2021

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CONTENTS
ABOUT THE PLANNER AND TRACKER 3
ADJUSTED SCHOOL CALENDER 4
CONTENT COVERAGE 6

WEEKLY PLANNER AND TRACKER 7

ASSESSMENT RATIONALE AND RESOURCES 16

SKILLS MASTERY ASSESSMENTS 17

SKILLS MASTERY EXEMPLARS 20

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ABOUT THE PLANNER AND TRACKER
This 2021 Revised Recovery Curriculum and Assessment Planner and Tracker is provided by the
National Education Collaboration Trust (NECT) on behalf of the Department of Basic Education
(DBE)! We hope that this programme provides you with additional skills, methodologies and content
knowledge that you can use to teach your learners more effectively.

WHAT IS NECT?
In 2012 our government launched the National Development Plan (NDP) to eliminate poverty and
reduce inequality by the year 2030. Improving education is an important goal in the NDP which
states that 90% of learners will pass Maths, Science and languages with at least 50% by 2030. This is
an ambitious goal for the DBE to achieve on its own, so the NECT was established in 2015 to assist in
improving education.

The NECT has successfully brought together groups of people interested in education so that we can
work collaboratively to improve education. These groups include the teacher unions, businesses,
religious groups, trusts, foundations and NGOs.

PURPOSE OF PLANNER AND TRACKER

1) To mediate the amendments of the trimmed and re-organised 2021 Annual Teaching Plan
including School-Based Assessments for Mathematics Grade 9.
2) To ensure that meaningful teaching continues during the remaining teaching time as per the
school calendar for TERM 3.
3) To assist teachers with guided pacing and sequencing of curriculum content and assessment.
4) To enable teachers to cover the core skills and knowledge in each grade within the available
time.
5) To assist teachers with planning for the different forms of assessment.
6) To ensure learners are adequately prepared for the subsequent year/s in terms of skills,
knowledge, attitudes and values.

PREAMBLE
It must be emphasized that Term 1 and term 2 content coverage by teachers were impacted by
COVID-19. Schools were particularly disrupted by the fact that learners only attended school for 50%
of the time and had to endure variations of the rotation system implemented in the schools.
Disruption in schools has also meant disruption in different forms of assessment, so it has been hard
to fully pin down exactly how much the school closures and transitions in and out of virtual learning
have affected students’ mathematical learning, but the evidence so far doesn’t bode well.

Curriculum coverage in term 1 and 2, must be viewed and implemented in term 3, in the light of
some contextual realities that includes the following:
1) 2020 was an abnormal year in terms of content coverage. Learners have progressed to a
higher grade level without learning all the core skills required for that grade.
2) Some learners were not in school for most of 2020 and perhaps part of 2021.
3) Mathematics is almost always formally learned at school. Many of our parents are often less
well-equipped to help their children with mathematics, at a time when parent support can
be even more crucial to student progress. This means that the burden falls directly on our
teachers.
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4) Broader stress and trauma related to the pandemic may worsen existing mathematics
anxiety in some students, and mathematics anxiety can exacerbate students’ other stress
while in class.
Awareness of the above challenges and the consequent assumptions that emerge out of it, is crucial
for the implementation of the Revised ATPs emphasizing the recovery of skills not yet mastered in
mathematics. This Planner and Tracker is in alignment with the theme of recovery of skills not learnt
and covers the following:
1) aims to ensure that the critical skills, knowledge, values and attitudes outlined in the ATPs
are covered over this time period.
2) Curriculum Reorganisation and Trimming for this term purports to reduce the envisaged
curriculum to manageable core content , skills, knowledge, attitudes and values to enhance
deep and meaningful learning.
3) Create opportunities through adjusted ATPs to strengthen pre-knowledge, consolidation,
revision, and deeper learning.
4) The Planner and Tracker clearly define the core knowledge, skills, attitude to be taught and
assessed more specifically to guide and support teachers.
5) It also aligns curriculum content and assessment to the available teaching time. Entrench
assessment for learning as a Pedagogical Approach to address the learning losses.
6) Be used as planning tool to inform instruction during the remaining school terms.

