GAUTENG DEPARTMENT OF EDUCATION

EKURHULENI NORTH DEPARTMENT

MATHEMATICS

PLC :Tembisa /Daveyton/ Wattville

Date:5,6,12,13 and15 August 2019

 AGENDA
1.Welcome
2.Vision and Mission
3.Presentation and discussion 2019
term 2 results
4.Findings on Moderation of term 2
school based exam papers submitted.
5. Counting stick for learning
multiples.
 GDE VISION AND MISSION
Vision
Every learner feels valued and inspired in our innovative education system

Mission
We are committed to provide functional and modern schools that enable
quality teaching and learning to protect and promote the right of every learner
to quality, equitable and relevant education.

Values (L-Impact)
Learner Focused
Integrity
Motivated
Passionate
Accountable
Committed
Truthful
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EN DISTRICT MOTTO
FAIRNESS

FIRMNESS

FRIENDLIN
ESS

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CLI MOTTO

DELIVERING EXCELLENCE TO SCHOOLS

5
GAUTENG ROAD MAP 2019-
2014

Five Year Strategic Goals and

Priorities for Education and
Youth Development

6
STRATEGIC GOALS PRIORITIES
Strategic Goal 1: Priority 1
Early Childhood Development • Complete the universalisation of grade R and begin
(ECD) preparations for the introduction of grade RR
Strategic Goal 2: Promote Priority 2
Quality Education across all • Strengthening Foundations across all classrooms and
classrooms and schools schools
Priority 3
• Defending the ‘Crown’ continuing the improvement of
quality education in Grade 10-12
Priority 4
• Expand and Enhance Schools of Specialisation
Priority 5
• Provincial, national, regional and International
Assessments
Priority 6
• Skills for a Changing world including Technical High
Schools
Priority 7
• Fourth Industrial Revolution, ICT and e-learning
Priority 8
• Expand Access to Special schools and improve the quality
of programmes for learners with Special Educational
Needs
STRATEGIC PRIORITIES
GOALS

Strategic Goal 3: Priority 9

Create safe schools • Safe schools and Social Cohesion
that embody Social Priority 10
Cohesion, • School Sports: Tournaments , Soccer, Rugby, Cricket, netball and
patriotism and non- Athletics
violence Priority 11
• School health, Anti-drugs programme, Girl child support and Guidance

Strategic Goal 4: Priority 12

Change the • Twinning and resource Optimisation, small schools and normalization of
Education grade structure of schools
Landscape to Priority 13
accelerate relevant • New Improved Infrastructure_ Adhering to national Norms and
and quality learning standards: Eradication of Mobile schools , Acceleration of school
maintenance and Mitigating climate change effects, creation of new
health centres
Priority 14
• Reposition principals and Education Development and Support
Priority 15
• Increase and Intensify SGB support and Advisory work
STRATEGIC GOALS PRIORITIES

