ASME7213_POE

ANGELIQUE LUNDBERG
ST10179529
VARSITY COLLEGE NEWLANDS
Table of Contents
ACTIVITY 2: MATHEMATICS FORMAL ASSESSMENT .............................................. 2
MEMORANDUM. ............................................................................................................. 7
ACTIVITY 3: DIFFERENTIATED ASSESSMENTS ....................................................... 9
REFERANCE LIST ................................................................................................................10
ACTIVITY 2: MATHEMATICS FORMAL ASSESSMENT

TYGERHOF PRIMARY SCHOOL

GRADE 6 MATHEMATICS

JUNE 2022

MS A LUNDBERG
Subject MATHEMATICS Examiners
Date NOVEMBER 2024 Total marks 40
Term 4 Duration 60 minutes
Grade 6 Moderator MRS C ASSUR
Instructions 1. Read each question carefully before answering.
2. Answer all questions neatly.
3. Show all your working out where necessary.
4. No technology of any kind may be used during the test.

Name: Surname: Class:

QUESTION 1: MENTAL MATHS (10)

1.1 Half of 525 is _____________________________________________________

1.2. A third of 1 203 = __________________________________________________

1.3. 11 × 12 = ________________________________________________________

1.4. 120 – 42 = _______________________________________________________

1.5. 2 025 ÷ 10 = ______________________________________________________

1.6. 1000 – 100 = 10 × _________________________________________________

1.7. (6x6) + 5 = 50 - ___________________________________________________

1.8. 48 halved = ___________ tripled

1.9. 36 = (22 × 2) - ____________________________________________________

1.10. 11 × 11 = ___________+11.
QUESTION 2: WHOLE NUMBERS (10)

Solve the following equations

2.1. 3 561 333 + 719 482 (2) 2.2. 1 000 000 – 200 436 (2)

2.3. 437 × 452 (2) 2.4. 485 110 ÷ 15

(2)

2.5. 765 349 – 10 653 (2)

.
QUESTION 3: FRACTIONS (5)
3.1. What fraction of this shape has been shaded?

___________________________ (1)

!
3.2. Write the fraction "# in its simplest form.

_______________________________________________________
(1)

3.3. What fraction is halfway between ¼ and ¾ ?

______________________________________________________
(1)
$
3.4. Write the mixed number 1 % as an improper fraction

______________________________________________________
(1)

3.5. What is 2/3 of 65?

______________________________________________________
(1)
QUESTION 4: WORD PROBLEMS
Show all calculations

4.1. Emma arranges her books in rows of 4. In the first row, there are 4 books, in the
second row 8, and in the third row 12. How many books will she have in the fifth row
if the pattern continues?

(2)

4.2. A plant grows 3 cm each day. On the first day, it is 3 cm tall, on the second day 6 cm,
and on the third day 9 cm. If this pattern continues, how tall will the plant be on the
seventh day?

(2)

4.3. Liam saves R5 on Monday, R10 on Tuesday, R15 on Wednesday, and R20 on
Thursday. If this pattern continues, how much will he save on Saturday?

(2)

4.4. In a sequence, the first term is 2, and each term increases by 3. Write down the first
five terms of the sequence.

(2)

4.5. A sequence starts with the number 6, and each subsequent number increases by 4. If
this pattern continues, what will the 6th term be?

(2)
QUESTION 5: MEASUREMENT

Calculate the following measurements

5.1. Convert 4,500 meters to kilometres.

(1)

5.2. A rectangular garden has a length of 12 meters and a width of 8 meters. Calculate the
area of the garden in square meters.

(1)

5.3. A bottle can hold 750 millilitres of water. How many litres of water can three bottles
hold in total?

(1)

5.4. Sophie’s suitcase weighs 8.4 kg. She adds another 1.6 kg of clothes. What is the total
mass of her suitcase now?

(1)

5.5. A farmer has a rectangular plot of land with a perimeter of 60 meters. If the length of
the plot is 20 meters, what is its width?

(1)

END OF PAPER

TOTAL: 40 MARKS
MEMORANDUM.