ADJUSTED SCHOOL CALENDAR

SCHOOL TERMS DATES TEACHING DAYS
Term 1 15 February - 23 April 50(10 weeks)
Term 2 3 May – 9 July 50(10 weeks)
Term 3 26 July – 01 October 50(10 weeks)
Term 4 11 Oct - 15 Dec 48(10 weeks)

NOTES:
• TEACHING APPROACH in this term assumes that ALL learners are attending schools and the
Rotation system may not be implemented meaning that schools may implement normal
timetable.
• NECT TERM 3 Planner and Tracker has 48 teaching and learning days (2 public holidays), of
which 15 days are used for formative and summative Assessment days.
• NECT Term 3 Planner and Tracker focuses on Deep learning through assessment for learning
- There is no time for assessment that does not inform the way forward. Teachers should
consolidate, revise and remediate through error analysis that leads to skills mastery.

MANAGING TIME ALLOCATED IN THE TRACKER

• The tracker for each term contains details of work to be covered over 60 lessons per term,
six per week for ten weeks.
• The CAPS prescribes four and a half hours of Mathematics per week in Grade 9.
• Each school will organise its timetable differently, so the programme of lessons is based on
work in the Learner’s Book and DBE workbook, which should take just about an hour per day
to complete. Perhaps, at end of week 30 minutes – will be great if this is also an hour.
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 • You might have to divide the sessions in the programme slightly differently to accommodate
the length of the lessons at your school.
• Depending on the pace at which your learners work, and how much support is needed,
• you might also have to supplement the set activities by using other resources to ensure that
the full four and a half hours allocated to teaching Mathematics is used constructively.
• The breakdown of work to be done each week corresponds to the ‘annual teaching plan and
programme of assessment’ drawn up by the Provincial Department of Education; however,
the tracker gives a more detailed outline of what should be taught each day.
• This tracker is designed for a term that is 10 weeks long.
• In most weeks, one lesson is set aside – at the end of the week - for you to catch up on work
not done in the previous four lessons, or to provide remedial support or enrichment.
• The formal teaching programme, the project, some revision, and the term test should be
completed by the end of Week 10.

REMEMBER: The teacher should employ group teaching based on principles of differentiation – cater
for the needs of every learner by making sure every learner masters the fundamental skills in
mathematics. The teacher is also mindful to plan well for effective assessment for learning to inform
the remediation and teaching, through the skills mastery approach applied in this Planner and
Tracker.

LINKS TO THE DBE WORKBOOKS

The tracker gives links to worksheets in the DBE workbooks relevant to the content described for
each day. The worksheets are referred to by worksheet number and page number. These workbooks
should be used in conjunction with the Learner’s Book activities. You should review the suggested
worksheets before each lesson and decide how best to use them – for teaching, revision, extension
or consolidation, in class or for homework.

TEACHING TIME
𝟏
Since there are 4 and hours allocated for Mathematics per week, the following is a suggested plan
𝟐
for daily lessons.

𝟏
WEEK: 4 and 𝟐 hours
Consolidation of Concepts – skills
mastery and other 10 min
New Concept – class activity 50 min

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CONTENT COVERAGE

CORE DID ALL LEARNERS DID ALL LEARNERS NEW

QUESTIONS MASTER TERM 1 MASTER TERM 1 AND 2 CONCEPTS/CONTENT
SKILLS? SKILLS?

RECOMMEN- 1. Implement at least two Skills Mastery (SM) NEW

DATION formative assessments every week. CONCEPTS/CONTENT
2. Consolidation of Concepts – 10 minutes – twice a
week apply 5-item SM assessments.
3. Teacher – can use SM as individual, pair, small
group, or whole class activity.
4. Aim – to consolidate, remediate and work towards
mastery.
5. Record – monitor learners who have learning gaps
in the REFLECTION section of the Tracker

