Tips and Guidelines for the 2022 Mathematical Literacy Exam


The Curriculum and Assessment Policy Statement (CAPS) for Mathematical Literacy outlines the nature and purpose of the subject Mathematical Literacy. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12.

The purpose of these Examination Guidelines is to:

  • Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate Examination in Mathematical Literacy
  • Assist teachers to adequately prepare learners for the examinations

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the school-based assessment (SBA), performance assessment tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually.

These guidelines should be read in conjunction with:


CAPSNEW 2022 changes
  %300-mark paper %150-mark paper
PAPER 1 and2 COMBINEDFinance 35%105PAPER160%90
Data 25%7535%53
   100%150 marks
Measurement 20%60PAPER255 %83**
Maps andplans 15%4540%60**
 TOTAL  100%150 marks


  • Section in Finance: (Income, Expenditure, Profit/Loss, Income-and-Expenditure statements and Budgets, Cost Price and Selling Price) can be included in PAPER 2 where there is direct link to Measurement and Maps and Plans.
  • Growth Charts can be examined in Data Handling in PAPER 1, as it assesses application of measures of spread.



  • Question papers for Grades 10 and 11 are set, marked and moderated internally, unless otherwise instructed by provincial departments of education.
    • The Grade 12 final end-of-year question papers are set, marked and moderated nationally.

Time and mark allocation

TABLE 1 below shows the number of question papers, stipulated marks and time allocations of the question papers (and control tests) for Grade 12.

TABLE 1: Number of formal tasks, control tests and examinations with marks and duration for Grade 12

 1·       Control test 1 Investigation Minimum of 50 marks for each task
  2AssignmentMinimum of 50 marks
Paper 12 hours(100 marks)Paper 22 hours(100 marks)
  3Control Test 2Minimum of 50 marks
Paper 13 hours(150 marks)Paper 23 hours(150 marks)
Paper 13 hours(150 marks)Paper 23 hours(150 marks)
  • Format of the question papers and weighting of topics

No weighting is provided for Basic Skills topics (Interpreting and communicating answers and calculations,Numbers and calculations with numbers, Patterns, Relationships and Representations) Rather, they will be assessed in an integrated way throughout the Application Topics.

The table below shows a summary of the differences between Paper 1 and Paper 2.


 Finance 60% (±5)Maps, plans and other representation of the
 Data Handling 35% (±5)physical world  40% (±5)
 Probability 5%Measurement 55% (±5)
Weighting oftopicsIncluding Growth Charts assessing application of measures of spread indata handling.Probability 5%Including Finances ±5% (Income, Expenditure, Profit/loss, Income-and-
  Expenditure statements and Budgets, Cost
  price and Selling price) where there is direct
  link to Measurement and Maps and Plans.
        Structure and scope of content and/or skillsQuestion 1: 30 marks ± 5 marks Level 1 questions from Finance and Data Handling
Question 2 Finance 
Question 3 Data Handling
Question 4 and/or Question 5 Integrated context on Finance and Data HandlingIncluding Growth Charts assessing application of measures of spread in data handling. 
Probability will be examined in the context of one or more of the other questions.
Question 1:30 marks ± 5 marksLevel 1 questions from Measurement and Maps, plans
Question 2 Maps and plans 
Question 3 Measurement
Question 4 and/or Question 5 Integrated context on ‘Measurement and Maps and plansIncluding Income, Expenditure, Profit/loss, Income-and-Expenditure statements and Budgets, Cost price and Selling price) where there is direct link to Measurement and Maps and Plans. 
Probability will be examined in the context of one or more of the other questions.
 Each question can contain more than one context. Each question can contain more than one context.

NOTE: Each paper may have 4 or 5 questions.

Distribution of marks according to taxonomy levels

The taxonomy levels will be the same in each paper.

It is noted that in each paper Question 1 (±30 marks) will be based on mixed questions at Taxonomy level 1 only.


