VV

PLANNER & TRACKER

2021 - 2023
FOR RECOVERY ANNUAL
TEACHING PLAN (ATP)
MATHEMATICS

GRADE 8 TERM 2
Helping teachers and learners to catch up with learning
losses, master new content and acquire skills for the future.

Department of Basic Education 222 Struben Street, Pretoria

Call Centre: 0800 202 933 callcentre@dbe.gov.za
Switchboard: 012 357 3000
• Please note that a Maths structured learning programme that includes daily lesson plans,
big books, reading worksheets and classroom resources is available for download from
www.nect.org.za
• This is a zero-rated website, so there are no data costs for downloads.
• This document can be used independently of the structured learning programme.
CONTENTS
ABOUT THE PLANNER AND TRACKER 3
ADJUSTED SCHOOL CALENDER 4
CONTENT COVERAGE 6

WEEKLY PLANNER AND TRACKER 6

ASSESSMENT RATIONALE AND RESOURCES 16

ITEM BANK FOR WRITTEN ASSESSMENTS: EXEMPLARS 18

SKILLS MASTERY ASSESSMENTS 23

SKILLS MASTERY EXEMPLARS 24

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ABOUT THE PLANNER AND TRACKER
This 2022 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 2022 Annual Teaching Plan
including School-Based Assessments for Mathematics Grade 8.
2) To ensure that meaningful teaching continues during the remaining teaching time as per the
school calendar for TERM 2.
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 2021 mathematics 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 2022 must be viewed and implemented in term 2, in the light of some
contextual realities that includes the following:
1) 2021 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 for most 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 10 January - 17 March 47 (10 weeks)
Term 2 5 April – 24 June 53 (12 weeks) – 6 holidays
Term 3 19 July – 30 September 54 (11 weeks) – 2 holidays
Term 4 11 October - 14 Dec 47 (10 weeks)

NOTES:
x 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.
x NECT TERM 2 Planner and Tracker has 53 teaching and learning days of which 15 days are
used for formative and summative Assessment days.
x NECT Term 2 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

x The tracker for each term contains details of work to be covered over 50 lessons per term,
five per week for ten weeks.
x The CAPS prescribes four and a half hours of Mathematics per week in Grade 8.

4
 x 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.
x You might have to divide the sessions in the programme slightly differently to accommodate
the length of the lessons at your school.
x Depending on the pace at which your learners work, and how much support is needed,
x 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.
x 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.
x This tracker is designed for a term that is 12 weeks long.
x 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.
x 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
૚
Since there are 4 and hours allocated for Mathematics per week, the following is a suggested plan
૛
for daily lessons.

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

5
CONTENT COVERAGE

CORE DID ALL LEARNERS MASTER 2021 AND TERM 1 CORE NEW
QUESTIONS SKILLS? CONCEPTS/CONTENT

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

WEEKLY PLANNER AND TRACKER

RECOMMENDATION
BASELINE TERM 2: Implement DBE Diagnostic – see exemplar in Planner and Tracker – or any similar
diagnostic – Based on 2021 and term 1 core skills. Teachers are encouraged to use the exemplar,
based on what content they have completed. 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 8 = 15 - 20 items – depending on your context and ability groups
ITEM BANK: Items can be from previous:
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 1) BASELINE/READINESS assessment, 2) Assessment Resources in this TRACKER or 3) the DBE
Item Bank and 4) PREPARATION: Test, Marking Guideline/s, Marksheet and apparatus.

5 – 8 April 2022 (four-day week)

Week 1
Less ATP Content concepts, skills DBE Reso Dat
on Workbook urces e
1
1 HOLIDAYS
Revision: Diagnostic Baseline: (Revision,
2 consolidation of Term 1 and
Grade 7 skills)
Revision: Remediation Baseline: Remediation – error
3
analysis
DECIMAL FRACTIONS: Match equivalence between No. 6a (pp.
Calculations with decimal fractions diagram to common to xvi, xvii)
Multiplication of decimal fractions by decimal decimal to %. Write
fractions not limited to one decimal place percentages as decimals.
4 - Division of decimal fractions by decimal fractions
Calculate percentage of a
- Calculate the squares, cubes, square roots and number.
cube roots of decimal fractions Write decimals in expanded
form.
DECIMAL FRACTIONS: Write as decimals. No. 6b (pp.
Calculations with decimal fractions Write from decimals to xviii, xix)
Multiplication of decimal fractions by decimal common. Round off to
fractions not limited to one decimal place nearest unit or tenth.
5 - Division of decimal fractions by decimal fractions Write decimals in expanded
- Calculate the squares, cubes, square roots and form. Add decimals.
cube roots of decimal fractions Multiply decimals. Check
answers using a calculator.
Divide decimals.
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? ARE THEY ABLE TO: What will you change next time?
x Match equivalence between diagram to common to decimal to %. Why?
x Write percentages as decimals. Calculate percentage of a number.
x Write decimals in expanded form. Struggling Learners Names:
x Write as decimals.
x Write from decimals to common fraction.
x Round off to nearest unit or tenth.
x Add decimals.
HOD:
x Multiply decimals. Check answers using a calculator. Divide decimals.
Date:

