Ssip 2014 Mathematical Literacy Sessions 5-10 Teacher Notes CH3

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SECONDARY SCHOOL IMPROVEMENT PROGRAMME

(SSIP) 2015
GRADE 12
SUBJECT: MATHEMATICAL LITERACY
TEACHER NOTES
(Page 1 of 66)
© Gauteng Department of Education

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TABLE OF CONTENTS
SESSION
TOPIC PAGE
NO
MAPS AND SCALES
5 3 -13
MEASURING WEIGHT AND QUARTILES

6 14 - 24
PERIMETER,VOLUME AND AREA

7 25 - 34
CONSOLIDATION: REPRESENTING AND

8 INTERPRETING DATA 35 - 44
CONSOLIDATION: FINANCIAL
9 DOCUMENTS,COST PRICE AND 44 - 54
TAXATION
10 INTERPRETING DATA
CONSOLIDATION: PLANNING A TRIP 54 - 66

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SESSION NO: 5
TOPIC: MAPS AND SCALES

Introduction: 5 min
Typical exam questions: 62 min
Discussions: 23 min
Teaching suggestions:
2 types of scales are used when dealing with maps:
Hint:
 Make sure that learners are using rulers to measure
 Conversions between metric units should be revised
 Usage of the formula Average speed =
1. Bar scale
 This is not affected by the resizing of the map
 Measure the bar scale to determine the distance given
 Equate the distance measured to the value on the bar scale
 Convert units to be similar
 Convert the relationship to number scale
2. Number scale
 Resizing of the map affects the number scale
 Gives the measure on the map to the actual distance on the ground
 Use the ruler to measure the length on the map
 Equate the measured length to the actual distance on the ground
The learners should be able to do following when dealing with scales as stated in the
examination guideline:
 Explain the meaning of a given scale ( e.g. what 1:500 000 means)
 Use a given scale to determine the actual measurement if measured values are
given or vice versa
 Use a given scale in conjunction with measurement to determine the length
 Determine the scale of a map
 Critique the scale in which an object has been drawn
The learners should be able to do following when dealing with maps as stated in the
examination guideline:
 Identify the names of national roads that must be travelled between two locations
 Identify names of towns on the route between two locations
 Identify the scale of a map
 Identify the position of two locations on a map
 Use the given distance values on the map to determine the travelling distance

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 Interprete a given set of directions

 Provide a set of direction to travel between two locations
 Determine the shortest route between two locations
 Use the given scale to estimate the distance between two locations
 Estimate travelling times if the speed and distance are known
 Critique a proposed travel route in relation to the distance
 Make decisions regarding appropriate stopping points on a journey
SECTION A: TYPICAL EXAM QUESTIONS
When dealing with this section, make sure that you are able to do accurate
measurement and conversions .
You must also be able to use compass directions.
QUESTION 1: 11 minutes (Taken from NSC Feb/March 2012 Paper 1)
Use the map to answer the following questions:

5
Mr Coetzee uses the map above to plan his holiday trips between different parks:
1.1 Write down the grid reference for the Vaalbos National Park. (2)
1.2 Which national parks are situated in the Western Cape? (2)
1.3 In which general direction is Kimberley from East London? (2)
1.4 It took Mr Coetzee 30 minutes to fly the distance of 153 (3)
kilometres
between Kimberley and Bloemfontein.
Calculate the average speed in kilometres per hour.
Use the formula: Average speed =distance travelled

time taken
[7]
QUESTION 2: 10 minutes (Taken from NSC Nov 2012 Paper 2)
The Nel family lives in Klerksdorp in North West. They travelled by car to George in the
Western Cape for a holiday. A map of South Africa is provided below.
MAP OF SOUTH AFRICA SHOWING THE NATIONAL ROADS
2.1 In which general direction is George from Klerksdorp? (2)

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2.2 Identify the national road that passes through only ONE province. (2)
2.3 Describe TWO possible routes, without turning back to Kimberley, (4)
that the family could follow to travel from Bloemfontein to George.
Name the national roads and any relevant towns in the description of
the two routes.
[8]
QUESTION 3:7 minutes (Modified from NSC Feb/March 2013 Paper 1)
Use the layout above to answer the questions that follows:
3.1 Which entrance is north of Parking area 1? (2)

3.2 What playground equipment is situated in the south-eastern corner (2)
of the park?
3.3 A teacher drew a scale drawing of the park using the scale 1: 250. (2)
If the actual length of Parking area 2 is 15 m, determine the length
(in cm) of Parking area 2 on the teacher's scale drawing.
[7]

7
QUESTION 4:12 minutes (Taken from NSC Feb/March 2013 Paper 2)

The South African Coastline measures approximately 2798 Km from the mouth of the
Orange River on the West coast to Ponta do Ouro in Mozambique on the East coast. The
Eastern Cape has approximately 800km of coastline.
The map below shows the coastline of South Africa.
4.1 Determine the total length, in miles, of the South African coastline if the (3)
coastline of the Eastern Cape is approximately 500 miles long.
4.2 Use the map to list the coastal provinces of South Africa in descending (3)
order according to the length of their coastlines.
4.3 Annie measured the length of the coastline of South Africa on her map (4)
and found it to be 223 mm long.
Determine the scale of the map in the form 1 : …
Round off the answer to the nearest hundred thousand.
[10]

8
QUESTION 5: 22 minutes (Modified from NSC Feb/March 2012 Paper 2)
Mrs Nkosi lives in the centre of Pretoria and works in Sandton. She travels to work by
car, covering approximately 65 km each way. She works a five-day week and
presently a colleague travels with her to work.
Mrs Nkosi pays an average of R650, 00 per week for petrol. The general maintenance of
her car is 35 cents per kilometre. Her colleague pays her R330,00 per week as her
contribution towards the travelling costs.
Mrs Nkosi has to be at work by 08:15 daily.
It takes her between 2
1. 1 hours and 2
2. 1 hours to travel to work, depending on the traffic.
5.1.1 Determine the latest time that Mrs Nkosi should leave home to (2)
ensure that she always arrives at work on time.
5.1.2 Calculate Mrs Nkosi's total expenses to and from work for a 22-day (6)
working month.
Mrs Nkosi decides to use the Gautrain to travel between Pretoria and Sandton. (The
Gautrain is a rapid rail link between Pretoria and Johannesburg.)
Passengers are able to make the trip between Pretoria station and Sandton station in
42 minutes, which includes three 1-minute stops at other stations along the way?
The train route and the train fares are given on the diagram below
5.2 Calculate the distance, in kilometres, travelled by the Gautrain between (4)
Pretoria station and Sandton station if it travels at an average speed of
85,8 km/h.
Use the formula: Average speed =Time
Distance

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Mrs Nkosi has the option of using the 'Pay-As-You-Go' payment system or using a
'35-Day Pass'. The Gautrain fares in rand are given on the table below.
It would cost her R150,00 per month for petrol to travel from her home to the station
and back. Parking at the station would cost R10,00 per day. The Gaubus (shuttle bus
station) between Sandton station and her workplace costs R6,00
TRAIN FARES IN RAND
5.3.1 How much money would Mrs Nkosi save if she decides to buy a '35- (6)
Day Pass' rather than use the 'Pay-As-You-Go' system?
[18]
SECTION B: NOTES ON CONTENT
2 Types of scales are used when dealing with maps:
1. Bar scale
 This is not affected by the resizing of the map
 Measure the bar scale to determine the distance given
 Equate the distance measured to the value on the bar scale
 Convert units to be similar

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 Convert the relationship to number scale
2. Number scale
 Resizing of the map affects the number scale

 Gives the measure on the map to the actual distance on the ground
 Use the ruler to measure the length on the map
 Equate the measured length to the actual distance on the ground
SECTION C: HOMEWORK QUESTIONS
QUESTION 1: 15 minutes (Modified from NSC Nov 2013 Paper 1)
Hloni works in a laboratory where bacteria cultures are grown.