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WEEKLY PLANNER AND TRACKER
RECOMMENDATION
BASELINE TERM 3: Implement Baseline/Diagnostic – or any similar diagnostic – Based on term 1 and
term 2 core skills. Meaning teachers can select different items in the diagnostic for their purposes.
WHEN: Day 1, allow learners to complete individually and/or work with ability groups based on your
classroom context. Day 2 is set aside for remediation purposes.
NUMBER OF ITEMS: Grade 9 = 15 - 20 items – depending on your context and ability groups
ITEM BANK: Items can be from previous:
1) BASELINE/READINESS assessment, 2) Assessment Resources in this TRACKER or 3) the DBE
Item Bank and 4) Textbooks.
26 – 30 July 2021
Week 1
Lesson ATP Content concepts, skills DBE Reso Date
workbook urces
Baseline: (Revision,
1 consolidation of term 1 and
2 skills)
Baseline: Remediation –
2
error analysis
FUNCTIONS AND RELATIONSHIPS Input and output values Bk 1
Input and output values: using flow diagrams, No. 7a (pp. 20 –
Determine input values, output values or
3 21)
rules for patterns and relationships using:
‒ flow diagrams‒ tables‒ formulae No. 7b (pp. 22
‒ equations – 23)
FUNCTIONS AND RELATIONSHIPS Functions and relationships: Bk 2
Input and output values: Determine output values for No. 69 (pp. 10 –
Determine input values, output values or given equations 11)
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rules for patterns and relationships using:
‒ flow diagrams‒ tables‒ formulae
‒ equations
FUNCTIONS AND RELATIONSHIPS Determine rules for Bk 2
Input and output values: number patterns No. 65 (pp. 2 –
Determine input values, output values or 3)
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rules for patterns and relationships using:
‒ flow diagrams‒ tables‒ formulae
‒ equations
Notes for the teacher.
1. The Baseline Assessment can be administered one-on one or to a group of at least 5 learners at a time – it is an
assessment FOR learning.
2. The onus is on the teacher to prepare substantial activities for the rest of the learners while the Baseline
Assessment is being administered.
3. Prepare well - study the Baseline Assessment i.e. familiarise yourself with the apparatus and templates that
must be used.
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
ARE THEY ABLE TO:
• Solve input/output models with all operations
Struggling Learners Names:
• Model and solve equations that yield functions
• Provide rules for number patterns

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 HOD: Date:

2 – 6 AUGUST 2021
Week 2
Lesson ATP Content concepts, skills DBE Reso Dat
workbook urces e
FUNCTIONS AND RELATIONSHIPS Determine rules for patterns Bk 2
Equivalent forms: and relationships and draw No. 66 (pp. 4 - 5)
Determine, interpret and justify the flow diagrams/graphs
equivalence of different descriptions of
6 the same relationship or rule presented:
‒ verbally‒ in flow diagrams‒ in tables
‒ by formulae‒ by equations
‒ by graphs on a Cartesian plane
FUNCTIONS AND RELATIONSHIPS Determine rules for patterns Bk 2
Equivalent forms: and relationships and draw No. 67 (pp. 6 - 7)
Determine, interpret and justify the flow diagrams/graphs
equivalence of different descriptions of
7 the same relationship or rule presented:
‒ verbally‒ in flow diagrams‒ in tables
‒ by formulae‒ by equations
‒ by graphs on a Cartesian plane
FUNCTIONS AND RELATIONSHIPS Determine the output Bk 2
Equivalent forms: values or formulae and No. 68 (pp. 8 –
draw the table of values 9)
Determine, interpret and justify
equivalence of different descriptions of and/or graphs
8 the same relationship or rule presented:
‒ verbally‒ in flow diagrams‒ in tables
‒ by formulae‒ by equations
‒ by graphs on a Cartesian plane
GRAPHS Analyze and interpret global Bk 2
Interpreting graphs: graphs of problem No.88a (pp. 60 -
situations 61)
Extend the focus on features of graphs
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with special focus on the following
features of linear graphs:
‒ 𝑥-intercept and 𝑦-intercept-gradient
Assessment Activity: Consolidate and revise – assess learners understanding, remediate
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for understanding – use SM Activities
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY ABLE TO: What will you change next
• Determine Rules for patterns time? Why?
• Draw flow diagrams
• Draw graphs from given data Struggling Learners
• Complete input/output tables from rules
Names?
analyze and interpret graphs

HOD:

Date:

8
10 – 13 August 2021 - 4-day week (skip the assessment activity at end of the week)
Week 3
Lesson ATP content concepts, skills DBE Resour D
workbook ces at
e
11 GRAPHS Plot points and draw Bk 2
graphs on the No. 88b (pp. 62
Drawing graphs:
- 63)
Use tables of ordered pairs to plot points and Cartesian plane using
tables
draw graphs on the Cartesian plane
of ordered pairs
Extend drawing of graphs with special focus on:
‒ drawing linear graphs from given equations
‒ determining equations from given linear
graphs.
12 GRAPHS Interpret and Bk 2
Drawing graphs: determine the x- No. 89 (pp. 64
intercept and the y- - 65)
Use tables of ordered pairs to plot points and
intercept of
draw graphs on the Cartesian plane
linear graphs; Draw
Extend drawing of graphs with special focus on:
linear graphs
‒ drawing linear graphs from given equations
‒ determining equations from given linear
graphs.
13 GRAPHS Interpret and Bk 2
Drawing graphs: determine the gradient No. 90a (pp.
and y-intercept of 66 – 67)
Use tables of ordered pairs to plot points and
draw graphs on the Cartesian plane linear graphs
Extend drawing of graphs with special focus on:
‒ drawing linear graphs from given equations
‒ determining equations from given linear
graphs.
14 GRAPHS Interpret and Bk 2
Drawing graphs: determine the gradient No. 90b (pp.
Use tables of ordered pairs to plot points and and y-intercept of 68 – 69)
draw graphs on the Cartesian plane linear graphs
Extend drawing of graphs with special focus on:
‒ drawing linear graphs from given equations
‒ determining equations from given linear
graphs.
15 Assessment Activity – can be cancelled because of four-day week