 Paper 1Paper 2
Level 1: Knowing30% (±45 marks)30% (±45 marks)
Level 2: Applying routine procedures in familiar contexts30% (±45 marks)30% (±45 marks)
Level 3: Applying multi-step procedures in a variety of contexts20% (±30 marks)20% (±30 marks)
Level 4: Reasoning and reflecting20% (±30 marks)20% (±30 marks)


The aim of Mathematical Literacy is to help learners develop the ability to use a variety of mathematical andnon-mathematical techniques and/or considerations to explore and make sense of both familiar and unfamiliar real-life contexts. Therefore it is essential that assessment items and examinations draw on realistic and authentic contexts. Learners should be asked to make sense of newspaper articles, real bank statements, real plans and other authentic resources, rather than contrived problems containing only a semblance of reality.

Contexts can include both ‘familiar’ i.e. limited to the listed in the CAPS document and ‘unfamiliar’,

i.e. not limited to the contexts listed in the CAPS document .

Unfamiliar contexts will only appear in Questions 4 and Question 5 or only in Question 5.

Distribution of marks according to taxonomy levels

TABLE 4 shows the percentage of marks to be allocated to the different taxonomy levels for Grade 12.


The four levels of the Mathematical Literacy assessment taxonomyGRADE 12
Level 1: Knowing30% ± 5%30% ± 5%30% ± 5%
Level 2: Applying routine procedures in familiar contexts30% ± 5%30% ± 5%30% ± 5%
Level 3: Applying multi-step procedures in a variety of contexts20% ± 5%20% ± 5%20% ± 5%
Level 4: Reasoning and reflecting20% ± 5%20% ± 5%20% ± 5%

Order of the questions in the question paper

Each paper may have 4 or 5 questions.

Paper 1:

  • QUESTION 1 (30 marks ± 5 marks ONLY taxonomy Level 1) Short context – mixed questions (Finance and Data Handling)
  • QUESTION 2 – Finance QUESTION 3 – DataHandling
  • QUESTION 4 – Finance and Data Handling or integrated QUESTION 5 – Finance, Data Handling or integrated
  • Probability will be integrated in all five questions, where it is appropriate.

Paper 2:

  • QUESTION 1 (30 marks ± 5 marks ONLY taxonomy Level 1) Short context – mixed questions (Maps and Plans and Measurement)
  • QUESTION 2 – Maps and Plans QUESTION 3 – Measurement
  • QUESTION 4 – Maps and Plans and Measurement or integrated QUESTION 5 – Maps and Plans, Measurement or integrated
  • Probability will be integrated in all five questions, where it is appropriate

Question 4 and 5 may include Financial calculations as pertains to problem solving in Maps and Plans and Measurement.


Different taxonomy levels, according to topics, and some familiar topics/content follow on the next pages.

Taxonomy levels according to topics

The intention of this section is to provide greater clarity about the types of questions, calculations, applications and/or contexts that fall into thedifferent levels of the Mathematical Literacy taxonomy. It is essential to emphasise that the tables below do not provide a comprehensive or definitive list of all possible questions, calculations and/or tasks associated with the four levels of the taxonomy. They contain examples of a small selection of questions, calculations and/or tasks from the different topics in the curriculum that can be associated with thedifferent levels. These examples are meant to illustrate more clearly the difference between the demands of a question at the different levels of the taxonomy.

SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety of contextsLevel 4: Reasoning and reflecting
Financial documentsand tariffsystemsRead information directly from an electricity bill (e.g. date; name ofaccount holder; electricity consumption for the month).Show how the ‘Total Due’ on the electricity bill has been calculated by adding together allitems listed on the bill.Show how the VAT value listed on the electricity bill has been calculated when told that VAT is 15%of the value excluding VAT (that is, calculating a direct percentage of an amount).Use a given formula to show howthe amount charged for electricity consumption shown on the bill has been determined.Complete a table of values toshow the cost of various quantities of electricity consumption.Use the table of values to constructa graph to represent the cost of electricity consumption.Increasing/Decreasing by agiven percentageReplicate thecalculations/values shown on the bill for a different electricity consumption value.Without any scaffolded orguiding questions, draw a graph torepresent the cost of electricity on a particular electricity system.Choose an appropriate strategy(e.g. tables of values, graphs, andinterpreting points of intersection) to compare the electricity costs of two different electricity systems and make a decision about which system is the most cost effective for a user withparticular needs.Analyse a newspaper article describing proposed increases in electricity tariffs and make deductions about the implications ofthese increases for consumers.Rework the answer if theinitial conditions change.
Income, expenditure, profit/loss, income- expenditure statementsand budgetsClassify items on an income and expenditure statement as fixed, variable and occasional income andexpenditure.* Show how total income,expenditure and profit/loss values on an income and expenditure statement or budget have been determined.Million rand = R1 000 000Billion rand = R1 000 000 000Construct an income andexpenditure statement for an individual or a household.Construct a budget for asmall household project.Construct an income andexpenditure statement for a business that includes a comparison of income and expenditure values over a two-yearperiod.* Construct a budget for a large fundraising event.Revise a budget if conditionschangeAnalyse a budget for a household or business and make recommendationas to how the expenditure should be changed to improve the finances of the household/business.Compare income and expenditure values for a business or organisationover a two-year period and describe differences and/or trends.Analyse projected versus actual budget values and explaindifferences.
SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety ofcontextsLevel 4: Reasoning andreflecting
Cost price and selling priceDetermine the cost price ofan item by adding togethergiven cost values for the component parts of the item.Determine the income generated from the sale of anitem based on a given sales price and given sales volumes.Compare the differencebetween the cost and selling price of an item by calculating the percentage mark-up in price of the selling price from thecost price.·      Construct a table of valuesto show how the cost price of an item changes depending on the number ofitems made.Draw a graph from a giventable.Draw graphs, withoutscaffolded or guiding questions, to show the costs involved in producing an item and money generated from the sale of the item.Investigate, through research, the various costsinvolved in manufacturing an item, and decide on an appropriate selling price for the item.Calculate profit if only one of income orexpenses is given and theother still needs to be calculated.Conduct market research ona group of people and use the results of the research to defend a particular selling price for a product.Interpret graphs showingthe cost of production and income generated from the production and sale of an item, and use the graphs to make decisions about the business (e.g. how many items must be manufactured and sold to cover all production costs).
Break-even analysisDefine ‘break-even’ in thecontext in which a problem is posed (e.g. in the context of abusiness, ‘break- even’ refers to the income that must be generated to cover all expenses).Determine the break-evenpoint of a business from a given table of income and expenditure values.·      When given two graphs that intersect, read off the value of the independent anddependent variables at the breakeven point (point of intersection) of the graphs.Draw two or more graphs and identify the point ofintersection of those twographs in order to comparedifferent options (e.g. income vs. expenditure; cellphone contract options; electricity tariff system.).Explain the relevance ofthe break- even point of two graphs in relation to the problem or context for which the graphs have been drawn.Explain the meaning ofdifferent regions on a graph (that is, between different points of intersection) in relation tothe problem or context for which graphs have been drawn. * Rework the answer if the initialconditions change.