[Bacteria culture is a scientific term used for growing bacteria under controlled
conditions in a laboratory] .Bacteria cultures are used to test the effectiveness of
certain medicines
Use the table below to answer the following questions:
1.1 Which item is located at the far left-hand corner of the laboratory as a (2)
person enters the laboratory?
1.2 Hloni is in the radioactive waste section and sends a visually impaired (3)
person to fetch something from the refrigerator in the laboratory.
How would Hloni clearly direct the person to get to the refrigerator
after going out of the door of the radioactive waste section?
2
1.3 Calculate the width of the laboratory if the total floor area is 18,9 m . (3)
Use the formula: Width = total floor area
length
1.4 The scale used on the layout plan is 1 : 58. (2)

Calculate the actual length of the table on the layout plan if its scaled
length is 2,26 cm.
[10]

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QUESTION 2
2.1 Zoliswa, a property developer, bought the vacant land enclosed by Swallow (4)
Crescent and Starling Crescent with a plan to build houses.
She measured the vacant land and claimed that if she marked sites with an
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area of 0,15 cm each on the map, she can get 14 sites on which she can
build houses.
Verify, showing all calculations, whether her claim is valid.
[4]
SECTION D: SOLUTIONS FOR SECTION A
QUESTION 1
1.1 B 2 or 2 B (2)
1.2 Karoo National Park (2)
Bontebok National Park

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1.3 North West (2)

1.4 Average speed =153 km (3)
½ h
306 km per hour
[7]
QUESTION 2
2.1 South-westerly  (2)
2.2 N5 OR N17  (2)
2.3 One possible route: (4)
From Bloemfontein turn onto the N1 and travel south until
Beaufort West. 
Then turn onto the N12 until George. 
A second possible route:
the intersection with the N9. 
Then follow the N9 until George. 
A third possible route:
the intersection with N10. Then follow the N10 in a south
easterly direction until the N2. 
Then follow the N2 in a westerly direction until George. 
A fourth possible route:
From Bloemfontein turn onto the N1 and later turn onto the
N6 to East London. 
Then follow the N2 in a westerly direction until George. 
A fifth possible route:
From Bloemfontein turn north onto the N1, turn right unto
N5, take a right unto N3 pass Pietermaritzburg to Durban. 
Then at Durban turn south unto the N2, pass East London,
Port Elizabeth and continue until George. 
[8]
QUESTION 3
3.1 2 (2)
3.2 Merry-go-round (2)
3.3 1 cm on map represents 250 cm in real life. (2)
15 m = 1 500 cm 
1 500 cm in real life = 1500 cm on map
250
= 6 cm on the map 
[7]

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QUESTION 4
4.1 800 km = 500 miles  (3)
2 798 km =500 2798
800
= 1 748,75 miles 
4.2 Western Cape, Eastern Cape, Kwazulu Natal, (3)
Northern Cape 
4.3 223 mm on the map represents 2 798 km  (4)
223 mm on the map represents 2 798 000 000 mm 
1 mm on the map represents 2798000 000 000
223
= 12 547 085,2 mm 
Scale is 1: 12 500 000 
[10]
QUESTION 5
5.1.1 Time to leave home = 08 hours 15 min. – 2.5 hours
= 5 hours 45 min. (2)
∴ Latest time to leave home is 05:45
5.1.2 Total expenses (6)
= R650 × 4 + 65 × 22 × 2 × R0,35 – 4 ×
R330
= R2 600 + R1 001 – R1 320
= R2 281
5.2 Time taken = 42 minutes = 0,7 h (4)
Average speed =Distance
Time
85,8 km/h = Distance
0,7 h
Distance = 85,8 km/h × 0,7 h
= 60,06 km
5.3 A 35-day-pass would cost her R1 435,00 for 22 trips. (6)
Cost of using Pay-As-You-Go system
= 22 days × 2 × R41,00/day
= R1 804,00
Savings = R1 804,00 – R1 435,00
R369,00
[18]

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SESSION NO: 6
Introduction: 5 min
Discussions: 23 min
TOPIC: MEASURING WEIGHT AND QUARTILES

Quartiles
 These are measures of spread dividing the data into 4 equal parts of 25% each.
 The lower quartile is 25%

 The media is 50%
 The upper quartile is 75%
 To determine the quartiles, divide the information into 2 equal parts. The median is
the quartile 2 (Q2), then divide the first half into 2 equal parts, the median of the first
half is the lower quartile (Q1),then divide the second half into 2 equal parts, and the
median of the second half is the upper quartile (Q3)
Interquartile range
 This is the difference between the upper quartile and the lower quartile.
 This indicates the spread between the lower part of data and the upper part of data
Percentiles
 This is the division of data into 100 equal groups. This is used to analyse the spread
in the large sets of data. Percentiles can be represented as follows:
__________________________________________________________________
_
5th 25th 50th 75th 95th

Q1 Q2 Q3
 The value at 5th percentile implies that 5% of values lie below 5th percentile and
95% of the values lie above 5th percentile
 The value at quartile 1 implies that 25% of the values lie below 25th percentile and
 The concept of percentiles is used in growth charts. The curve on the growth chart
represents the percentile values of the collected data from different age group (i.e.
height, weight, and BMI and head circumference). The growth chart is used to
compare the BMI of the child versus the one of his age group. This is also used to
determine the health status of the baby.
 Mass and height are used to determine the BMI.The formula used to determine the
BMI is :BMI weight
Height2
The learners should be able to do following when dealing with box and whisker plots and
growth charts as stated in the examination guideline:

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 Read values from the graph

 Estimate values from the graph
 Analyse graphs and make deductions about trends in the data
 Use graphs to make predictions for the future
 N.B : Learners are only expected to interprete the growth charts and box and
whisker plots
A Ruler must be used to find points of intersection on the graph. Conversions should be
done when working with the BMI formula, weight should always be in kg and height
should always be in meters. Some questions will require you to calculate the BMI first
before the actual answer.
USE THE GROWTH CHARTS BELOW [ANNEXURE A AND ANNEXURE B] TO

ANSWER QUESTION 1 AND 2
QUESTION 1: 12 minutes
Mr Mnisi the head of curriculum at Gauteng North district went to OR Tambo international
airport to welcome 5 exchange students from Australia. The 3 girls and 2 boys were
accommodated at Protea hotel in Pretoria for the first 3 days. On the second day, they all had
fever .Mr Mnisi took the students to Steve Biko hospital for consultation. Before any medical
examination, the nurse took the readings of their mass ,height ,blood pressure and temperature
1.1 Give the possible reason why they all had fever on the second day? (2)
1.2 Ian has the BMI-for-age value that positioned him on the 60th percentile, (2)
what does this mean?
1.3 How old is Bruce, if his BMI of 25 kg/m2 positions him on the 85th percentile? (2)
1.4 Joy is a 16 year old girl with a BMI-for-age value that positioned her on the (2)
50th percentile, determine her BMI.
1.5 The nurse said Celine one of the girls has the average BMI. What does this (2)
mean?
[10]
QUESTION 2: 27 minutes (Modified from DBE CAPS material 2013)
Mr Mokoane and Ms Dolo, the soccer and netball coaches at Pretoria West high

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school have taken the 2 girls and 2 boys who were selected to take part in the
provincial competition to Mr Magana the local doctor ,to check their health status.
Medical examinations were done and results were given .Use the table below to
answer the questions that follows
BMI FOR AGE PERCENTILE RANGE WEIGHT STATUS