7
11 – 14 April 2022 (four-day week)
Week 2
Less ATP Content concepts, skills DBE Reso Dat
on workbook urces e
DECIMAL FRACTIONS: Bk 2
Calculations with decimal fractions Write as decimals. No. 69a (pp. 10,
Multiplication of decimal fractions by decimal Write from decimals to 11)
6 fractions not limited to one decimal place common. No. 69b (pp. 12,
- Division of decimal fractions by decimal Give % of a number. 13)
fractions- Calculate the squares, cubes, square
roots and cube roots of decimal fractions
DECIMAL FRACTIONS: Add decimals. Bk 2
Calculations with decimal fractions Subtract decimals No. 74 (pp. 24,
Multiplication of decimal fractions by decimal Multiply decimals. 25)
fractions not limited to one decimal place Multiply decimals by 10 No. 75 (pp. 26,
7 - Division of decimal fractions by decimal and 100. Write decimals 27)
fractions- Calculate the squares, cubes, square in expanded form. Divide
roots and cube roots of decimal fractions decimals. Round off
Solve problems: Solve problems in context numbers. Complete flow
involving decimals diagrams
DECIMAL FRACTIONS: Bk 2.
Calculations with decimal fractions Square decimals. No. 76a (pp. 28,
Multiplication of decimal fractions by decimal Square square-roots of 29)
fractions not limited to one decimal place decimals. No. 76b (30, 31)
8 - Division of decimal fractions by decimal Cube decimals.
fractions- Calculate the squares, cubes, square Find square-roots of
roots and cube roots of decimal fractions decimals. Find cube-roots
Solve problems: Solve problems in context of decimals.
involving decimals
Assessment Activity: Consolidate and revise
9 – assess learners understanding, remediate
for understanding – use SM Activities
PUBLIC HOLIDAY
10
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY ABLE TO: What will you change next
• Write as decimals. Write from decimals to common. time? Why?
• Give % of a number. Add decimals. Subtract decimals
• Multiply decimals. Multiply decimals by 10 and 100. Struggling Learners
• Write decimals in expanded form. Divide decimals. Names?
• Round off numbers. Complete flow diagrams
• Square decimals. Square square-roots of decimals.
HOD:
• Cube decimals. Find square-roots of decimals.
• Find cube-roots of decimals. Date:

19 – 22 April 2022 (four-day week)

Week 3
Lesson ATP content concepts, skills DBE Res D
Workbook our at
1 ces e
11 PUBLIC HOLIDAY

12 EXPONENTS: Comparing and Represent numbers in No. R3a (pp.

representing numbers in exponential exponential form. Connect vi, vii)

8
 form - Revise compare and represent whole exponents and diagrams. No. 3b (pp.
numbers in exponential form - Compare and Write in exponential form. viii, vix)
represent integers in exponential form Expand exponential
-Compare and represent numbers in scientific expressions. Calculate square
notation, limited to positive exponents roots. Calculate cube roots.
Calculate powers of 10.
13 EXPONENTS: Comparing and Expand exponential No. 14 (pp.
representing numbers in exponential expressions and multiply. 30, 31)
form - Revise compare and represent whole Calculate squares and cubes. No. 15 (pp.
numbers in exponential form - Compare and 32, 33)
Write in exponential form.
represent integers in exponential form
Calculate square roots.
-Compare and represent numbers in scientific
Calculate cube roots.
notation, limited to positive exponents Calculate powers of 10.
Calculate by resolving into
prime factors.
14 EXPONENTS: Comparing and Representing square roots No. 16 (pp.
representing numbers in exponential with the square. Find squares 34, 35)
form - Revise compare and represent whole of numbers No. 17 (pp.
numbers in exponential form - Compare and Calculate square roots. 36, 37)
represent integers in exponential form Representing cubes with the
-Compare and represent numbers in scientific
cube. Find cubes of numbers.
notation, limited to positive exponents
Calculate cube roots.
Calculate by resolving into
prime factors.
15 Assessment Activity: Consolidate and revise – assess learners understanding,
remediate for understanding – use SM Activities