QUESTION 1: MENTAL MATH (10)

1.1. Half of 525 = 262.5

1.2. A third of 1 203 = 401

1.3. 11 × 12 = 132

1.4. 120 – 42 = 78

1.5. 2 025 ÷ 10 = 202.5

1.6. 1000 – 100 = 10 × 90

1.7. (6 × 6) + 5 = 50 - 9

1.8. 48 halved = 24** tripled = 72

1.9. 36 = (22 × 2) - 8

1.10. 11 × 11 = 121 + 11 = 132

QUESTION 2: WHOLE NUMBERS (10)

2.1. 3 561 333 + 719 482 = 4 280 815

2.2. 1 000 000 – 200 436 = 799 564

2.3. 437 × 452 = 197 524

2.4. 485 110 ÷ 15 = 32 340.67

2.5. 765 349 – 10 653 = 754 696

QUESTION 3: FRACTIONS(5)
3.1. What fraction of this shape has been shaded? (The answer would depend on the
shaded portion in the image)

3.2. Write the fraction 8/12 in its simplest form = 2/3

3.3. What fraction is halfway between ¼ and ¾? = ½

3.4. Write the mixed number 1 3/5 as an improper fraction = 8/5

3.5. What is 2/3 of 65? = 43⅓ or 43.33

QUESTION 4: WORD PROBLEMS (10)

4.1. Books in the fifth row = 20 books

4.2. Height of plant on seventh day = 21 cm

4.3. Amount saved on Saturday = R30

4.4. First five terms of sequence = 2, 5, 8, 11, 14

4.5. 6th term in the sequence = 26

QUESTION 5: MEASUREMENT (5)

5.1. Convert 4,500 meters to kilometers = 4.5 km

5.2. Area of the garden = 96 m²

5.3. Total water three bottles can hold = 2.25 litres

5.4. Total mass of suitcase = 10 kg

5.5. Width of the rectangular plot = 10 meters

Total Marks: 40
ACTIVITY 3: DIFFERENTIATED ASSESSMENTS
Grade 6 Mathematics Worksheet: Measurement and
Number Patterns.
Section A: Measurement:

1. Materials Needed:
Ruler, measuring tape, small boxes or containers, water or sand (for volume and
mass measurement), and a scale.

2. Instructions:

a) Length: Measure the length and width of a small box with a ruler. Record these
measurements and calculate the perimeter by adding all the sides.

b) Volume: Use a container to measure volume. Fill it with water or sand, then pour
it into a measuring cup. Record the volume in millilitres.

c) Mass: Weigh an empty container on a scale, then fill it with water or sand. Weigh
it again, and calculate the mass by subtracting the container's weight from the total.

3. Questions:
- What is the perimeter of your box?
- What volume did you measure?
- What is the mass of the filled container?

Section B: Number Patterns

Activity 2: Physical Number Patterns

1. Materials Needed: Small items (like stones, blocks, or counters) to create physical
number patterns.

2. Instructions:
a) Create a pattern with the items by starting with 2 items in the first row, 4 items in
the second, 6 in the third, and so on.
b) Predict how many items will be in the fifth row, then test your answer by creating
that row.

3. Questions:
- What pattern rule did you notice?
- How many items are in the fifth row?
REFERANCE LIST

• Department of Basic Education (DBE), 2011. Curriculum and Assessment Policy

Statement (CAPS). Pretoria: Government Printer.

• Spaull, N. & Kotze, J., 2015. Starting behind and staying behind in South Africa: The case
of insurmountable learning deficits in mathematics. International Journal of Educational
Development, 41, pp.13–24.

• Taylor, S. & Yu, D., 2009. The importance of socio-economic status in determining
educational achievement in South Africa. Stellenbosch Economic Working Papers.
Tygerhof Primary School

Welcome
to Grade 4!
Assessment and content expecations for 2025
Hello and welcome
back to school!
As the year begins, a set expectation of adhearing to
formulating assessment correctly according to the CAPS
document is essential to the development of the learner
and crucial to making sure learners that teacher assist and
evalute where their short comings are.