5th percentile Underweight
5th to 85th percentile Healthy
th
85 to 95th Risk of overweight
95th percentile Overweight
The formula : BMI weight

Height2 may be used.
2.1 Determine Lethabo’s health status who is 14 years old, and (3)
her BMI is 21kg/m2
2.2 What advise do you think Mr Magana will give the educators (6)
about Thato, the 16 years old boy who has the BMI of
16kg/m2.Give 2 advises.
2.3.1 Mahlogonolo the 15 years old grade 8 girl, is 150cm tall and (6)
weighs 60kg.Determine her health status.
2.3.2 How much weight must she lose for her to be classified under (7)
the ‘healthy’ category?
[22]
QUESTION 3: 25 minutes (Modified from WC Assignment 1 2014)
Mr Sonn is a grade 12 Mathematical Literacy teacher at Commodore High School. He

teaches 3 grade 12 classes:
 12A: 17 learners,
 12B: 16 learners and
 12C: 15 learners
The June examination results of the 3 classes are represented by the box-and-whisker
plots below:
Q1 Q2 Q3

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12C
Q1 Q2 Q3
12B
Q1 Q2 Q3
12A
0 10 20 30 40 50 60 70 80 90 100
3.1 Estimate the median for 12C. (2)

3.2 Which of the three classes had the best examination performance?
Explain your choice. (4)
3.3 From which class is the top learner? (2)
3.4 Learners whose scores are below 40% have failed the examination.
Which class had the highest number of failures? (2)
3.5 Comment on 12C’s performance, using the spread of marks as shown in the box-
and-whisker plot for this class. (2)
3.6 The curriculum advisor asked Mr Sonn to identify learners for the winter school
program organised by the district. All learners who scored 50% or less in the
examination must attend.
Learners who scored between 50% and 80% will have winter school classes at the
school with their teacher.
All learners who scored 80% or more will receive revision packs to work on their
own in the comfort of their homes.
3.6.1 From which class will the least number of learners go to the district winter
school? (2)
3.6.2 How many learners will receive revision packs? (6)
Which class will have the largest number of learners remaining with Mr
3.6.3 (2)
Sonn during the winter school holiday?
[22]

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ANNEXURE A
BMI-FOR-AGE GROWTH/HEALTH CHART

19
ANNEXURE B
BMI-FOR-AGE GROWTH/HEALTH CHART

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 Quartiles are measures of spread dividing the data into 4 equal parts of 25%
each.
 The lower quartile is 25%
 The media is 50%
 The upper quartile is 75%
 To determine the quartiles, divide the information into 2 equal parts. The median is
the quartile 2 (Q2), then divide the first half into 2 equal parts, the median of the first
half is the lower quartile (Q1),then divide the second half into 2 equal parts, and the
median of the second half is the upper quartile (Q3)
Interquartile range
 This is the difference between the upper quartile and the lower quartile.
 This indicates the spread between the lower part of data and the upper part of data
Percentiles
 This is the division of data into 100 equal groups. This is used to analyse the spread
 the large sets of data. Percentiles can be represented as follows:
__________________________________________________________________
_
5th 25th 50th 75th 95th

Q1 Q2 Q3
 The value at 5th percentile implies that 5% of values lie below 5th percentile and
 The value at quartile 1 implies that 25% of the values lie below 25th percentile and
 The concept of percentiles is used in growth charts. The curve on the growth chart
represents the percentile values of the collected data from different age group (i.e.
height, weight, and BMI and head circumference). The growth chart is used to
compare the BMI of the child versus the one of his age group. This is also used to
determine the health status of the baby.
 Mass and height are used to determine the BMI.The formula used to determine the
BMI is :BMI weight
height2

21
QUESTION 1: 24 minutes (Modified from WC Assignment 1 2014)

A growth chart is given to a mother at the birth of a baby to monitor the growth rate of her child.
A growth chart for boys (birth to 36 months) is given on ANNEXURE A.
Refer to the growth chart on ANNEXURE A to answer the following questions.
1.1 Determine the following percentiles and explain what each answer means:
1.1.1 A 3 year old boy who weighs 12kg (4)
1.1.2 A 15 month old boy with a length of 81 cm (4)
1.2 What will the length of a 27 month old boy be at the 10th percentile? (2)
1.3 What will the weight of a 21 month old boy be if the boy’s weight falls at the
75th percentile? (2)
1.4 A baby weighs 3,6kg at birth and 9,8kg after a year and a half.
Determine whether this child grows at a healthy rate.
Explain your answer. (4)
1.5 Which measure of central tendency is represented by the 50th percentile? (2)
1.6 Timothy’s weight dropped between the 18th and 21st months.
Give one possible reason for the drop in his weight over this period. (2)
[20]

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QUESTION 1
1.1 Climate change (2)
1.2  60% of boys have BMI for age value that is less
than his BMI
 40% of boys have BMI for age value that is greater
than his BMI (2)
1.3 17 years (2)
1.4 20.5 kg/m2 (2)
1.5  50% of boys have BMI for age value that is less
than her BMI
 50% of boys have BMI for age value that is greater
(2)
than her BMI
[10]
QUESTION 2
2.1  Her BMI is between 50th and 75th percentiles
 She is healthy (3)
2.2  He is below the 5th percentile

 Therefore he is underweight
 He must eat healthy food
 He must take the supplements (6)
2.3.1 150cm 
BMI weight
Height2
60 
1.52
26.7 kg/m2 
The BMI is between the 95th and 97th 
 (6)
2.3.2 She will be in the ‘healthy’ category if her BMI is lower than
the 85th percentile.
BMI at 84th percentile for 15 year old girl is 24.9 kg/m2
BMI weight
Height2
weight
2
1.5

weight to be lost 60kg –  (7)

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[22]
QUESTION 3
3.1 38 (2)
3.2 12A
50% of the learners achieved more than 60%
or
50% of the learners achieved between 50% and 80% (4)
3.3 12B (2)

3.4 12C (2)
3.5 75% of learners scored below 50% or
50% of learners scored higher than 38% or
25% of learners scored lower than 28% (2)
12A (2)
3.6.1
12A: 25% of 17 learners
= 4,5 
= 4 learners

12B: 12,5% of 16 learners
= 2 learners
12C: = 0
Therefore, 6 learners will receive revision packs. (6)
12A (2)
[22]]

25
SESSION NO: 7
Introduction: 5 min
Typical exam questions: 63min
Discussions: 22 min
TOPIC: PERIMETER, VOLUME AND AREA

Whenever you are working with measurement remember the following
 Always ensure that units are the same before performing any calculations
 Choose the suitable formula
 Substitute values on the formula and simplify
 Radius is half of a diameter ( Any line drawn from the centre of a circle to the
circumference of a circle)
 A diameter is a line that divides the circle into 2 equal parts
 Diameter should always be divided by 2 to be converted to a radius
 Use the value of given ( i.e. 3.14 )
 When dealing with semi circle, remember to divide the formula of circle by 2
 When dealing with complex figures, always divide it into smaller figures, calculate
the segments and add the answers together
 To determine the perimeter you add all sides and the units thereof are similar to that
of the length ( e.g. cm, m, etc )
 Area determined by multiplying 2 sides, the units are always squared ( e.g. m 2 )
 The volume is determined by multiplying 3 sides, therefore the units are always
cubed ( e.g. m3 )
Ensure that learners are able to do the following when dealing with graphs as outlined in
the exam guideline:
 Define terms ( e.g. perimeter, volume ,area ,radius ,diameter ,circumference ,etc )
 Know and calculate the perimeter, area and volume by substituting given values in
the formula
 Perform preliminary calculations to determine the required dimensions.
 Describe relationship between input and output values in a table concerning
measurement
 Use perimeter, volume and area calculations to complete a project