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
ARE THEY ABLE TO:
• Represent numbers in exponential form.
• Connect exponents and diagrams.
• Expand exponential expressions.
Struggling Learners names:
• Calculate square roots.
• Calculate cube roots. Calculate powers of 10.
• Expand exponential expressions and multiply.
• Calculate squares and cubes.
• Calculate by resolving into prime factors.
• Representing square roots with the square.
• Find squares of numbers
HOD: Date:
• Representing cubes with the cube.
• Find cubes of numbers.

25 – 29 April 2022 (four-day week)

Week 4
Day ATP Content CAPS content, concepts, DBE Res Date
skills workbook ourc
es
16 EXPONENTS: Comparing and Representing cube roots with the No. 18 (pp.
representing numbers in exponential volume of cube. 38, 39)
form - Revise compare and represent Calculate cube roots. Calculate by No. 19 (pp.
whole numbers in exponential form - resolving into cube numbers. 40, 41)
Compare and represent integers in
Write in powers of ten. Write in
exponential form expanded and exponential form.
9
 -Compare and represent numbers in Write numbers in scientific
scientific notation, limited to positive notation. Write in standard
exponents notation.
17 EXPONENTS: Calculations using Simplify, using the multiplication No. 20 (pp.
numbers in exponential form- Establish rule. Simplify and test your 42, 43)
general laws of exponents, limited to: answer. Use substitution to test No. 21 (pp.
answers. 44, 45)
Simplify using the division rule.
Use a calculator to test answers.

18 PUBLIC HOLIDAY
19 EXPONENTS: Calculations using Simplify, using the power rule. No. 22 (pp.
numbers in exponential form- Establish Simplify and test your answer. 46, 47)
general laws of exponents, limited to: Use substitution to test answers. No. 23 (pp.
Simplify using the power of zero 48, 49)
rule. Use two methods to solve
the power of zero rule.
Use a calculator to test answers.

20 EXPONENTS: Solving problems Give examples of square No. 24 (pp.

-Solve problems in contexts involving numbers, square roots, cube 50, 51)
numbers in exponential form numbers and cube roots. Use No. 25 (pp.
BODMAS to calculate integers. 52, 53)
Calculate across multiple
operations.
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY ABLE TO: What will you change next
x Representing cube roots with the volume of cube. time? Why?
x Calculate cube roots. Calculate by resolving into cube numbers.
x Write in powers of ten.
x Write in expanded and exponential form.
Struggling Learners Names:
x Write numbers in scientific notation. Write in standard notation.
x Simplify, using the multiplication rule.
x Simplify and test your answer. Use substitution to test answers.
x Simplify using the division rule. Use a calculator to test answers.
x Simplify, using the power rule. Simplify using the power of zero rule.
x Use two methods to solve the power of zero rule. HOD: Date:
x Give examples of square numbers, square roots, cube numbers and
cube roots.
x Use BODMAS to calculate integers.
x Calculate across multiple operations.

3 – 6 May 2022 (four-day week)

Week 5
Day ATP Content concepts, skills DBE Reso Dat
workbook 1 urces e
21 PUBLIC HOLIDAY

22 EXPONENTS: Solving problems Write down the rules for No. 26 (pp.
-Solve problems in contexts involving numbers in exponents. Dividing 54, 55)
exponential form numbers with exponents

