How to use this Teacher’s Guide
The Oxford Successful Mathematics Teacher’s Guide covers all Mathematics content and provides rich resources to ensure complete curriculum coverage and the successful development of mathematical concepts and skills in Grade 9. The Teacher’s Guide supports you by providing support and information on how to teach the subject. Some of the features you will find in the Teacher's Guide include the following:
Instructional time allocation The instructional time in the Senior Phase is as follows: Subject
Home Language
First Additional Language Mathematics
Natural Science Social Sciences Technology
Economic Management Sciences Life Orientation Creative arts Total
The CAPS for Mathematics
Each CAPS document provides: • an overview of topics and content areas for its subject (see below), • the weighting prescribed for each content area (see below), and • a teaching plan for the subject (see Section C–Planning and assessment).
The following content areas comprise the Senior Phase Mathematics curriculum: • Numbers, Operations and Relationships; • Patterns, Functions and Algebra; • Space and Shape (Geometry); • Measurement; and • Data Handling.
Each content area has a prescribed weighting to ensure complete curriculum coverage. Content Area
Numbers, Operations and Relationships Patterns, Functions and Algebra Space and Shape (Geometry) Measurement
Data Handling (Statistics) Total
Grade 7 30% 25% 25% 10% 10%
100%
Grade 8 25% 30% 25% 10% 10%
100%
Grade 9 15% 35% 30% 10% 10%
100%
4,5 3 3 2 2 2 2
27,5
Teaching hours per week 5 4
Total hours per term 50 40 45 30 30 20 20 20 20
275
• Defining the subject, CAPS and teaching terminology for the teacher.
8
Section 1: Guidelines to teaching in the Senior Phase
Chapter 17 Programme of Assessment
• Providing Formal Assessment Tasks as required by the CAPS.
This chapter provides all the resources you need to ensure your learners meet the requirements for promotion. • Two options for each of the required formal programme of assessment tasks. • Exemplar exams for learners to use to practise for their exams. These exemplars are in the Learner’s Book with the memoranda supplied in this section of the Teacher’s Guide.
• Control tests for you to use as part of the POA, along with the memoranda. • A June and a December exam paper, with memoranda. The following table lays out the programme for you.
Term Task 1 Assignment 1 Control Test 1 2 Investigation 1 Control Test 2
June Exemplar Examination
3
Option 1 Numbers and fractions Option 2 Algebra
Numbers and integers; fractions, exponents, patterns and relationships, algebra 1
Option 1 The properties of quadrilaterals Option 2 Congruency
Constructions and 2D shapes and lines Exemplar paper for revision purposes
June Examination Chapters 1–8 Assignment 2
Investigation 2 SECTION 2 Planning and assessment
Planning Types of planning tools
The following planning tools are provided: • A teaching plan • A sample lesson plan
Teaching plan for Mathematics Grade 9
This teaching plan shows: • the pacing of the topics for the course by term; • where to find the relevant content and activities in the Learner’s Book; and • when Formal Assessment takes place, cross−referenced to suitable activities in the Learner’s Book.
This teaching plan follows the time allocations as set out in the CAPS for Mathematics. It assumes six hours of teaching per week.
Term Content/topics (as per CAPS)
1 Whole numbers Integers
Learner’s Book
Chapter 1 Units 1–5
Chapter 1 Units 6–9
Common fractions Chapter 2 Units 1–2, 6
Decimal fractions Chapter 2 Units 3–5
Exponents
Numeric and geometric patterns
Functions and relationships
Algebraic expressions
Revision 6 End of term test
Chapter 4 Units 1–2
Chapter 4 Units 3–4
Chapter 5 Units 1–3
Algebraic equations Chapter 5 Unit 4
LB pp.
TG pp.
Time allocation 11–34 28–43 4,5 hrs 35–62 43–58 4,5 hrs 63–77 59–67 4,5 hrs 78–91 68–76 4,5 hrs Chapter 3 92–116 77–98 5 hrs 117–127 99–109 4,5 hrs 128–138 109–115 4 hrs 140–155 116–127 4,5 hrs 156–165 127–134 5 hrs 4 hrs How this course works 1 hr
Informal in-class assessment
Informal in-class assessment
Informal in-class assessment
Informal in-class assessment
Assignment option for POA LB p. 428
Informal in-class assessment
Formal assessment Section 2: Planning and assessment 11
Informal in-class assessment
Assignment option for POA LB p. 427
Assessment Control Test 3 4 Assignment 3 Project
December Exemplar Examination
December Examination
Option 1 Algebra Option 2 Graphs Option 1 Graphs
Option 2 3D objects
Functions and relationships; algebra 2; graphs; surface, area and volume
Option 1 3D objects Option 2 Probability
Option 1 Using transformations in design Option 2 Data
Exemplar paper for revision purposes Chapters 9–16
446 447 448 450 452
429 431
433
438 439 441 444
Learner’s Book page
427 328
Teacher’s Guide page
313 314 315
319 320 321 324
327 336 336 338 340 341
345 346 347 349 350
356
We suggest that in order to prepare learners adequately for formal assessment you use the allocated Revision time prescribed in the CAPS for revising work. This Series advises that you use the Consolidation exercises and Summaries at the end of each chapter to revise. The Consolidation exercises have mark allocations to enable informal assessment of how learners are managing the specific content area.
312 Section 4: Teaching Mathematics
• Structuring the course into units, with advice on pacing content according to the CAPS.
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