Content learning will emphasize foundational knowledge

in core subjects, with strategies to support all learners,
including those with additional needs, ensuring inclusive
and equitable education.
What subjects are offered in
Grade 4
English Home Language
Afrikaans First Additional Language
Mathematics
Life Skills
Natural Science and Technology
Social Science.
 The purpose of the pass rate according to the
CAPS Document
The pass rate in South Africa’s Curriculum and Assessment Policy Statement (CAPS) serves as
a benchmark to ensure that students achieve foundational knowledge and skills before
progressing.

According to CAPS, minimum requirements for each grade level are intended to promote
consistent learning standards across all schools (DBE, 2011, Section 2.5). Scholars argue that
these pass rate benchmarks also play a critical role in highlighting areas for additional
educational support, especially in under-resourced schools, ensuring equity in academic
achievement and preparing students for future academic success (Spaull & Kotze, 2015).
 The purpose of the pass rate according to the
CAPS Document
For Grade 4 in South Africa under the CAPS system, pass rate percentages are set to ensure that students meet minimum
competency levels in each subject. These are the specific pass requirements:

1. Home Language: A minimum of 50% is required in the student’s primary language to pass. This level ensures adequate
comprehension and communication skills.

2. First Additional Language: Students need a minimum of 40% in their additional language. This requirement encourages
basic proficiency in a second language.

3. Mathematics: A minimum of 40% is required in Mathematics to pass, reflecting essential numeracy and problem-solving
skills.

4. Other Subjects (e.g., Natural Sciences, Social Sciences): For all other subjects, students must achieve at least 40%. This
benchmark indicates a foundational understanding across the broader curriculum.

These pass requirements are intended to ensure that learners have a well-rounded grasp of key content areas, supporting
their readiness for the next grade level (DBE, CAPS).
 Baseline Assessment 01

Diagnostic Assessment 02

What are the 5 MAIN

types of assessment Formative Assessment 03
used
As mentioned and used by the Summative Assessment 04

CAPS document.

School-Based Assessment 05
 The purpose of School Based Assessments

According to the CAPS document, the purpose of school-based assessments (SBAs) in Grade 4 is
to provide ongoing, formative evaluation of students' understanding and progress. SBAs help
teachers identify students' strengths and areas needing improvement, allowing for tailored support
and intervention. These assessments also encourage continuous learning and engagement by
covering a range of skills and knowledge over time, rather than relying solely on final exams.
Furthermore, SBAs contribute to a holistic view of a student's development by evaluating various
cognitive levels, from knowledge recall to critical thinking, supporting CAPS’s goal of balanced and
comprehensive education.
 Formal and Informal assessment

According to the CAPS document, formal assessments in Grade 4 are structured, planned
tasks that contribute to a learner's term and year-end results, such as tests, projects, and
exams. These assessments are marked and recorded, providing measurable data on students'
progress and achievement in key learning areas. In contrast, informal assessments are
ungraded activities, like class discussions, observations, and quizzes, which teachers use daily
to monitor and support students' learning. Informal assessments are flexible, allowing teachers
to give immediate feedback and adjust their instruction as needed to meet students' evolving
needs. Together, both types of assessments create a comprehensive understanding of a
student's performance.
 As teachers, we should aim to assess learners in a balanced
and supportive way that captures their progress across
different skills and knowledge areas, as outlined in the CAPS
document for Grade 4. Formal assessments, like tests and
projects, give us a structured way to measure learners'
achievements and track their growth over time. Informal
assessments, such as observations and quick quizzes, allow
In conclusion us to give immediate feedback, adjust our teaching as
needed, and offer continuous support. By blending these
assessment types, we can create a positive learning
environment that recognizes each learner’s strengths and
areas for improvement, ultimately helping every child build
confidence and reach their full potential.
Thank you
for listening!

Ms A Lundberg
 References:
· Department of Basic Education (DBE), 2011. Curriculum and Assessment Policy Statement
(CAPS). Pretoria: Government Printer.
· Spaull, N. & Kotze, J., 2015. Starting behind and staying behind in South Africa: The case of
insurmountable learning deficits in mathematics. International Journal of Educational
Development, 41, pp.13–24.
· Taylor, S. & Yu, D., 2009. The importance of socio-economic status in determining
educational achievement in South Africa. Stellenbosch Economic Working Papers.

Ms A Lundberg
ST10179529