10
 23 NUMERIC AND GEOMETRIC PATTERNS Complete sequences that No. 11 (24,
Investigate and extend patterns- Investigate involve integers using 25)
and extend numeric and geometric patterns looking number lines. No. 27a (pp.
for relationships between numbers, including Give the constant 58, 59)
patterns:‒ represented in physical or diagram form difference. Give the
‒ not limited to sequences involving a constant constant ratio. Determine
the rule for patterns.
difference or ratio‒ of learner’s own creation
Complete the tables and
‒ represented in tables state the rule.
Describe and justify the general rules for
observed relationships between numbers in own
words
24 NUMERIC AND GEOMETRIC PATTERNS Use matches to make No. 27b (pp.
Investigate and extend patterns- Investigate geometric patterns. 58, 59)
and extend numeric and geometric patterns looking Complete the pattern of
for relationships between numbers, including the hexagon. Calculate
patterns:‒ represented in physical or diagram form the number of matches
‒ not limited to sequences involving a constant used for each hexagon in
the pattern. Complete
difference or ratio‒ of learner’s own creation tables and find the nth
‒ represented in tables term.
Describe and justify the general rules for
observed relationships between numbers in own
words
25 Assessment Activity: Consolidate and revise – assess learners understanding,
remediate for understanding – use SM Activities
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
ARE THEY ABLE TO:
• Write down the rules for exponents.
• Dividing numbers with exponents
• Complete sequences that involve integers using Struggling Learner names:
number lines.
• Give the constant difference.
• Give the constant ratio.
HOD: Date:
• Determine the rule for patterns.
• Complete the tables and state the rule.
• Use matches to make geometric patterns.
• Complete the pattern of the hexagon.
• Calculate the number of matches used for each
hexagon in the pattern.
• Complete tables and find the nth term.

9 – 13 May 2022
Week 6
Less ATP Content concepts, skills DBE Reso Date
workbook urces
26 NUMERIC AND GEOMETRIC PATTERNS: Give a rule to describe Bk 2
Extend investigate and extend numeric and relationships. Give the No 105a. (pp.
geometric patterns looking for relationships constant difference. Give 112, 113)
between numbers, including patterns the constant ratio.
represented algebraically. Describe and Complete the tables and
justify the general rules for observed state the rule.
relationships between numbers in own
words or in algebraic language

11
27 NUMERIC AND GEOMETRIC PATTERNS: Give a rule to describe Bk 2
Extend investigate and extend numeric and relationships. Complete No 105b. (pp.
geometric patterns looking for relationships the tables and state the 114, 115)
between numbers, including patterns rule.
represented algebraically. Describe and
justify the general rules for observed
relationships between numbers in own
words or in algebraic language
28 NUMERIC AND GEOMETRIC PATTERNS: Extend the drawing and Bk 2
Extend investigate and extend numeric and write a rule. No 107. (pp.
geometric patterns looking for relationships Give a rule to describe 120, 121)
between numbers, including patterns relationships. Complete
represented algebraically. Describe and the tables and state the
justify the general rules for observed rule.
relationships between numbers in own
words or in algebraic language
29 NUMERIC AND GEOMETRIC PATTERNS: Define a geometric Bk 2
Extend investigate and extend numeric and sequence. No 108. (pp.
geometric patterns looking for relationshipsExtend the drawing and 122, 123)
between numbers, including patterns write a rule.
represented algebraically. Describe and Give a rule to describe
justify the general rules for observed
relationships. Complete
relationships between numbers in own the tables and state the
words or in algebraic language
rule.
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 SKILLS? ARE What will you change next time? Why?
THEY ABLE TO:
• Give a rule to describe relationships. Struggling Learners Names:
• Give the constant difference. Give the constant ratio.
• Complete the tables and state the rule. HOD:
• Extend the drawing and write a rule.
• Define a geometric sequence.
Date:

16 – 20 May 2022
Week 7
Day ATP Content concepts, skills DBE Reso Dat
workbook urces e

31 FORMAL ASSESSMENT
Investigation: Exponents and Patterns

32 FORMAL ASSESSMENT
Investigation: Exponents and Patterns
33 FORMAL ASSESSMENT
Investigation: Exponents and Patterns
34 FORMAL ASSESSMENT
Investigation: Exponents and Patterns
35 Assessment Activity: Consolidate and revise – assess learners fraction understanding,
remediate for understanding – use SM Activities
Reflection

12
 DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY What will you change next time? Why?
ABLE TO:
•
Struggling Learners Names:

HOD:

Date:

23 – 27 May 2022
Week 8
Day ATP content concepts, skills DBE Reso Date
workbook 1 urces
36 FUNCTIONS AND RELATIONSHIPS: Describe input, output and No. R7 (pp. xx,
Input and output values -Determine input values, process. Complete the flow xxi)
output values or rules for patterns and relationships diagrams given the rule.
using:‒ flow diagrams‒ tables‒ formulae Use the rule to find values
of letters. Complete the
tables and determine the
formulae or rule.
37 FUNCTIONS AND RELATIONSHIPS: Describe input, output No. 28 (pp. 60,
Input and output values -Determine input values, and process. Complete 61)
output values or rules for patterns and relationships the flow diagrams given
using:‒ flow diagrams‒ tables‒ formulae the rule. Use the rule to
find values of letters.
Complete the tables and
determine the formulae
or rule.
38 FUNCTIONS AND RELATIONSHIPS: Complete the tables and Bk 2
Equivalent forms - Determine, interpret and show calculations. Give No. 106a (pp.
justify equivalence of different descriptions of the the nth term. 116, 117)
same relationship or rule presented: ‒ verbally ‒ No. 106b (pp.
in flow diagrams ‒ in tables ‒ by formulae ‒ by 118, 119)
number sentences
39 FUNCTIONS AND RELATIONSHIPS: Complete the flow diagrams No. 109 (pp.
Equivalent forms - Determine, interpret and given the rule. Use the rule 124, 125)
justify equivalence of different descriptions of the to find values of letters.
same relationship or rule presented: ‒ verbally ‒ in Complete the tables and
flow diagrams ‒ in tables ‒ by formulae ‒ by determine the formulae or
number sentences rule.
40 Complete and consolidate the week’s assessment and work

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE What will you change next time? Why?
THEY ABLE TO:
• Describe input, output and process.
• Complete the flow diagrams given the rule.
• Use the rule to find values of letters. Struggling Learners Names:
• Complete the flow diagram and give a table using the
same rule.
• Complete the tables and show calculations.
• Determine the rule and solve the letters.
HOD: Date:

13
30 May – 3 June 2022
Week 9
Day ATP content concepts, skills DBE Reso Da
workbook urces te
41 ALGEBRAIC EXPRESSIONS: Algebraic language Give the difference No. 8a (pp.
-Recognize and identify conventions for writing between equation and xxii, xxiii)
algebraic expressions - Identify and classify like and expression. Write No. 8b (pp.
unlike terms in algebraic expressions expressions for nth term xxiv, xxv)
-Recognize and identify coefficients and exponents in of a sequence.
algebraic expressions Solve for x. Substitute
and simplify.
42 ALGEBRAIC EXPRESSIONS: Algebraic language Define the algebraic No. 29a
-Recognize and identify conventions for writing vocabulary. Define (pp. 62,
algebraic expressions - Identify and classify like and algebraic expression. 63)
unlike terms in algebraic expressions Find the variable, No. 29b
-Recognize and identify coefficients and exponents in constant, coefficient, (pp. 64,
algebraic expressions operator, exponent & like 65)
terms. Write an algebraic
expression for
statements.
43 FUNCTIONS AND RELATIONSHIPS: Expand and Apply the associative No. 2a (pp,
simplify algebraic expressions -Use commutative, property to show equality. 4, 5)
associative and distributive laws for rational numbers Use commutative property No. 2b (pp.
and laws of exponents to: - Add and subtract like terms to show equality. Use the 6, 7)
in algebraic expressions distributive property to
simplify.
44 FUNCTIONS AND RELATIONSHIPS: Expand and Give examples of like No 30 (pp.
simplify algebraic expressions -Use commutative, terms. Add like terms. 66, 67)
associative and distributive laws for rational numbers Subtract like terms.
and laws of exponents to: - Add and subtract like terms Simplify by multiplying
in algebraic expressions and applying exponent
rules.
45 Complete and consolidate the week’s assessment and work

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY ABLE TO: What will you change next time?
x Give the difference between equation and expression. Why?
x Write expressions for nth term of a sequence.
x Solve for x. Substitute and simplify.
x Define the algebraic vocabulary.
x Define algebraic expression.
x Find the variable, constant, coefficient, operator, exponent & like terms.
x Write an algebraic expression for statements.
x Apply the associative property to show equality.
x Use commutative property to show equality. HOD:
x Use the distributive property to simplify.
x Give examples of like terms. Add like terms. Date:
x Subtract like terms. Simplify by multiplying and applying exponent rules.