26
You should be able to identify the suitable formula to be used from the list of given
formulae.
Always write the units on the answer. Round off the final answer only. Conversions
should be done if the units are not the same.
Always use the given value for .If the diameter is given,convert it to the radius
before doing any calculations.
Circumference
Circumference of a d
circle OR
Circumference of a (2 r)
circle
Area
Area of rectangle
Area of triangle
Area of circle r2
Surface area
Surface area of 2 ( 2 2
rectangular box
Surface area of closed (2 r2 (2 r )
cylinder
2
Surface area of 4
circumference
Volume
Volume of rectangular volume of base/lid
box
Volume of cylinder area of base/lid
r2
Volume of a sphere 3
Where : = length; = width; = height ; d = diameter, r = radius , b = base ;

= 3,14

27
QUESTION 1: 21 minutes (Modified from NSC Feb\March 2013 Paper 1)
Navin’s company has hired Mr Buthelezi to renovate their reception room.
1.1.1 Determine the length of the radius of the window (2)

1.1.2 Determine the value of k in centimetres. (3) (3)
1.1.3 Calculate the circumference of the window. (3)
1.1.4 Calculate the area of the wall that he needs to paint (4)
Mr Buthelezi has affiliated with Ultra cyclist marathon association and he will be taking part
in the Bessies Greek race. In preparation for the race he practices daily.

28
1.2.1 Determine the minimum volume of water the cyclist must drink if (2)
he/she cycles for 7 hours.
1.2.2 Determine the surface area of the cylindrical section of the water (2)
bottle.
1.3.3 A cyclist decides to use a bigger bottle with a volume of 750 mℓ. (3)
How many 750 mℓ bottles of water will be needed if he/she uses a
total of 4 200 mℓ of water?
[19]
Wandile is the cook at a boarding school. He is responsible for buying fresh vegetables for
cooking.
2.1.1 Wandile wants to cover only the vegetable garden with shade- (2)
netting.
Calculate the area that the shade-netting will cover.
2.1.2 Wandile adds a 7,5 cm layer of compost to his vegetable garden. (3)
Calculate the volume of the compost added.
[5]

29
Mrs Ntanzi was told that she needed solar panels with an area of 2 m² for
the first two members in her household and thereafter an area of 0,7 m² for
each additional member.
3.1 Determine the total length (L) of the solar panels needed by Mrs Ntanzi if the
breadth (B) is 1,5 m. (6)
3.2 The hot water tank on the roof has a volume of 150 ℓ and a height (h) of
1,2 m. Calculate (to the nearest cm) the length of the radius of the tank if
3
1 ℓ = 1 000 cm . (6)
3.3 Jake's Plumbers and Electricians normally charge R12 490 to supply and
install the solar geyser. They offered a discount of R4 500 on the type of
geyser Mrs Ntanzi ordered.
Mrs Ntanzi currently pays an average of R888,83 per month for electricity.
She calculated that 45% of her electricity usage is for water heating.
She states that if she can save 45% on her monthly electricity bill, she will
be able to recover the cost of the solar geyser within two years.
Determine whether Mrs Ntanzi's statement is valid. Justify your answer,
showing ALL relevant calculations. (6)
[18]

30
4.1 Determine the scale used if the width of the tent in the picture is 45 mm. (3)
Give the scale in the form:
1 : ...
4.2 Rolls of the thick plastic are sold as follows: (9)

• 2 m wide plastic costing R20,99 per metre, including VAT
• 6 m wide plastic costing R44,99 per metre, including VAT
These rolls of plastic are sold in metre lengths only.
Alternatively, sheets of plastic can be cut to order and cost R12,24 per
square metre, excluding VAT. VAT is value-added tax calculated at 14%.
Calculate the cost of the groundsheet for the tent if the most economical
option is to be chosen.
[11]
Whenever you are working with measurement remember the following
 Always ensure that units are the same before performing any calculations
 Choose the suitable formula

31
 Substitute values on the formula and simplify

 Diameter should always be divided by 2 to be converted to a radius
 Use the value of given
 When dealing with semi circle, remember to divide the formula of circle by 2
 When dealing with complex figures, always divide it into smaller figures, calculate
the segments and add the answers together
 To determine the perimeter you add all sides and the units thereof are similar to that
of the length
 Area determined by multiplying 2 sides, the units are always squared
 The volume is determined by multiplying 3 sides, therefore the units are always
cubed
QUESTION 1: 16 minutes (Modified from Nov 2013 Paper 2)
1.1 Calculate the perimeter of ONE of the pentagonal ends of the post box. (2)
2
1.2 Calculate the total surface area ( in m ) of the post box (excluding the (5)
openings for the newspaper and letter), if the following are given:
SHAPE AREA
Pentagon 0.13 m2
Letter opening 0.017 m2
Newspaper opening 0.013 m2
(5)

32
1.3 A newspaper folded into a cylindrical shape has a diameter of 12 cm. The
2
area of the newspaper opening of the post box is 0,013 m .
Show, with calculation, whether the folded newspaper will fit in the
newspaper opening of the post box
[12]
2.1 Approximately 2,5 kg of oranges are used to make 1 ℓ of juice. The juice is
poured into 5 ℓ plastic bottles.
Determine the number of 5 ℓ bottles of juice that can be made from 400 kg of
oranges.
(3)
2
2.2 Determine the surface area ( in mm ) of an orange (2)
3
2.3 Determine the volume ( in mm ) of an orange.
The cylindrical section of a basket has a height of 25 cm and a diameter of 30
cm. The space in the cylindrical basket not occupied by the oranges is 113
3
040 mm .
Franz states that a basket can hold at most 44 oranges.
Verify, by showing ALL the necessary calculations, whether Franz's statement
is correct. (7)
[12]

33
QUESTION 1
1.1.1 Radius = 72 cm  (2)
1.1.2 K = 43cm (3)
1.1.3 Circumference = 3,14 × 144 cm

= 452,16  (3)
2
1.1.4 Area of wall = (230) – 3,14 2

(4)
36622.24
1.2.1 Minimum volume = 7 × 0,5

= 3,5 (2)
1.2.2 Surface Area 2 3.14 3.25 15.1
308.19 cm3 (2)
1.2.3 Number of 750 bottles = 5.6
(3)
He will need 6 bottles of water
[19]
QUESTION 2
2.1 Height 
(2)
7.86 cm
2.2 Percentage increase 100% (3)
20%
[5]
QUESTION 3
2
3.1 First two members will need an area of 2 m 
2 2
There are four other members who need 4 × 0,7 m = 2,8 m 
Total area 2m2 2.8m2 4.8 m2
Length 
3.2m (6)
3.2 Volume of a cylinder r2 h2

150 3.14 r2 1.2
150 000 3.14 r2 120
r2 
398.089172 cm2
r 19.95 20 cm (6)

34
3.3 Cost of supplying and installing the geyser

= R12 490 – R4 500
= R7 990 
Monthly cost of heating water = R888,83 × 0,45
= R399,97 
Saving R399,97 per month for 2 years 
Total saving = R399,97× 24 months 
= R9 599,28 
YES her statement is valid.  (6)
[18]
QUESTION 4
4.1 45 mm = 4,5 cm
Scale:
4,5 cm : 265 cm
= 1: 58,888
= 1: 58,89 (3)
4.2 6 m wide plastic:

He would have to buy 3 m (and would have lots left over).
Cost = 3 m × R44,99/m
= R134,97
Cut to order plastic:

Area = 380 cm × 265 cm
= 3,80 m × 2,65 m
= 10,07 m2
Cost (ex. VAT) = 10,07 m2 × R12,24/m2