Strategic Goal 4: Change the Priority 16

Education Landscape to • Improve District support and labour Dispute
accelerate relevant and quality resolution mechanism
learning Priority 17
• Resolve Education Disputes and Implement
Resolutions : Intervention Unit
Strategic Goal 5: Priority 18
To address the needs of Gauteng • Develop a Master Skills programme aligned to
Youth through development skills required by the 4th Industrial Revolution
programmes & increasing youth Priority 19
Employability • Continue with the Bursaries programme
targeting the poor and critical skill
Priority 20
• Promote Young Writers and Publications for Use
in Schools
 Programmatic Indicate top 5 priorities that are ambitious, targeted and
responses deliverable in immediate context and full term context (Priority
1/5)
Programme 5-year priorities 1-year priorities
(Strategic Goal)
1. Early Childhood 1. Complete the universalisation of Grade R • Close the gaps on schools
Development and begin preparations for the introduction offering Grade R
  of Grade RR • Pilot ECD centre design
• Migration of ECD • Focus on improving the
• Complete the Universalisation of Grade R quality of language and
• Begin the planning and resourcing for the numeracy skills to improve
introduction of Grade RR success in grade 1
• Deal with quality in Grade R promoting
language and maths skills
2. Provide Quality 2. Defending the “crown” – continuing the • Intensify in school learner
Education improvement of quality learning in the FET support
Band to matric • Strengthen drop in support
• Remain the leading province - improving across the districts
grade 12 • Implement SSIP camps for at
• performance including bachelors and MST risk learners and schools
(including Grades 10&11)
 Programmatic Indicate top 5 priorities that are ambitious, targeted and
responses deliverable in immediate context and full term context
(Priority 2/5)
Programme 5-year priorities 1-year priorities
(Strategic Goal)
2. Provide Quality 3. Strengthening Foundations across all • Lift and strengthen the
Education (cont) GET Grades (Gr 3, 6, 9 Literacy and programmes in the foundation
Numeracy focus) phase and Intersen phases to
• Re-introduce Literacy and focus on getting reading and
mathematics components into the numeracy right
foundation phase, coaching mentoring • Introduce an agreed system of
• Reading revolution coaching and mentoring for
teachers
4. Expand and enhance Schools of • Continue to support the SOS
Specialisation already opened
• Expand access to Schools of • Expand the number of SOS as
Specialisation by increasing the planned
number from 17 to 35 schools • Begin supplementary programmes
including adding boarding facilities that lead to multi-certication
5. Provincial, National, Regional & • In 2019 the province will participate
International Learner Assessments  in the TIMSS study as a
• Be competitive in national and benchmark study - province will
international testing have its won report
• Increase participation in competitions • Identify talents learners across
like Mathematics Olympiads schools and support them in
Olympiads or similar programmes
 Programmatic Indicate top 5 priorities that are ambitious, targeted and
responses deliverable in immediate context and full term context
(Priority 2/5)
Programme 5-year priorities 1-year priorities
(Strategic Goal)
2. Provide Quality 6. Skills for a Changing world including • Stabilise and reposition the
Education technical high schools current 48 technical high
(continued) • Every district to have technical schools schools
easily accessible to all learners • Plan to expand where
• Deal with multi-certification including accessibility is low
coding, K53 • Implement the technical
vocational curriculum in the pilot
schools
  7. Fourth Industrial Revolution, ICT and E- • Complete the rollout to Grade
learning 10 and begin the process of
• Build on the expansion to complete the rolling out to Grade 9
rollout to township high schools • Identification and
• Teacher development to focus on skills implementation of courses with
for the 4th industrial revolution certification eg. K53, coding
8. Expand access and quality in the special • Ensure that there is no backlogs
schools’ sector and quality of programmes in accessing special schools by
for learners with special education needs learners
• Every learner to be in school with their • Strengthen and consolidate the
disabilities expansion of services at LSEN
schools
Rationale for the GET strategy

DEFENDING THE CROWN

#1/90/40/80
Improving the Quality of Teaching,
Learning the GET Band (Grade1-9)
for improved Learner performance.

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14
 Mathematics Stats for term 2

PASS % Average Pass % Average

Target

Gra Common Common SBA/ Composite SBA/

de Assessment Assessment Composite
s
Maths 2019 T2 T4 T2 T4 T1 T2 T3 T4 T1 T2
Gr 1 100 89.2 67.4 94.2 92.6 67.6 69.3
Gr 2 100 92.4 67 93.9 94.4 69.4 68.7
Gr 3 100 86.6 59.5 90.7 90.9 65.2 63.2

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 TRACKING OF PROGRESSED LEARNERS

• The improvement shown by most retained learners

continue to support the theory that an opportunity to
repeat a grade in this phase is of great benefit to a
learner.
• Of great concern: progressed learners made very
little or no progress.
• Supporting progressed learners and ensuring they
make progress is a Provincial priority and the
responsibility of every educator, HoD, Deputy and
Principal.
• The intervention sessions should be
monitored by management to ensure quality
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COMPARISON: DISTRICT TARGET WITH GRADE PASS % FOR TERM 1
Grad Distric T1 PASS T1 PASS T1 PASS T1 PASS T1 PASS T 2 PASS
e t % 2015 % 2016 % 2017 % 2018 % %
target 2019 2019
1 90 80.3% 85.4 83.7 82.7 83.2 82.6
2 90 75.7% 85.7 81.2 80.9 80.1 82.3
3 90 78.9% 86.3 82.5 80.9 79.9 81.8
4 90 79,46 74.91 73.2 72.8 71.4
5 90 79,85 74.16 76.5 75.7 76.3
6 90 81,68 75.69 77.2 77.2 76.1
7 90 62,12 74,39 74,66 76.1 73.98
8 90 61,98 56,20 55 63.5 52.27
9 90 61,83 57,13 56,40 57.9 51
10 90 49 58 62.2 62.2 60
11 90 69 71 74.35 71.6 70
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12 92 80 85 80.07
Discussion of implementation of intervention plans
• Based on your class results do analysis on
topics that need attention
• Plan on how this will be addressed
• Plan must indicate the topic ,date and the
result after the intervention
• Focus should be on learners not achieving

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School visit expectations
• Teacher files should be available. It must
include assessment as well as lesson plans
• Learners books and DBE workbooks and any
other books that your school uses
• Stats for mathematics for term one and 2
must be in the file
• Intervention plans ,support books or evidence
of support
• Stats for the grade indicating teacher in the
grade performance level
• Measures planned to address problem areas
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 Diagnostical Analysis-
Assessment Issues including diagnostical and statistical analysis
In-depth evaluation with a relatively narrow scope of analysis, aimed at
identification of a specific condition or problem. 
Name No Names Numberline Story sums Half and
s double
Bongi