Interest,bank loans and investmentsDefine ‘interest’ and the’interest rate’.Identify interest ratevalues quoted on bank statements.Perform simple interestcalculations manually (that is, without the use of a calculator)over multiple time periods. * Read values off graphs showing simple and compound investment scenarios.Calculate compoundinterest compounded annually.*Increase or decreasea given amount by a certain percentage.Perform compound interest calculations manually (that is, without the use of aformula) over multiple time periods.·       Complete a table thatmodels a loan scenario and include consideration of a monthly interest calculation, monthly repayment, and monthly amount outstanding on the loan.Draw graphs from giventables of values to represent loan scenarios. * Calculate compound growth/declineConstruct a model of a loan or investment scenariowithout scaffolded or guiding questions.Investigate and describe the impact of increasing themonthly repayments on the total cost of the loan/investment.* Investigate and describe the impact of making a lump sum payment into a loan/investment during the first half of the loan/investment period on the total cost of the loan/investment.Rework the answer if needbe.
SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety ofcontextsLevel 4: Reasoning andreflecting
InflationDefine the term ‘inflation’.Show by calculation how theprice of an item might change if affected by inflation (that is, increasing a value by a percentage).Calculate compoundgrowth/decline.Show by calculation how theprice of an item might change if affected by inflation over multiple time periodsUse knowledge of inflationrates to argue and justify a particular salaryRework the answer ifthe initial conditions change.
     TaxationIdentify the name of the employee listed on a pay slip and the month for which the pay slip has been issued.* Identify the employee’smonthly salary.State how the employees ‘taxable income’ has beendetermined by referring to thesalary and deduction valuesshown on the payslip.Define the terms ‘gross pay’, ‘net pay’, ‘deductions’,and ‘taxable income’ shown on a payslip.Read appropriate taxvalues from given income tax deduction tables.Identify the income taxbracket into which an individual falls based on a given monthly and/or annual income.Use formulae provided on income tax bracket tables to calculate an individual’s annualand monthly income tax.Investigate throughcalculation how the tax rebate value is determined.Calculate compoundgrowth/decline.Compare income tax tables over different financialperiods and explain how an individual’s tax may have changed from one period to another.Investigate the effect that anincrease in salary has on increased tax payments.Analyse graphs showingchanges in income tax over different time periods and explain differences
Exchange ratesIdentify the exchange rate between two currencies from agiven table or rate board.Use a given exchange rate to determine the value of onecurrency for a specific quantity of another currency.Perform currency conversion calculations, taking into accountcurrency exchange fees charged by banks and other financial institutions.Explain how the Big Mac Index’ provides a tool fordetermining the worth of one currency in relation to another currency;Explain why it is not necessarily accurate when a South African tourist in Americaexclaims that a can of cool drinkthat costs $2,00 (R14,00) ismuch cheaper in South Africa.
SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety ofcontextsLevel 4: Reasoning andreflecting
  ConversionsConvert betweenmm, cm, m and km.Convert between g and kg.Convert between ml andlitres.Convert from °C to °F(and vice versa) using given formulae.Convert between differentsystems using given conversion factors (e.g. convert from m3to litres using the factthat 1  3 = 1 000 litres).mConvert between different systems using given conversiontables, where it is necessary tofirst identify and then use an appropriate conversion factor from the table.Compare solutions to a problem expressed indifferent units and make a decision about what unit is the most appropriate or useful for the particular context in which the problemis posed.
  Measure length,weight, volume and temperatureMeasure accurately usingappropriate measuring instruments (e.g. ruler; tape measure; kitchen scale; jug).* Perform calculations involving measured values(e.g. working out how much longer one piece of wood isthan another piece).Use measured values inconjunction with other contentor skills to complete a larger project (e.g. measure the dimensions of a bedroom to determine the running metres of carpet needed for the floor).Make adjustments to calculated values to accommodate measurement errors and inaccuracies due torounding.* Make decisions about theneed for accuracy when performing a measurement in a particular context.* Interpret a measured value and make a decision based on the value(e.g. measure the temperature of a child and decide if the childshould be taken to hospital).