= R123,26
Cost including VAT:

100% + 14% = 114%
∴Cost = ×R123,26
= R140,52
The most economical way of buying the ground sheet is to

(9)
buy the 6 m wide plastic
[12]

35
SESSION NO: 8
Introduction: 5 min
Discussions: 27 min
TOPIC: CONSOLIDATION [REPRESENTING AND INTERPRETING DATA]
The following should be considered when drawing graphs:
 When drawing graphs, the heading should be included, both axes should be
labelled and the units should be written
 There are spaces between the bars of a bar graph and no spaces between the bars
of a histogram
 Learners are only expected to interprete the pie chart and not to draw it
 Learners are only expected to interprete the box and whisker plots and not to draw
it
 Learners are not expected to draw the line of best fit
 Key indicators should be indicated when drawing multiple graphs
 If the information is given in millions, the millions should be included in the
calculations
 If the information is given in percentages, the actual value should be calculated
before answering the questions.
The following should be addressed when dealing with representation of data as outlined in
the examination guideline:
 Reading of values directly from the graphs

 Drawing of specific graphs from a given table (N.B. Pie chart and box and
whisker plots, should only be interpreted.)
 Estimation of values from the given graphs.
 Organising data using appropriate tables
 Deciding on the most appropriate format of representing data
 Analyse graphs and make deductions about the trends in the data
 Identify and describe the use and misuse of statistics and make recommendations
Study the given graph or table thoroughly before answering the questions,
understand the context, if the information given is in millions, remember to use
millions when calculating. If the information given is in percentages, remember to
use percentage when calculating.

36
1.1 Give India's percentage increase in health care costs during 2010. (2)
1.2 Which country's percentage increase in health care costs was 8% during (2)
2010?
1.3 Identify the country which had the highest percentage increase in health (2)
care costs during 2009.
1.4 Which country showed a decrease in health care costs from 2009 to 2011? (2)
[8]

37
2.1.1 The number of persons aged 20 years and older with no schooling increased
from 1996 to 2001.
Explain, with calculations, why the table shows a lower percentage of persons
with no schooling in 2001 compared to 1996. (5)
2.1.2 In 2011, the number of persons who were 20 years and older was
approximately 59,7% of the total South African population.
Determine the total number of persons who were younger than 20 years in
2011. (4)
2.1.3 The total population in South Africa was 44 819 778 in 2001.
If a person was randomly chosen in 2001, determine the probability that the
person's highest level of education would only be Grade 12. (3)
Line graphs representing the highest level of education for persons 20 years and older
for 1996 and 2001 have already been drawn on graph below.
2.2.1 Use the graph below and TABLE 4 to draw the line graph that represents the (6)
highest level of education for 2011.
2.2.2 Describe TWO trends in the highest level of education by comparing Grade 12 (4)
and tertiary education from 1996 to 2011.
[22]

38
PERCENTAGE HIGHEST EDUCATION LEVEL

39
3.1 Determine the percentage RDP houses built during 2010. (2)
3.2 In which year was the smallest percentage of RDP houses built? (2)
3.3 In which other year was the same percentage of RDP houses built as in (2)
2005?
3.4 Determine the number of RDP houses built during 2005. (3)
[9]

40
QUESTION 4: 18 minutes
Raesetja construction company has got a tender to build the RDP houses at Mokopane. The
box and whisker plots below represents the salaries of both part time and full time employees
(Monthly salary R100).The company had 80 part time employees and 20 full time
employees. The salaries are paid according to the type of duty done by employees.
Part time
employees
_____________________________________________________________________________________________________0
20 40 60 80 100 120
Full time
employees
4.1 Which group of employees got the lowest salary? (2)
4.2 Which of the two groups (part time and full time) earns a better salary? (3)
Explain your choice.
4.3 Calculate the Interquartile salary range for full time employees (3)
4.4 How many part time employees earn less than R3000? (3)
4.5 How many full time employees earn a salary higher than the upper quartile? (3)
4.6 Which categories of employees are earning a salary higher than the upper (2)
quartile? Name 2.
Whenever drawing graphs, remember the following:
 A heading, label both axes and fill in the units where necessary
 Spaces between the bars of a bar graph and no spaces between the bars of a
histogram
 You are only expected to interprete the pie chart and not draw it
 You are only expected to interprete the box and whisker plots and not draw it
 You are not expected to draw the line of best fit

41
Towards the end of each year, crime statistics of the preceding year are released. The
data is collected from official police reports and questionnaires handed out to a sample
of households. One of the questions in the questionnaire asked the respondents how
safe they felt walking around during daytime and after dark.
Study the graphs and data below and answer the questions that follow.
1.1 Calculate the missing value A in the second graph. (2)
1.2 Identify the percentage of respondents who felt a bit unsafe while walking
around during daytime in 2010. (2)
1.3 During which year did the largest percentage of respondents feel fairly safe
while walking around after dark? (2)
1.4 At which time of the day (daytime or after dark) did most of the respondents in
both years, 2010 and 2011, feel very unsafe while walking around? (2)
1.5 Determine the difference in the percentage of respondents who felt very safe
walking around during daytime between 2011 and 2010. (2)
1.6 Write down the ratio of the percentage of respondents during 2011 who felt very
safe walking around during daytime to those who felt very safe walking around
after dark.
Give the ratio in simplified form, rounded off to the nearest whole number. (2)
[12]

42
2.1 Calculate the percentage of days when there was intermittent rain. (2)
2.2 Determine the total number of school days when there was no rain. (3)
[5]
QUESTION 1
1.1 13 %  (2)
1.2 Switzerland  (2)
1.3 Egypt  (2)
1.4 South Africa  (2)
[8]
QUESTION 2
2.1.1 Total number of persons 20 years and older in 1996 is
21 251 533 
Total number of persons 20 years and older in 2001 is
25 472 770 
The increase in the total population from 1996 to 2001 is greater than the increase in the
number of persons with no schooling  (5)
2.1.2 Total number 20 years and older in 2011 = 30 915 706

59,7% of population = 30 915 706 
Total population = 30 915 706
59.7 %

43
= 51 785 102,18
≈ 51 785 102 
Total younger than 20 years = 51 785 102 30 915 706 (4)
= 20 869 396 
2.1.3 Number of persons with Gr 12 in 2001 = 5 200 602

= 5 200 602
44819778 (3)
= 11,6% 
2.2.1 (6)

44
2.2.2 ANY TWO possible trends:

* From 1996 to 2011 there was an increase in the number of
persons with Grade 12. 
* From 1996 to 2011 there was an increase in the number of
persons with Tertiary education. 
* The percentage increase of persons with Grade 12 is
higher than that of persons with Tertiary education. 
* There are always more persons in Grade 12 than persons with tertiary education
(4)
[22]
QUESTION 3
3.1 Houses built in 2010 = 100% – (16+15+17+16+18)% 
= 100% – 82%
= 18% (2)
3.2 2006 (2)
3.3 2008 (2)
3.4 Number of houses built in 2005 = 16% 909 275
= 145 484  (3)
[9]
QUESTION 4
4.1 Part time (2)
4.2 Full time, because of higher median (3)
4.3 R8000 – R5000 R3000 (3)
4.4 25% 80 20 (3)
4.5 25% 20 5 (3)
4.6  Professionals
 Managers (2)
[16]
SESSION NO: 9
Introduction: 5 min
Discussions: 21 min
TOPIC: CONSOLIDATION : FINANCIAL DOCUMENTS,COST PRICE & TAXATION
Teaching Suggestions:
Rebate : Is an amount deducted after annual tax has been deducted