Statistical Analysis
Statistics is a branch of mathematics dealing with data collection,
organization, analysis, interpretation and presentation. e.g form from sa

No Learners achieving at -----Level

Level Level Level Level Level Level Level

1 2 3 4 5 6 1

8 9 20 8 4 6 5

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Assessment for term 3
• Remember
• Grade 1,2 and 3 will do their own cycle one
and two assessments
• Copy of the quality assured question paper
must be available as evidence.
• Develop the question paper the ter before or
in week one and put away in readiness for the
week required

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 Mathematical demand

Four Levels of MATHEMATICAL DEMAND and Weighting

Written Assessments Aligned to Blooms Percentage Marks

Knowledge (Remembering) recall 25% 13

Procedural Simple applications, 45% 22

(Understanding & applying) calculations
Complex Procedural Problem solving, 20% 10
(Analysing, evaluating & creating) higher order reasoning

Problem Solving Unseen non-routine 10% 5

(Remembering, Understanding, problems, higher order
applying, analysing, evaluating & understanding
creating)
Total 100% 50
marks
Mental Maths Challenge

LEVEL DATE VENUE

School Level 15-19 July 2019 School
Cluster Level  Cluster Level  Cluster Level
Benoni Cluster 7 August 2019 Ls Rynfield
Kempton Park Cluster 7 August 2019 Aston Manor Prima
Tembisa Cluster 7 August 2019 Tersia King Academy
Germiston/Bedfordview/ 7 August 2019 Nobel Primary
Edendale
District Level 9 September 2015 Matthew Goniwe
School level Grade 1&2 12 -16 August 2019 School

District Awards 18 September 2019 To be confirmed

Provincial level 16 October 2019 Sci-bono
Provincial Awards Sci-bono

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 MST Schools Numeracy Challenge
Thepisa Primary
Tlamatlama Primary
Nqubela Primary
Khulasizwe Primary
Marhulana Primary
Daveyton Intermediate

Level Date Venue Duration Time

School Level 12-16 August 2019 School 45 Min Maths
Period
District level 9 September 2019 Matthew 45 Min 8h30
Goniwe
Benoni
Provincial 16 October 2019 Sci –Bono 45 Min 8h30
Level

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 MST WORKSHOPS

Day Date Topic Phase Venue

SAT 17 Aug-19 Measurement F Phase Wordsworth

High

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Games Workshop
Schools that received games
• Dominoes
• Chess
• Rummikin
• Suduko
Workshop for these games will take place on the
Date:12 September 2019
Time: 2h30
Venue: To be confirmed

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Counting stick for learning multiples

GDE Materials support

Hamsa Venkat & Mike Askew

Counting in 2’s, 3,s, 4’s ,5’s 10,s etc

Problem

All the schools we go we are finding the same problem

Children cannot physically count in 2,s 3,s 4,s etc

Action
Concentrated efforts must be made to get children to count in
2s,3,s,4,s etc with physical objects
 Developing fluency: Choose a multiple
3

29
 Developing fluency
3

What are two groups of 3?

[Listen for double 3]

30
 Developing fluency
3

3 6

31
 Developing fluency
3

3 6

What about four groups of 3?

[Listen for double 6]

32
 Developing fluency
3

3 6 12

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 Developing fluency
3

3 6 12

And now, eight groups of 3?

[Listen for double 12]

34
 Developing fluency
3

3 6 12 24

35
 Developing fluency
3

3 6 12 24

Now ten groups of 3?

[Multiplying by ten is easy in our
base ten number system]

36
 Developing fluency
3

3 6 12 24 30

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 Developing fluency
3

3 6 12 24 30

If ten 3s equals 30, what is five 3s?

[Listen for half of 30]

38
 Developing fluency
3

3 6 12 15 24 30

39
 Developing fluency
3

3 6 12 15 24 30

Let’s fill in three 3 and six 3s now.

[Listen for 3 more than 6 and 3 more
than 15 or six 3s is double there 3s]

40
 Developing fluency
3

3 6 9 12 15 18 24 30

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 Developing fluency
3

3 6 9 12 15 18 24 30

Nine 3s and then seven 3s?

[Listen for phrases like ‘Three less
than 30’ and ‘Three more than 18’]

42
 Developing fluency
3

3 6 9 12 15 18 21 24 27 30

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 Change the multiple number!
17

17

44
 Can change the multiple number!
17

17 34 51 68 85 102 119 136 153 170

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