     Perimeter,area and volumeDefine terms (e.g. ‘area’,’perimeter’, ‘volume’, ‘radius’).Identify from a list of givenformulae which formulae relate to perimeter calculations, which relate to area calculations, etc.Determine the radius of acircle from a given diameter.Know that area is expressedin units2 (e.g. c 2 and volume in units3m )(e.g. c 3m ).Know and useformulae for perimeter, area and volume.Calculate perimeter, area andvolume by substituting given values into given formulae.Describe relationshipsbetween input and output values in a table of data concerning space, shape and measurement.Perform preliminary calculations to determine dimensions required in perimeter/area/volume calculations and then calculate perimeter/area/volume (e.g.when asked to determine thevolume of concrete needed for the foundations of a house, interpret top view plans of the foundation trench of a house, use the plans to determine the dimensions of the trench, and then calculate the volume of the trench).* Use perimeter, area and/orvolume calculations tocomplete a project, where it is not stated specifically what type of calculation is required, (e.g. when asked to determine the amount of paint needed topaint a building, first interpretplans to determine dimensions of the walls, then calculate the surface area of the walls, thenuse the paint conversion ratioon the back of the paint tin to determine the required number of litres of paint required).
   TimeRead time values on aclock or watch.Converting betweenseconds, minutes and hoursRecord time values andperform calculations with time.Interpret time values on a bus time table to determinedeparture, arrival and travelling times.* Perform time calculations in conjunctionwith maps and other travel resources in order to plan a trip(e.g. determine approximate travelling times, appropriate stopping points for refuelling,the time to start a journey inorder to arrive at a destination ata particular time).
SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety ofcontextsLevel 4: Reasoning andreflecting
    ScaleExplain the meaning of a given scale, (e.g. explain what the scale 1 :100 means in termsof the measurements on a plan and actual dimensions).Use a given scale to determine actual measurements when given measured values, ormeasured values from given actual values.Use a given scale inconjunction with measurement on a plan/map to determine length/dimensions.Determine the scale of amap or plan.Use a given scale in conjunction with other contentor skills to complete a project (e.g. use a given scale to determine the dimensions in which to draw a 2-dimensional plan of an object,and then draw the plan).Critique the scale in whichan object has been drawn and offer an opinion as to a more appropriate scale.Decide on an appropriate scale to which to draw a pictureor build a model, and then complete the project.
MapsIdentify the labels/names ofnational roads (e.g. N3) that must be travelled on to travel between two locations.Identify the names of thetowns on the route between two locations.Identify the scale of a map.Identify the position of twolocations on a map and use given distance values on the map to determine the travelling distance between the two locations.Interpret a given set of directions and describe whatlocation the directions lead to.Provide a set of directionsto travel between two locations in a town using street names.Use a map in conjunction with a distance chart todetermine the shortest route to travel between two locations.Identify a possible route between two locations on a map, measure the distance betweenthe locations, and use a given scale to estimate the distance between the two locations.Estimate travelling times between two or more locations based on estimated travellingspeed and known or calculated distances.Critique a proposed travel route in relation to distance,estimated travelling times, etc. and suggest and justify possible alternative routes.Use maps in conjunction with other travel resources (e.g. exchange rate information; distance chart; bus timetable)and financial information (e.g. fare tables; petrol price) to plan and cost a trip).Make decisions regarding appropriate stopping points during a journey based on considerations offatigue, petrol consumptiontravelling time, etc.
PlansIdentify the scale of a planDefine terms (e.g.floor plan; elevation plan; layout plan; etc.).Read off the value(s) of given dimensions on the plan(e.g. the length of the wall is 4 m).Use a given key to identify the number ofwindows/doors/rooms shown on a plan for a building.Identify on which plan aparticular structure is shown (e.g. the door is shown on the North elevation plan).Measure dimensions on aplan and use a given scale to determine actual dimensions.Use plans in conjunction with other content, skills or applications to complete aproject (e.g. interpret plans to determine the dimensions of a room in order to establish the amount of carpet needed for the floor of the room).Describe an itemrepresented in a plan.Critique the design of astructure shown on a plan.Decide on an appropriate scale in which to draw a planand then draw the plan.Make connections between plans showing different views of the same structure (e.g.explain which wall shown on a floor plan is represented on aparticular side view plan).
SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety ofcontextsLevel 4: Reasoning andreflecting
ModelsMeasure the dimensions of a structurefor which a model or 2D drawing will be constructed.Build a model using a giventable of dimensions or a given net/cut-out.Use a given scale to determine the dimensions inwhich to build a model or make a 2D drawing, and complete the project.·       Build a model and use themodel in conjunction with othercontent, skills or applications to solve a problem (e.g. build amodel of a container and usethe model to investigate different types of packaging arrangements; or build a model of a container and determine the surface area and volume ofthe model to investigate the amount of storage spaceavailable in the container).Decide on an appropriatescale in which to build a model or make a2D drawing, use the scale todetermine dimensions, andcomplete theproject.* Construct and compare two models in terms of storage space and materials used and make adecision about which model will the better choice for packaging an item.Analyse a model andcritique the layout of the structure shown in the model.
SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety of contextsLevel 4: Reasoning and reflecting
Developing questions and collectingdataRead information directly from a given questionnaire/survey (e.g. the name of the organisationfor which the questionnaire is being conducted).Complete a given questionnaire.Conduct a given questionnaire/survey with agroup of people.Decide on appropriatequestions to include on a questionnaire/survey, construct and then conduct the questionnaire/survey.Critique the questions/layoutof a questionnaire/survey.
SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety ofcontextsLevel 4: Reasoning andreflecting
Classifying and organising dataSort data from smallest tobiggest.* Count the number of values in a data set.State the difference between categorical data and numerical data; discrete and continuousdata. * Read information from frequency tables.Sort data according to twocategories (e.g. sort a set of data separately for females and males).·      Complete a given frequency table.* Calculate percentage values to represent the relativesizes of different categories of data.When given a raw set of data, sort the data, decide onappropriate intervals (if necessary), and construct a frequency table to organise the data. If necessary, use the frequency table to draw an appropriate graph to represent the data.Make a deduction about whether collected informationis biased or valid based on the structure of instrument used to collect the data and the way in which the data was collected.Explain with justificationwhether data is discrete or continuous.Analyse data organised in tables and make deductionsabout trends in the data.
Summarising data
Identify the maximum and minimum values in aset of data.Identify the mode forarranged data.Identify the median forodd data that has already been arranged.Calculate mean and range.Calculate the median foreven data. * Calculate the median if the data is not arranged.Calculate the quartilevalues for arranged data.Calculate the inter-quartile range when quartile values are given.Calculate the mean,median and modal average for a set of data and decide with reasons which average provides the most accurate representation of the data.Use data presented on a graph to determine the mean,median, mode and range of a data set.Calculate the quartilevalues for data that is not arranged.Calculate the inter-quartile range when thequartile values are not given.Analyse measures of central tendency and spread and make deductions about trends inthe data.Interpret tables and chartsshowing percentile/quartile values and explain what those values represent in relation to the scenario represented in the table/chart.Compare measures of central tendency/spreadcalculated for two or more sets of data and use thesemeasures to explaindifferences between the data sets.
Representing dataRead values directlyfrom the values provided on graphs.Draw a specified graphfrom a given table of data.Estimate values from givengraphs.Organise data using an appropriate table, decide on the most appropriate formatfor representing the data (thatis, actual values or percentages), anddecide on the most appropriategraph needed to represent the data.Analyse graphs and make deductions about trends in thedata and predictions for the future.Identify and describe the use and misuse of statisticsand make justifiedrecommendations.