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
ARE THEY ABLE TO:
• Plot points on cartesian plane
• Draw graphs from tables
• Determine x intercepts
• Determine y intercepts Struggling Learners names:
• Draw linear graphs
• Determine gradients of lines

HOD: Date:
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16 – 20 August 2021
Week 4
Day ATP Content CAPS content, DBE Reso Date
concepts, skills workbook urces
16 GRAPHS Draw linear graphs Bk 2
Drawing graphs: from given equations No. 91 (pp. 70
– 71)
Use tables of ordered pairs to plot points and
draw graphs on the Cartesian plane
Extend drawing of graphs with special focus on:
‒ drawing linear graphs from given equations
‒ determining equations from given linear
graphs.
17 GRAPHS Draw linear graphs Bk 2
Drawing graphs: from given No. 96a (pp. 80
equations – 81)
Use tables of ordered pairs to plot points and
draw graphs on the Cartesian plane
Extend drawing of graphs with special focus on:
‒ drawing linear graphs from given equations
‒ determining equations from given linear
graphs.
18 GRAPHS Draw linear graphs Bk 2
Drawing graphs: from given equations No. 96b (pp. 82
– 83)
Use tables of ordered pairs to plot points and No. 97 (pp. 84
draw graphs on the Cartesian plane – 85)
Extend drawing of graphs with special focus on:
‒ drawing linear graphs from given equations
‒ determining equations from given linear
graphs.
19 GRAPHS Determine equations Bk 2
Drawing graphs: from linear graphs No. 98 (pp. 86
– 87)
Use tables of ordered pairs to plot points and No. 99a – 99b
draw graphs on the Cartesian plane (pp. 88 – 91)
Extend drawing of graphs with special focus on:
‒ drawing linear graphs from given equations
‒ determining equations from given linear
graphs.
20 Assessment Activity: Consolidate and revise – assess learners understanding, remediate for
understanding – use SM Activities
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Draw linear graphs
• Determine equations from given graphs
Struggling Learners Names:

HOD: Date:

10
 23 – 27 AUGUST 2021
Week 5
Day ATP Content concepts, skills DBE workbook Resour Dat
ces e
21 TRANSFORMATION GEOMETRY Recognise, describe and Bk 2
Transformations: perform transformations No. 105 (pp. 108
Recognize, describe and perform with points, line segments – 109)
transformations with points, line segments and simple geometric
and simple geometric figures on a co- figures, focusing on
ordinate plane, focusing on: reflection in the Y-axis or
X-axis
‒ reflection in the X-axis or Y- axis
‒ translation within and across quadrants
22 TRANSFORMATION GEOMETRY Recognise, describe and Bk 2
Transformations: perform translations No. 109 (pp.
within and across 116– 117)
Recognize, describe and perform
transformations with points, line quadrants
segments and simple geometric figures
on a co-ordinate plane, focusing on:
‒ reflection in the X-axis or Y- axis
‒ translation within and across quadrants
23 TRANSFORMATION GEOMETRY Recognise, describe and Bk 2
Transformations: perform reflections about No. 106 (pp. 110
the straight-line y = x – 111)
Recognize, describe and perform
transformations with points, line segments
and simple geometric figures on a co-
ordinate plane, focusing on:
‒ reflection in the X-axis or Y- axis
‒ translation within and across quadrants
24 TRANSFORMATION GEOMETRY Recognise, describe and Bk 2
Transformations: perform reflections about No. 107 (pp.112 –
Recognize, describe and perform
the straight-line y = x 113)
transformations with points, line segments
and simple geometric figures on a co-
ordinate plane, focusing on:
‒ reflection in the X-axis or Y- axis
‒ translation within and across quadrants
25 Complete and consolidate the week’s assessment and work.
FORMAL ASSESSMENT - PROJECT
Reflection
DID ALL THE LEARNERS LEARN THE What will you change next time? Why?
WEEKLY SKILLS? ARE THEY ABLE TO:
• Recognise different transformations
• Describe different transformations
• Draw different transformations Struggling Learner names:
• Recognise reflections about y = x
• Describe reflections about y = x
• Draw reflections about y - x