 The older the citizen, the higher the rebate
 People younger than 60 get the primary rebate ( compulsory rebate to every ctizen)
 People above 65 qualify for both primary and secondary rebate
 People above 75 qualify for tertiary rebate(the highest rebate)
 Tax threshold is the minimum salary a person earns before tax is charged
 The people earning lower than the tax threshold do not pay tax
 Tax brackets are rates used to calculate individual tax able income, it differs
annually

45
 When working with tax brackets calculate the annual income, then identify the tax
brackets, use the rates provided to calculate the annual tax.
Hint: Ensure that learners do the following:

 Revise the conversion skills, including currency and time
 Always round off the money to 2 decimal places
 Revise the conversion skills
The following should be addressed when dealing with financial documents,

taxation and cost price as outlined in the examination guideline:
Financial documents:
 Reading information directly from the graph
 Show how VAT and total due have been calculated
 Complete table to show the cost of quantities
 Use table values to construct a graph representing the cost
 Increasing or decreasing by a given %
 Replicate the values on the bill for different electricity value
 Choose an appropriate strategy to compare electricity costs for two different
systems and draw conclusion
 Rework the answer if the initial answer changes
Taxation:
 Identify the name of the employee and the monthly income on the pay slip
 Define terms shown on the pay slip
 Read appropriate tax values and identify the individual’s tax bracket based
on their income
 Use formula provided on income tax tables to calculate the taxable income
 Calculate how the tax rebate has been calculated
 Calculating compound growth or decline
 Compare income tax over different financial periods and explain how an
individual’s tax have changed
 Analyse graphs showing changes in income tax over different time periods

46
Revise your conversion skills. Always round off the money to 2 decimal places. Read the
context before answering the questions. You should be able to convert currency and time.
You should be able to work with percentage
1.1.1 Which country had an exchange rate of US$ 0,012040 to ONE unit of its (2)
currency?
1.1.2 Which of the currencies above gives you the largest amount in US$ for (2)
ONE unit of the currency?
1.1.3 Thabo's accommodation in Zambia costs 25 976,87 kwacha. (2)

Convert this amount to US$.
1.1.4 Thabo bought goods in Ghana to the value of 1 345 cedi. (2)
Calculate the value, in rand, of the goods Thabo had bought.

47
1.2.1 Calculate the average number of shoot days it takes to produce ONE (2)
advertisement.
1.2.2. Calculate the total cost of producing advertisements in high definition if the (2)
cost per advertisement is the same as the average cost.
1.2.3 Determine how many advertisements were NOT produced in high (2)
definition.
1.2.4 In 2011, the hiring cost of equipment used for the filming of one (2)
television advertisement was 16% of the cost of producing the
advertisement. Calculate the hiring cost during 2011.
1.2.5 The average cost of producing an advertisement in 2011 was 40% more (3)
than the average cost of producing an advertisement in 2005.
Calculate the average cost of producing an advertisement during 2005.
[19]

48
QUESTION 2: 22 minutes (Modified from FS Assignment 1 2014)
2.1 What is the departure time of the earliest flight out of PE? (2)
2.2 At what time does flight SA 2060 arrive at OR Tambo? (2)
2.3 What is the duration of the flight between PE and OR Tambo on flight SA (2)
1486?
2.4 Moipone has booked flight SA 8817 from OR Tambo to Polokwane. She needs (4)
to be at OR Tambo an hour before her flight leaves for Polokwane. What is the
latest flight Moipone can take from PE if she is to catch flight SA 8817? Explain
how you get your answer.
2.5 After landing at Polokwane airport, it takes Moipone 45 minutes to disembark, (4)
to retrieve her luggage and to collect the rental car. The 110 km drive from
Polokwane airport to Thohoyandou takes one hour and 30 minutes. At what
time will Moipone arrive in Thohoyandou?
The company from which Moipone will hire a car on 10 April after landing at
Polokwane airport supplied her with the following information:
Vehicle 1-6 days 7-13 days 14-29 days

L H L H L H
V.W Polo vivo 288 303 275 290 250 263
Kia Rio 311 329 299 315 271 285

49
 Prices are per day in ZAR (South African Rand).

 A day is 24 hours or part thereof.
 Unlimited kilometres
 2 Seasons:
 H = High: 1 Nov 2013 – 30 April 2014
 L = Low: 1 May 2014 - 31 October 2014
2.6 If Moipone intends to fly back to PE on 13 April 2014 and she decides on hiring
the Kia Rio, calculate what it will cost her to hire the car to drive from Polokwane
airport to Thohoyandou and back. (4)
[18]
Rodney's wife is 66 years old. Her taxable income for 2012 was R315 054.
The amount of tax payable is calculated using the following table:
TABLE 3: Tax calculation table RATES OF TAX

TAXABLE INCOME (in rand)
(in rand)
0 to 160 000 18%
160 001 to 250 000 28 800 + 25% of the amount above 160 000
617 001 and above 178 940 + 40% of the amount above 617 000
[Source: www.sars.gov.za on 17 November 2012]
Taxpayers qualify for:

• A primary rebate* of R11 440
• An additional rebate* of R6 390 if they are 65 years or older
3.1 Calculate her monthly rebate (3)
3.2 Determine the monthly tax payable by Rodney's wife (7)

[10]
A construction company who built a number of RDP houses employed workers for
8 hours per day working a 5-day week. They were paid a normal rate of R40 per hour.
Determine the normal weekly wage per employee.

Use the formula:
Weekly wage (in rand)
= number of days worked × number of hours per day × rate per hour

50
4.1.1 The owner paid the employees an overtime rate of R50 per hour. (2)
4.1.2 Write the ratio of the overtime rate to the normal rate in simplified
form. (2)
4.2 If one of the employees received R350 for overtime worked in a

given week, determine the number of hours he worked overtime. (2)
4.3 Ferdi planned to take 2 hours unpaid leave, but still wanted to earn a
weekly wage of R1 920. If he worked 38 normal working hours, calculate
how many hours he had to work overtime to earn this wage.
Use the formula:
Number of overtime hours
= weekly wage − (number of normal working hours × 40)
50 (3)
[9]
 Rebate : Is an amount deducted after annual tax has been deducted

 The older the citizen, the higher the rebate
 People younger than 60 get the primary rebate ( compulsory rebate to every ctizen)
 People above 65 qualify for both primary and secondary rebate
 People above 75 qualify for tertiary rebate(the highest rebate)
 Tax threshold is the minimum salary a person earns before tax is charged
 The people earning lower than the tax threshold do not pay tax
 Tax brackets are rates used to calculate individual tax able income,it differs
annually
 When working with tax bracketscalculate the annual income,then identify the tax
brackets ,use the rates provided to calculate the annual tax.
Longhorn Heights High School needs R7 000,00 to buy a new computer. The finance
committee decides to sell raffle tickets to raise funds. A food hamper donated by one of
the school's suppliers will be the prize in the raffle.
A raffle is a way of raising funds by selling numbered tickets. A ticket is randomly drawn
and the lucky ticket holder wins a prize.