14
6 – 10 June 2022
Week 10
Day ATP content concepts, skills DBE Resou Dat
workbook 1 rces e
46 FUNCTIONS AND RELATIONSHIPS: Expand and Revise the rules for No 31 (pp.
simplify algebraic expressions -Use multiplying integers. 68, 69)
commutative, associative and distributive laws for Add and subtract like
rational numbers and laws of exponents to: - Add terms. Simplify by
and subtract like terms in algebraic expressions multiplying and
applying exponent
rules.
47 Revision of term 1 and 2: Catch-up on work
not completed; remediation of concepts which
weaker learners have not fully understood and
enrichment cards for the learners who are on
track
48 Revision of term 1 and 2: Catch-up on work
not completed; remediation of concepts which
weaker learners have not fully understood and
enrichment cards for the learners who are on
track
49 Revision of term 1 and 2: Catch-up on work
not completed; remediation of concepts which
weaker learners have not fully understood and
enrichment cards for the learners who are on
track
50 Complete and consolidate the week’s assessment and work
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
x Revise the rules for multiplying integers.
Struggling Learners Names:
x Add and subtract like terms.
x Simplify by multiplying and applying exponent rules.

13 – 15 June 2022 (three-day week)

Week 11
Day ATP content concepts, DBE Resource Date
skills workbook s
51 Revision of term 1 and 2: Catch-up on work not
completed; remediation of concepts which weaker
learners have not fully understood and enrichment
cards for the learners who are on track
52 Revision of term 1 and 2: Catch-up on work not
completed; remediation of concepts which weaker
learners have not fully understood and enrichment
cards for the learners who are on track
53 Revision of term 1 and 2: Catch-up on work not
completed; remediation of concepts which weaker
learners have not fully understood and enrichment
cards for the learners who are on track
54 PUBLIC HOLIDAY
55 PUBLIC HOLIDAY

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

20 – 24 June 2022
Week 12
Day ATP content concepts, DBE Resources Date
skills workbook
56 FORMAL ASSESSMENT TASK: Test All topics
57 FORMAL ASSESSMENT TASK: Test All topics
58 FORMAL ASSESSMENT TASK: Test All topics
59 FORMAL ASSESSMENT TASK: Test All topics
60 END OF TERM
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) Assignment 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) Assignment 2) Test
Thursdays)
1 Baseline Assessment Baseline Assessment
2 Tuesday
Skills mastery Assessment 1
Thursday
Skills mastery Assessment 2

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 3 Tuesday
Skills mastery Assessment 3
Thursday
Skills mastery Assessment 4

4 Tuesday
Skills mastery Assessment 5
Thursday
Skills mastery Assessment 6

5 Tuesday
Skills mastery Assessment 7
Thursday
Skills mastery Assessment 8

6 Tuesday
Skills mastery Assessment 9
Thursday
Skills mastery Assessment 10
7 Tuesday Formal Assessment 1 - Assignment
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
Skills mastery Assessment 17
Thursday
Skills mastery Assessment 18
11 Tuesday
Skills mastery Assessment 19

12 FORMAL ASSESSMENT 2 – Test (All Topics)

Exemplar Written Assessment ITEMS with marking memos.

The exemplar items can be used as a diagnostic pre-assessment, but can be used, later in the term,
as a post-assessment to monitor learning.

The skills mastery items can be used as a secondary assessment, both to monitor progress in
learning skills and mastery of skills. For example, the teacher can select 5 items from the first three
Skills Mastery Assessments (a selection from 15 items) and use it for end of week assessments. End-

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of-week days have been planned for this purpose, as well as for consolidating the learning of the
week’s content.

• Written assessments are to be done in addition to oral and practical assessment to carry
out meaningful continuous assessment throughout the term.
• You need to plan when you will do a written assessment. We suggest you do it at the
end-of week.
• The questions provided in the exemplar and Skills Mastery Assessments are taken from
past written assessment papers and assessments generally, that were previously in the
lesson plans. We suggest you use selected items as smaller written assessment tasks.
This aligns better with the curriculum objective of continuous assessment.
• There is one lesson “slot” per week that is assigned for you to catch up or consolidate
the lesson plan content covered in the week’s lessons. This lesson should also be used
for the purpose of carrying out written assessment tasks or to complete oral or practical
tasks for that week.

ITEM BANK FOR BASELINE: EXEMPLAR

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SOLUTIONS AND MEMORANDUM

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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)
• 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.

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SKILLS MASTERY EXEMPLARS

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SM ASSESSMENT 13

34
SM ASSESSMENT 14
1.

2.

3.

4.

5.

35
SM ASSESSMENT 15

SM ASSESSMENT 16
1.

2.

36
SM ASSESSMENT 17
1.

2.

3.

4.

5.

37
SM ASSESSMENT 18

SM ASSESSMENT 19
1.

2. Find the value of:

3.

4.

5.

38
SM ASSESSMENT 20

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