HOD: Date:

11
30 AUGUST to 3 SEPTEMBER 2021
Week 6
Less ATP Content concepts, skills DBE Reso Date
workbook urces
26 TRANSFORMATION GEOMETRY Investigate the co- Bk 2
Transformations: ordinates of the vertices No. 112a (pp.
of figures that have been 124 -125)
Recognize, describe and perform No. 112b (pp.
transformations with points, line segments enlarged or reduced by a
given scale factor 126 – 127)
and simple geometric figures on a co-
ordinate plane, focusing on:
‒ reflection in the X-axis or Y- axis
‒ translation within and across quadrants
27 TRANSFORMATION GEOMETRY Enlargements and Bk 2
Transformations: reductions No 113a (pp.
128 – 129)
Recognize, describe and perform No. 113b (pp.
transformations with points, line segments 130 – 131)
and simple geometric figures on a co-
ordinate plane, focusing on:
‒ reflection in the X-axis or Y- axis
‒ translation within and across quadrants
28 TRANSFORMATION GEOMETRY All transformation Bk 2
Transformations: covered- Revision No. 108 (pp.
114 – 115)
Recognize, describe and perform No. 110a (pp.
transformations with points, line segments 118 – 119)
and simple geometric figures on a co- No. 110b (pp.
ordinate plane, focusing on: 120 – 121)
‒ reflection in the X-axis or Y- axis
‒ translation within and across quadrants
29 GEOMETRY OF STRAIGHT LINES relationship between Bk 1
Angle relationships: angles formed by No. 53 (pp. 142
perpendicular lines and -143)
Revise and write clear descriptions of the
solve geometric problems
relationship between angles formed by:
‒ perpendicular lines‒ intersecting lines
‒ parallel lines cut by a transversal
30 Assessment activity: Catch-up on work not completed; remediation of concepts which some
learners have not fully understood and enrichment cards for the learners who are on track
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Investigate figures through enlargement
• Apply scale factors to enlarged figures
• Investigate figures through reduction Struggling Learners Names:
• Apply scale factors to reduced figures
• Identify angles formed by perpendicular
lines

HOD: Date:

12
6 – 10 SEPTEMBER 2021
Week 7
Day ATP Content concepts, skills DBE Reso Date
workbook urces
31 GEOMETRY OF STRAIGHT LINES relationship between Bk 1
Angle relationships: angles formed by No. 54 (pp.
Revise and write clear descriptions of the perpendicular lines and 144 -145)
solve geometric
relationship between angles formed by: problems
‒ perpendicular lines‒ intersecting lines
‒ parallel lines cut by a transversal
Solving problems
Solve geometric problems using the relationships
between pairs of angles described above
32 GEOMETRY OF STRAIGHT LINES relationship between Bk 1
Angle relationships: angles formed by No. 55a (pp.
parallel lines cut by a 146 -147)
Revise and write clear descriptions of the
transversal and solve
relationship between angles formed by: geometric problems
‒ perpendicular lines‒ intersecting lines
‒ parallel lines cut by a transversal
Solving problems
Solve geometric problems using the relationships
between pairs of angles described above
33 GEOMETRY OF STRAIGHT LINES relationship between Bk 1
Angle relationships: angles formed by No. 55b (pp.
parallel lines cut by a 148 -149)
Revise and write clear descriptions of the
transversal and solve
relationship between angles formed by: geometric problems
‒ perpendicular lines‒ intersecting lines
‒ parallel lines cut by a transversal
Solving problems
Solve geometric problems using the relationships
between pairs of angles described above
34 GEOMETRY OF STRAIGHT LINES Solving problems Bk 1
Solving problems: No. 56 (pp.
150 – 151)
Solve geometric problems using the relationships
between pairs of angles described above
35 Assessment Activity: Consolidate and revise – assess learners fraction understanding,
remediate for understanding – use SM Activities
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Identify angles formed by perpendicular
lines
• Identify angles when transversal cuts Struggling Learners Names:
parallel lines
• Solve geometric problems using
parallel lines
HOD: Date:

13
13 – 17 SEPTEMBER 2021
Week 8
Day ATP content concepts, skills DBE Resour Dat
workbook ces e
36 GEOMETRY OF 2D SHAPES AND COSTRUCTION OF Using accurate Bk 1
GEOMETRIC FIGURES Construction of No. 41a (pp.
Classifying 2D shapes: triangles and angles 106 – 107)
Revise properties and definitions of triangles in terms of of a triangle
their sides and angles, distinguishing between:
‒ equilateral triangles‒ isosceles triangles
‒ right-angled triangles
37 GEOMETRY OF 2D SHAPES AND COSTRUCTION OF Using accurate Bk 1
GEOMETRIC FIGURES Construction of No. 41b (pp.
Classifying 2D shapes: triangles and 108 – 109)
Revise properties and definitions of triangles in terms angles of a
of their sides and angles, distinguishing between: triangle to
classify.
‒ equilateral triangles‒ isosceles triangles
‒ right-angled triangles
38 GEOMETRY OF 2D SHAPES AND COSTRUCTION OF Classifying Bk 1
GEOMETRIC FIGURES triangles: Revise No 47. (pp.
Investigate the angles in a triangle, focusing on the properties and 122 – 123)
relationship between the exterior angle of a triangle definitions of
and its interior angles triangles
39 GEOMETRY OF 2D SHAPES AND COSTRUCTION OF Classifying triangles: Bk 1
GEOMETRIC FIGURES Revise properties No 48a. (pp.
Investigate the angles in a triangle, focusing on the and definitions of 124 – 125)
relationship between the exterior angle of a triangle triangles No. 48b. (pp.
and its interior angles 126 – 127)
40 Complete and consolidate the week’s assessment and work

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
ARE THEY ABLE TO:
• Identify 2-D shapes
• Construct triangles
• Bisect angles by construction and measurement Struggling Learners Names:
• Classify triangles according to sides
• Classify triangles according to angles

HOD: Date:

20 -23 SEPTEMBER 2021- 4-DAY WEEK THEREFORE NO ASSESSMENT

Week 9
Day ATP content concepts, skills DBE Res Da
workbook our te
ces
41 GEOMETRY OF 2D SHAPES AND COSTRUCTION using accurate Bk 1
OF GEOMETRIC FIGURES constructions, No. 42a (pp.
Classifying 2D shapes: investigate the sides, 110 – 111)

14
 Revise and write clear definitions of quadrilaterals angles and diagonals in
in terms of their sides, angles and diagonals, quadrilaterals: square
and rectangle
distinguishing between:‒ parallelogram‒ rectangle
‒ square‒ rhombus‒ trapezium‒ kite
42 GEOMETRY OF 2D SHAPES AND COSTRUCTION Using accurate Bk 1
OF GEOMETRIC FIGURES constructions, No. 42b. (pp.
investigate sides and angles. and diagonals in investigate the sides, 112 – 113)
quadrilaterals, focusing on: angles and diagonals in
quadrilaterals:
exploring the sum of the interior angles of
parallelogram and
polygons‒ the diagonals of rectangles, squares, rhombus
‒ parallelograms, rhombi and kites
43 GEOMETRY OF 2D SHAPES AND COSTRUCTION Using accurate Bk 1
OF GEOMETRIC FIGURES constructions, No. 43 (pp.
investigate sides and angles. and diagonals in investigate the sides, 114 – 115)
quadrilaterals, focusing on: angles and diagonals in No. 44 (pp.
quadrilaterals: kite; 116 – 117)
exploring the sum of the interior angles of
explore the sum of the
polygons‒ the diagonals of rectangles, squares, interior angles of
‒ parallelograms, rhombi and kites polygons
44 GEOMETRY OF 2D SHAPES AND COSTRUCTION By construction, Bk 1
OF GEOMETRIC FIGURES investigate the sides, No. 45 (pp.
investigate sides and angles. and diagonals in angles and diagonals in 118 – 119)
quadrilaterals, focusing on: quadrilaterals: kite; By No. 46 (pp.
construction, explore 120 – 121)
exploring the sum of the interior angles of
the sum of the interior
polygons‒ the diagonals of rectangles, squares, angles of polygons
‒ parallelograms, rhombi and kites
45 GEOMETRY OF 2D SHAPES AND COSTRUCTION Classifying Bk 1
OF GEOMETRIC FIGURES quadrilaterals: Solve No.49 (pp. 128
problems involving – 129)
investigate sides and angles. and diagonals in
properties of No. 50a (pp.
quadrilaterals, focusing on:
quadrilaterals 130 – 131)
exploring the sum of the interior angles of
polygons‒ the diagonals of rectangles, squares,
‒ parallelograms, rhombi and kites
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Construct quadrilaterals
• Investigate properties of quads
according to sides
• Investigate properties of quads
according to angles
• Investigate properties of quads
according to diagonals
• Solve problems using properties of
quads
HOD: Date:

15
27 SEPTEMBER – 1 OCTOBER 2021
Week 10
Day ATP content concepts, skills DBE workbook Resources Date

46 Teacher selects Revision and consolidation (Skills

content mastery activities)

47 FORMAL ASSESSMENT TASK:

TEST – All topics

48 Teacher selects Revision and consolidation (Skills

content mastery activities)

49 Teacher selects Revision and consolidation (Skills

content mastery activities)
50 Complete and consolidate the week’s assessment and work

Reflection
Identify some skills that need revising during the What will you change next time? Why?
next term:
Struggling Learners Names:

ASSESSMENT RATIONALE AND RESOURCES

Assessment Term Plan
The assessment term plan gives an overview of
1) how the formal and informal assessment programme fits into the weekly lesson plans.
2) How the skills mastery assessments fit into the weekly lesson plans
Note:
• There are two FORMAL Assessment tasks: 1) Project and 2) Test.
• The Skills mastery assessments – aimed at consolidating, revising and remediating skills
already covered this year - are added at the end of the document.
Written assessment tasks are to be selected and marked by teachers in appropriate lessons
according to the lesson plans. Teachers may wish to group the items or use them individually.

Week Informal Assessment (End of Formal Assessment Activities (End of

week) and Skills Mastery week) – 2 FORMAL ASSESSMENTS:
Activities (Tuesdays and 1) Project 2) Test
Thursdays)
1 Baseline Assessment Baseline Assessment
2 Tuesday
Skills mastery Assessment 1
Thursday
Skills mastery Assessment 2
3 No Informal Assessment – 4-day week
16
 Tuesday
Skills mastery Assessment 3
Thursday
Skills mastery Assessment 4

4 Tuesday
Skills mastery Assessment 5
Thursday
Skills mastery Assessment 6
5 Tuesday Formal Assessment 1 - Project
Skills mastery Assessment 7
Thursday
Skills mastery Assessment 8

6 Tuesday
Skills mastery Assessment 9
Thursday
Skills mastery Assessment 10
7 Tuesday
Skills mastery Assessment 11
Thursday
Skills mastery Assessment 12
8 Tuesday
Skills mastery Assessment 13
Thursday
Skills mastery Assessment 14
9 No Assessment – 4-day week
Tuesday
Skills mastery Assessment 15
Thursday
Skills mastery Assessment 16
10 Tuesday FORMAL ASSESSMENT 2 – Test (All Topics)
Skills mastery Assessment 17
Thursday
Skills mastery Assessment 18

SKILLS MASTERY ASSESSMENTS

Rationale
• A Skills Mastery Assessment (SMA) is one in which there is an iterative revisiting of skills,
topics, subjects or themes throughout the year.
• SMA is not simply the repetition of a topic taught. It requires the deepening of it, with
each successive encounter building on the previous one.
• SMA is critical in today’s educational environment, especially in mathematics, where we
must consistently give our learners the opportunity to revisit and practice skills they
have already learned aimed at mastery.
• The traditional practice is to incorporate consolidating, revising or reviewing, through
homework, morning work, small group instruction, and even after school math classes.
Through SMA we are going to continuously review skills and concepts with our students.
• It makes sense that we would continue to assess their understanding on those same
skills by changing the context of the question using C-P-A-W (Concrete – Pictorial –
Abstract -Worded)
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 • When we first teach and assess a skill, many of our students have yet to master it. By
incorporating a SMA activity into your classroom, you are providing your students with
the opportunity to demonstrate their growth and understanding on a regular basis.
• These regular SMAs help you see where your students are always struggling. You can
use the results to guide your small group instruction and customize your lessons and
activities to meet the needs of your students, not just the covering of curriculum.