SectionLevel 1: KnowingLevel 2: Applying routineprocedures in familiar contextsLevel 3: Applying multi-step procedures in a variety of contextsLevel 4: Reasoning and reflecting
Expressions of probability/ Prediction/Evaluate expressions of probabilityIdentify the percentage chanceof rain for a particular town from a weather report in a newspaper.State the meaning of terms associated with probability (e.g.event; outcome).Express the probability of anevent using fraction, percentage and decimal notation.Identify all of the possible outcomes of a particular event(e.g. rolling a dice; gambling game).Explain whether or not aparticular rainfall prediction indicates that it is more or less likely to rain.Conduct an experiment to compare the experimental probabilityof an event to its theoretical probability.Identify appropriate values from a given table of data values (e.g. onmotor vehicle fatalities in South Africa) and express the probability ofcertain events shown in the table.Develop a game involving probability and play the gamewith another learner in the class.Design simple contingency tables and use them to calculateprobabilities.* Draw tree diagrams and use them to calculate probabilitiesAnalyse a table of rainfall data fora town and make predictions about the chance of rain in that town during a particular month during the year.Explain whether the statement ‘ifI take the same lottery numbers every week then my chances of winning increase’ makes sense.Critique the use of references to probability values in newspaperarticles.Analyse a table showing risk assessment profiles of people in different age groups and explainwhy particular age groups areclassified as higher risks than others.Analyse a game involving probability and make a deductionaboutthe fairness of the game.
  • Some familiar topics for QUESTIONS 1, 2 and 3
FINANCE  Financialdocuments and tariff systemsHousehold bills; shopping documents; bankingdocuments; household budgetsDocuments relating to workplace and smallbusiness finance Documents relating to national/global and more complex financial topicsMunicipal tariffs, telephone tariffs; transporttariffs – two or more comparisons
 Income, expenditure, profit/loss,income- and expenditurestatements and budgetsSmall business – baking bread, tuck shop, streetvendor, flea- market stall, cell-phone container; garden services; painting; washing cars, catering; crèche;Personal income and expenditureBusiness and/or workplace income andexpenditure Income and expenditure for larger organisations
Cost price andselling priceSmall business – baking bread, tuck shop, streetvendor, flea- market stall, cell-phone container; garden services; painting; car wash, catering; crèche;
 Break-evenanalysisSmallhomeindustry Small business Subsistence farmingTariff systems – electricity, telephone, rentaloptions, etc.
 Interest bankloans and investmentsHire purchase agreements and loans Investments – fixeddeposit accounts only Bank accounts with a changing balanceOther investments – retirement annuities,funeral plans, etc. All banking topics – credit cards, loans, etc.
InflationInfluence of inflation onpersonal/household, business and global financial activities
TaxationVAT, UIF, Personal Income Tax
Exchange ratesPlanning trips/holidays in other countries
MEASUREMENTConversionsHousehold, school and widercommunity projects – baking, cooking, catering, building, etc.
Measure length, weight,volume and temperatureHousehold, school and widercommunity projects – baking, cooking, catering, building, etc.
Perimeter,area and volumeHousehold, school and widercommunity projects – baking, cooking, catering, building, etc.
TimeHousehold, school and widercommunity projects – baking, cooking, catering, building, etc.
     Maps and ScalesMaps showing:Seating plan and/or layout ofa classroomLayout of buildings and orsports fields at a schoolLayout of stores in shoppingcentresSeating plansin cinemasand sportstadiums, examinations, weddings, matric dances, etc.Street maps with and withouta grid referenceNational and provincial roadand rail mapsStrip charts showing distanceon a portion of roadElevation maps – e.g.comrades marathon routeResidential or housing estate
 PlansInstruction and assemblydiagrams containing wordsand/or picturesAlso all the contexts covered inMaps and Scales
ModelsPackaging containers – fruit juice containers, chocolate boxes, etc.
DATAHANDLINGClassifying and organising dataTest and exam results School sports results National and Provincial:Health statisticsEducation statisticsAccidentsPopulationHistorical inflation and/or exchange rate dataGrowth charts for babies and children
Summarising data
  Representing data
PROBABILITY Expressions of probability/Prediction/ Evaluate expressions of probabilityGames with coins and dice Weather prediction Pregnancy test/drug testNational lottery gambling scenarios – Power-Ball, slot machines, etc.Risk assessments – insurances Newspaper articles


This examination guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which educators should teach to. Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.