2. Identify the interval in which each of the following data items lies:

MATHEMATICS GRADES 10-12

2.1. the median; (R)
2.2. the lower quartile; (R)
2.3. the upper quartile; and (R)
2.4. the thirtieth percentile. (R)
27
 MATHEMATICS GRADES 10-12
Grade 10: term 3
Weeks topic Curriculum statement Clarification
28

Problems in two dimensions. example:

2 trigonometry Two flagpoles are 30 m apart. The one has height 10 m, while the other has height 15 m. Two
tight ropes connect the top of each pole to the foot of the other. At what height above the
ground do the two ropes intersect? What if the poles were at different distance apart? (P)
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

Solve problems and prove riders using the Comment:

properties of parallel lines, triangles and
quadrilaterals. Use congruency and properties of quads, esp. parallelograms.
example:
eFGH is a parallelogram. Prove that MFNH is a parallelogram.

G F
euclidean
1
Geometry M

N
H E
(C)
1. Revise the volume and surface areas of example:
right-prisms and cylinders.
The height of a cylinder is 10 cm, and the radius of the circular base is 2 cm. A hemisphere is
2. Study the effect on volume and surface attached to one end of the cylinder and a cone of height 2 cm to the other end. Calculate the
area when multiplying any dimension by a volume and surface area of the solid, correct to the nearest cm3 and cm2, respectively. (R)
2 measurement
constant factor k. Comments:
3. Calculate the volume and surface areas of • In case of pyramids, bases must either be an equilateral triangle or a square.
spheres, right pyramids and right cones.
• Problem types must include composite figure.

assessment term 3: Two (2) Tests (at least 50 marks and 1 hour) covering all topics in approximately the ratio of the allocated teaching time.
CAPS
Grade 10: term 4
no of
topic Curriculum statement Clarification
Weeks
1. The use of probability models to Comment:
compare the relative frequency of • It generally takes a very large number of trials before the relative frequency of a coin falling
heads up when tossed approaches 0,5.
events with the theoretical
probability.
example:
2. The use of Venn diagrams to solve
In a survey 80 people were questioned to find out how many read newspaper
probability problems, deriving and
S or D or both. The survey revealed that 45 read D, 30 read S and 10 read neither.
applying the following for any two
Use a Venn diagram to find how many read
events A and B in a sample space S:
1. S only; (C)
2 Probability P( A or and B ); 2. D only; and (C)
A and B are mutually exclusive if 3. both D and S. (C)
P( A and B ) 0;
A and B are complementary if they
are mutually exclusive ; and

P ( A) P( B) 1.
Then

P( B) P ( not .

MATHEMATICS GRADES 10-12

Comment:
4 revision
The value of working through past papers cannot be over emphasised.

3 examinations

assessment term 4
1. Test (at least 50 marks)
2. examination
Paper 1: 2 hours (100 marks made up as follows: 15±3 on number patterns, 30±3 on algebraic expressions, equations and inequalities , 30±3 on functions, 10±3 on finance and
growth and 15±3 on probability.
Paper 2: 2 hours (100 marks made up as follows: 40±3 on trigonometry, 15±3 on Analytical Geometry, 30±3 on euclidean Geometry and Measurement, and 15±3 on Statistics
29