Implementation
• In every lesson plan there are 10 minutes set aside for consolidation and revision,
meaning one could apply SMA every day for 10 minutes, before teaching a new concept
for that day.
• Each SMA is using a five-item design to ensure teachers can complete it in 10 minutes.
• As a minimum, this Planner and Tracker, recommends the use of Tuesdays and Fridays,
but teachers could use every day.
• Each Tuesday and Thursday you are encouraged to take 10 minutes and give a SMA to
the whole class, or groups. Learners should be able to take about 5 minutes to complete
– then the teacher must remediate by addressing errors, misconceptions and
misunderstandings.
• Teachers could also use the data from the SMA to help plan small group lessons for the
next week.
• Teachers could also pull different students for different skills until the teacher felt
confident that the learners were more confident in their responses. Then next week,
repeat….new set of SMAs, similar skills being assessed, new data for small group
instruction.
• These daily SMAs should be seen as a progress monitoring tool as well. This will prove
to be effective in letting teachers know how their most struggling students are
progressing.

SKILLS MASTERY SKILLS PER 5 – ITEM ASSESSMENT

SM Assessment 1 Classify numbers as rational or irrational
Convert between standard and scientific notation
Describe the pattern by giving the rule.
Simplify variable expressions involving like terms and the distributive
property

SM Assessment 2 Factorise out a monomial

Factorise quadratics with leading coefficient 1
Write down the terms and coefficients of the variables in the following
algebraic expressions.
Identify like terms and add
Find values using function graphs
SM Assessment 3 Evaluate absolute value expressions
Simplify variable expressions involving like terms and the distributive
property
Solve proportions: word problems
Flow Diagrams
SM Assessment 4 Congruent figures: side lengths and angle measures
Calculate surface area of triangular prisms
Graph an equation in y=mx+c form

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 Compare numbers written in scientific notation
SM Assessment 5 Simplify variable expressions using properties
Solve linear equations: word problems
Geometric sequences

SM Assessment 6 Solve simultaneous equations using substitution

Identify the pattern polynomial
Find the number of solutions to simultaneous equations
Simplify variable expressions involving like terms and the distributive
property
SM Assessment 7 Square roots of perfect squares
Estimate square roots
Identify arithmetic and geometric sequences
Find the nth term
Find the number of solutions to simultaneous equations
Polynomial vocabulary
SM Assessment 8 Degrees of polynomials
Multiply and divide rational expressions
Word problems with money
Rate of travel: word problems
Weighted averages: word problems
SM Assessment 9 Standard form: find x- and y-intercepts
Congruent triangles: SSS, SAS and ASA
Similar figures: side lengths and angle measures
Create your own algebraic expression
Fractions: Addition
SM Assessment 10 Identify linear functions
Identify the next value in a pattern
Find the formula for a circumference of a circle
Solve algebraic expressions by isolating the variable
SM Assessment 11 Draw lines of symmetry
Identify reflections, rotations and translations
Power rule
Evaluate expressions using properties of exponents
Surface area
SM Assessment 12 Identify equivalent linear expressions
Solve simultaneous equations using substitution
Simplify variable expressions involving like terms and the distributive
property
Factorise by grouping
Compare and order fractions
SM Assessment 13 Value of the fractions on number lines
Add, subtract, multiply and divide integers
Congruent triangles: SSS, SAS and ASA
Similar figures: side lengths and angle measures
Similar triangles and indirect measurement
Determine which polynomial expression matches the algebra tile model
SM Assessment 14 Count lines of symmetry
Factorise out a monomial
Factorise quadratics with leading coefficient 1
SM Assessment 15 Standard form: find x- and y-intercepts
Geometric objects
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 SM Assessment 16 Find the missing length
Isosceles and Equilateral Triangles
Multiply Square Roots
Translation
SM Assessment 17 Describe the pattern by giving the rule
Determine the nth term
Sequences
Identify terms and coefficients of the variables in the algebraic
expressions
SM Assessment 18 Gradients of parallel and perpendicular lines
Perimeter
SM Assessment 19 Interpreting a pie graph
Ste and leaf diagram
SM Assessment 20 Input and output values of a flow diagram.
Problem

SKILLS MASTERY (SM) EXEMPLARS

In these 5-item Skills Mastery Assessments, teachers are encouraged to delete those items not
applicable for their purpose and items that refer to content that was dropped for 2021.

Skills Mastery (SM) Assessment 1

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SM Assessment 4

SM ASSESSMENT 5

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