51
The committee decides to sell the raffle tickets at R2,00 each. The tickets will be
divided evenly amongst a number of ticket sellers.
1.1. Write down a formula that can be used to calculate the
number of tickets to be given to each ticket seller in the form:
Number of R2,00 tickets per seller = … (2)
TABLE 2 below shows the relationship between the number of ticket sellers and the
number of tickets to be sold by each seller.
TABLE 2: Sale of R2,00 raffle tickets

Number of ticket sellers P 20 25 35 50 100 125 140
Number of tickets per seller 250 175 140 100 70 35 Q 25
1.2.1 Identify the type of proportion represented in TABLE 2 above. (2)
1.2.2 Calculate the missing values P and Q. (4)
1.2.3 Use the information in TABLE 2 or the formula obtained in QUESTION 1.1 to
draw a curve on ANNEXURE A to represent the number of ticket sellers and
the number of tickets sold by each seller. (4)
The finance committee changed their plan and decided to sell the tickets at R5,00 each
instead.
1.3.1 Give a possible reason why they made this decision. (3)
1.3.2 State ONE possible disadvantage of increasing the price of the tickets. (2)
1.3.3 Draw another curve representing the number of ticket sellers and the
number of R5,00 tickets sold by each seller on the graph paper below. Show
ALL the necessary calculations. (8)
1.3.4 Use your graph, or otherwise, to calculate the difference between the
number of R2,00 and R5,00 tickets that must be sold by 70 ticket sellers,
assuming the ticket sellers sell all their tickets. (3)
[26]

52
Question 1
1.1.1 Kenya  (2)
1.1.2 Ghanaian cedi  (2)
1.1.3 25 976,87 Zambian kwacha = 25 976,87 × US$ 0,000189
= US$ 4,91  (2)
1.1.4 1 345 cedi = 1 345 × R4,41000 
= R5 931,45  (2)
1.2.1 Average = shoot days 1760
640 (2)
= 2,75 shoot days 

53
1.2.2 Total cost = 219 × R1 349 531  (2)

= R295 547 289 
1.2.3 640 – 219 
= 421  (2)
1.2.4 Hiring cost = 16% of R1 349 531 
= R215 924,96 (2)
1.2.5 Average cost in 2011 = 40% more than average cost in 2005
= 140% × average cost in 2005 
Average cost = R1 349 531 
(3)
= R963 950,71 
[19]
Question 2
2.1 06:10 (2)
2.2 09:55 (2)
2.3 Duration from 12:25 to 13:00 = 0h 35 min
From 13:00 to 14:15 = 1h 15 min 
 (2)
2.4 Flight SA 8817 departs at 14:20, 

Tambo at 13:20 or earlier. 
The latest flight she can catch from PE is SA 406 , arriving at OR
Tambo at 12:30  (4)
2.5 SA 8817 lands at Polokwane at 15:20 
15:20 + 45 min = 16:05 
16:05 + 1h 30 min
= 17:35  (4)
2.6 Moipone will use the car for 4 days in High season

= R1 316 (4)
[18]
Question 3
3.1 Monthly tax rebates = R11 440 R6390 (3)
= R17830/12
= R1485.83
3.2 Tax(before rebate)
= R51 300 + 30% × (R315 054 – R250 000) 
= R51 300 + R65 054
= R51 300 + R19 516,20 
= R70 816,20 
Tax payable (after rebate)
= R70 816,20 – R11 440,00 – R6 390 
= R52 986,20 
Monthly tax = R52 986,20 /12 = R4415.52 (7)
[10]

54
Question 4
4.1.1 Weekly wages per employee = 5× 8× R40 
= R1 600  (2)
4.1.2 overtime rate : normal rate = R50 : R40

= 50 : 40 
=5:4 (2)
4.2 Number of overtime hours = 
= 7 hours (2)
4.3 –
Number of overtime hours = 
= 
= 8 (3)
[9]
SESSION NO: 10
Introduction: 5 min
Discussions: 27 min
Teaching Suggestions:
 Maps ,scales and direction should be studied to ensure that one knows the
destination
 Finances to be used should be budgeted for, information about the travelling costs,
accommodation, catering and entertainment fee, should be planned in advance.
 Weather conditions should be considered for the correct choice of clothes , this will
result in determining the probability.
 Measurement of the distance and time should be done in advance to be able to
estimate the speed to be used, the time of departure and destination.
The following should be considered when dealing with planning a trip as outlined in the
CAPS document:
This section integrates, measurement, finances, maps and scales and probability
topics
Time:
 Record time values and perform calculations
 Interpret time values on a bus time table to determine the departure, arrival
and travelling times
 Perform time calculations in conjunction with maps and other travelling
resources
Maps:
 Identify names of towns and national roads to be travelled between two
locations

55
 Use distance values on the map to determine the travelling distance between
two locations
 Provide set of directions to travel between two locations
 Estimate travelling times between two locations
 Identify a possible route between two locations on a map and calculate the
distance between the two locations
 Critique a possible travel route in relation to distance and estimate travelling
times
 Make decisions about appropriate stopping points during ajourney
Finances:
 Identify the exchange rates between two currencies
 Perform currency conversions ,considering exchange fees charged by the
banks
 Use a given exchange rates to determine the value of one currency
 Financial costs for a particular trip
 Construct a budget for a large fundraising event
Probability:
 Identify the percentage chance of rain for a particular from a weather report
in a news paper
 Explain whether or not a particular rainfall prediction indicates that it is more
or less likely to fall
 Analyse a table of rainfall data for a town and make prediction about the
chance of rain in that town during a particular month during the year.
TOPIC: CONSOLIDATION: PLANNING A TRIP
Learner Note: You should be able to work with maps, time and distance when
answering these questions. Be able to interpret maps and tables.
QUESTION 1: 16 minutes (Modified from NSC Feb/Mar 2013 Paper 1)

56
Refer to the map below and answer the following questions
1.1 Write down the cut-off time at Boyes Drive. (2)
1.2 Identify TWO sponsors indicated on the map below for this cycle tour. (2)
1.3 According to the map, if a cyclist reaches Perdekloof, he/she still has to cycle
52,2 km to finish the cycle tour.
How many kilometres has he/she already cycled? (2)
1.4 If a cyclist has only 30 km left to complete the cycle tour, what was the
last cut-off point that he/she has passed? (2)
1.5 Determine the distance between the Steenberg cut-off point and the
Noordhoek cut-off point. (2)
1.6 Determine the time (in hours) it will take a cyclist to finish the cycle tour if
his/her average speed for the whole cycle tour was 15,9 km/h.
Use the formula:
Time Distance covered
Average speed (2)
[12]

57
MAP OF THE ROUTE OF THE CAPE ARGUS CYCLE TOUR

The map below shows the names of the six different cut-off points and the distance still left
to cycle from that point to the end of the cycle tour.

58
2.1 What type of proportion is represented by the graph above? (2)
2.2 Determine the monthly petrol cost per person if Leslie shares the petrol costs
with SEVEN colleagues. (2)
2.3 Determine the number of people sharing the cost if the monthly cost per
person is R800. (2)

59
2.4 Write down a formula that Leslie can use to calculate the monthly petrol costs
per person sharing with him, in the form:
Monthly petrol cost per person = ... (2)
[8]
3.1.1 Write down an equation which can be used to calculate the cost of hiring m
twin rooms. Only one person will be staying in each twin room. (2)
3.1.2 Determine, with calculations, the minimum number of each type of room they
will need to book. (4)
3.1.3 Ms Nana estimated that the accommodation will not cost more than R400 per
person for the weekend.
Verify, showing all calculations, whether or not her estimation is correct if the
cost is to be kept to a minimum. (9)
Ms Nana used a street map of Pretoria to travel around the city. The street map, together
with the recent street name changes, is given below. Some of the roads are one-way roads
(traffic travels in one direction only). Use the map to answer the following questions:

60
3.2.1 Write down the grid reference for the Steve Biko Hospital. (2)
3.2.2 In which general direction is Hospital Hill from the Union Buildings? (2)
3.2.3 Write down the name of a road on the map where the traffic travels in the
opposite direction to the traffic in Steve Biko Street. (2)
3.2.4 Ms Nana drove the minibus from the Arcadia Hotel in Johannes Ramohoase
Street to her friend's house in Tenth Avenue.
Describe in detail the route she took to the house. (4)
[25]

61
PRETORIA STREET MAP
Ms Nana’s friend’s house

62
Maps ,scales and direction should be studied to ensure that one knows the destination
 Finances to be used should be budgeted for, information about the travelling costs,
accommodation, catering and entertainment fee, should be planned in advance.
 Weather conditions should be considered for the correct choice of clothes, this will
result in determining the probability.
 Measurement of the distance and time should be done in advance to be able to
estimate the speed to be used, the time of departure and destination.
QUESTION 1: 15 minutes (Modified from NSC Feb/March2012 Paper 1)

63
1.1 Determine the total number of gallons of fuel that are in the two fuel tanks
if both of them are full. (2)
1.2 Estimate how many gallons of fuel are still in the LEFT TANK of the
aeroplane. (2)
1.3 Estimate how many gallons of fuel will be needed to fill the RIGHT TANK
of the aeroplane. (2)
1.4 Convert 18 gallons to litres where 1 gallon = 4,546 litres. (2)
1.5 Determine the cost of 15,76 litres of fuel if fuel costs R9,92 per litre. (2)
1.6 The fuel price which was R9,92 per litre, decreased by 86 cents per litre.
Calculate the percentage decrease. (3)
[13]
QUESTION 2: 16 minutes (Modified from NW Assignment 1 2014)
The Nkosi family (two adults and three children) lives in Bontheuwel. They needed to
travel by train to Cape Town for a weekend.
A portion of the Cape Town Metro Rail train route map is given on ANNEXURE A.
Use the train route map (on ANNEXURE A) to answer the following questions.
2.1.1 In which general direction is Cape Town from Bontheuwel? (2)
2.1.2 List the shortest route that the train takes from Bontheuwel to Cape Town,
naming ALL the stations the train passes. (3)
2.1.3 Thomas, Mr Nkosi’s cousin, from Nyanga plans to visit the family during the
Easter holidays. The day, on which he is planning to visit, there will only be
evening trains to Phillipine and Lavistown. On which station will you advise
him to go to and why? (3)

64
Mr Nkosi receives a call from an old friend, Mr Jansen who informs him that he is in
Cape Town with family. Mr Jansen then invited Mr Nkosi and family to join him and
spend the night at Mount Nelson Hotel. Mr Jansen paid all the hotel expenses.
Mount Nelson Hotel is located

at 76 Orange Street, Cape
Town, 8001, South Africa
2.2 The distance from Cape Town railway station to Mount Nelson Hotel is 1,7km
which can be travelled at an average speed of (5)20km/h due to the busy
streets of Cape Town. Mr Nkosi uses the formula (Distance = Speed × Time) to
calculate the time that can be taken to reach the hotel. He discovers it will take
0,085hours. Mr Jansen does not understand exactly when Mr Nkosi’s family
will be at the hotel. Express the time in terms of hours, minutes and seconds
for Mr Jansen to understand. (5)
[13]

65
ANNEXURE A
QUESTION 1
1.1 11:45  (2)
1.2 Cape Argus and Pick’n Pay  (2)
1.3 110 km – 52,2 km = 57.8 km (2)
1.4 Noordhoek  (2)
1.5 Distance = 90,7 km – 31,9 km = 58.8 km (2)

66
1.6 Time = = 6.918 6.92 hrs (2)

[12]
QUESTION 2
2.1 Inverse OR Indirect (2)
2.2 R300 (2)
2.3 3 (2)
2.4 Monthly petrol costs per person
= R2 400 ÷ number of persons  (2)
[8]
QUESTION 3
3.1.1 Cost (in rand) = m × (375 + 150)  (2)
3.1.2 There are seven learners under 18 years old. 
This would mean that 4 family rooms can be booked. 
Four family rooms could accommodate 16 people in total.
The teacher can book one twin room since the teacher will not share a
room. 
Minimum number of rooms needed is 4 family rooms and 1 twin room. (4)
3.1.3 Cost per night for one twin room = 1 × (R375 + R150)
= R525 
Cost per night for four family rooms =R679 × 4
= R2 716 
Cost per night for accommodation = R525 + R2 716 
= R3 241 
Total cost for two nights = R3 241 × 2
= R6 482 
Cost per person = R405,13 
(9)
Mrs Suzman estimation is INCORRECT 
3.2.1 B2  (2)
3.2.2 North West (2)
3.2.3 Hamilton Street (2)
3.2.4 From the Hotel, turn left into Proes St. 
At the intersection of Proes and Beatrix St, turn right into Beatrix St. 
Continue on Beatrix St, which later becomes Voortrekkers St
Travel until the intersection of Voortrekkers and Jacobs St. 
Turn right into Jacobs Street and right into Tenth Ave.  (4)
[25]

Ssip 2014 Mathematical Literacy Sessions 5-10 Teacher Notes CH3

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1

SECONDARY SCHOOL IMPROVEMENT PROGRAMME

SUBJECT: MATHEMATICAL LITERACY

© Gauteng Department of Education

MEASURING WEIGHT AND QUARTILES

PERIMETER,VOLUME AND AREA

CONSOLIDATION: REPRESENTING AND

© Gauteng Department of Education

TOPIC: MAPS AND SCALES

© Gauteng Department of Education

 Interprete a given set of directions

SECTION A: TYPICAL EXAM QUESTIONS

QUESTION 1: 11 minutes (Taken from NSC Feb/March 2012 Paper 1)

Use the map to answer the following questions:

© Gauteng Department of Education

Use the formula: Average speed =distance travelled

MAP OF SOUTH AFRICA SHOWING THE NATIONAL ROADS

2.1 In which general direction is George from Klerksdorp? (2)

© Gauteng Department of Education

Use the layout above to answer the questions that follows:

3.1 Which entrance is north of Parking area 1? (2)

© Gauteng Department of Education

QUESTION 4:12 minutes (Taken from NSC Feb/March 2013 Paper 2)

The map below shows the coastline of South Africa.

© Gauteng Department of Education

QUESTION 5: 22 minutes (Modified from NSC Feb/March 2012 Paper 2)

© Gauteng Department of Education

TRAIN FARES IN RAND

SECTION B: NOTES ON CONTENT

2 Types of scales are used when dealing with maps:

© Gauteng Department of Education

 Convert the relationship to number scale

 Resizing of the map affects the number scale

SECTION C: HOMEWORK QUESTIONS

QUESTION 1: 15 minutes (Modified from NSC Nov 2013 Paper 1)

Hloni works in a laboratory where bacteria cultures are grown.

Use the table below to answer the following questions:

1.4 The scale used on the layout plan is 1 : 58. (2)

© Gauteng Department of Education

SECTION D: SOLUTIONS FOR SECTION A

© Gauteng Department of Education

1.3 North West (2)

© Gauteng Department of Education

Scale is 1: 12 500 000 

© Gauteng Department of Education

TOPIC: MEASURING WEIGHT AND QUARTILES

 The lower quartile is 25%

5th 25th 50th 75th 95th

© Gauteng Department of Education

 Read values from the graph

SECTION A: TYPICAL EXAM QUESTIONS

USE THE GROWTH CHARTS BELOW [ANNEXURE A AND ANNEXURE B] TO

QUESTION 2: 27 minutes (Modified from DBE CAPS material 2013)

© Gauteng Department of Education

BMI FOR AGE PERCENTILE RANGE WEIGHT STATUS

The formula : BMI weight

QUESTION 3: 25 minutes (Modified from WC Assignment 1 2014)

Mr Sonn is a grade 12 Mathematical Literacy teacher at Commodore High School. He

© Gauteng Department of Education

3.1 Estimate the median for 12C. (2)

© Gauteng Department of Education

BMI-FOR-AGE GROWTH/HEALTH CHART

© Gauteng Department of Education