MATHEMATICS

Marking guide: SBA - Assignment Term 1 Version 1

GRADE 12

Link to guidance to marker video:

G12_Mathematics_Term1 _SBAM4_Marking Guide Paper1_Marker Video

NOTE:
● If a candidate answered a question TWICE, mark only the FIRST attempt.
● If a candidate crossed out an answer and did not redo it, mark the crossed-out
answer.
● If a learner rounds off incorrectly, only penalise that learner ONCE per paper.
Thereafter, you can accept incorrectly rounded-off answers. Please note that you
may only accept the incorrect rounding, do not accept an incorrect whole
number or the number after the decimal place.
● If a learner omits units, only penalise that learner ONCE per paper. Thereafter,
you can accept answers without units.
● Consistent accuracy applies to ALL aspects of the marking guidelines. Annexure
A includes a guide on C.A. marking to help you.
● Please note that C.A. marking cannot be applied after the second mistake a
learner has made.
● Assuming values/answers to solve a problem is unacceptable.
● Learners have to show their calculations. If the marking guideline does not
specifically state that marks may be awarded for the answer only, you may NOT
award marks if no method is shown. Many learners do not show their factorising
or substitution into the quadratic formula when solving a quadratic equation. DO
NOT award marks for solutions without a method shown.
● Please carefully consider all possible answer options and mark them accordingly.
● Marks are awarded as per the guidelines, and the following symbols are used:
○ A - Accuracy
○ CA - Continued Accuracy
○ S - Statement
○ R - Reason
○ SR - Statement with Reason

1
Qn. Solution Explanation Mark
Guidance to the markers s

QUESTION 1rp

1.1 2 2 ✔ S/R Using Pythagoras

𝐴𝐸 = 𝐴𝑂 − 𝑂𝐸 (Pythagoras)
in larger circle
2 2
𝐴𝐸 = (37) − (12) ✔ A 𝐴𝐸 = 35 𝑐𝑚
∴𝐴𝐸 = 35 𝑐𝑚 ✔ S/R Using Pythagoras
in smaller circle
𝐵𝐸 =
2 2
𝐵𝑂 − 𝑂𝐸 (Pythagoras) ✔ A 𝐵𝐸 = 5 𝑐𝑚
2 2 Note: Please see that
𝐵𝐸 = (13) − (12) learners wrote the
∴𝐵𝐸 = 5 𝑐𝑚 statement with the
reason. Learners get
𝐴𝐵 = 𝐴𝐸 − 𝐵𝐸 one mark for sub into
∴ 𝐴𝐵 = 35 − 5 = 30𝑐𝑚 the formula, not for the
formula.
✔ CA 𝐴𝐵 = 30𝑐𝑚
Note: Please carefully
consider all possible
answer options and
mark them accordingly. 5 (RP)

1.2.1 𝐶𝑂𝐷 = 64° (∠ at centre = 2 × ∠at ✔ S 𝐶𝑂𝐷 = 64°

circumference) ✔R
(∠ at centre = 2 × ∠at
circumference)

OR

𝐴 = 32° (∠ s in the same segment) ✔ S 𝐶𝑂𝐷 = 64°

𝐴𝐶𝑂 = 32° (∠opp equal sides)
𝐶𝑂𝐷 = 64° (ext ∠ 𝑜𝑓∆ )
OR
✔ R (ext ∠ 𝑜𝑓∆ )
Note: Please make sure
that learners included
the first step before you
mark the statement and
reason correct.

✔ S 𝐶𝑂𝐷 = 64°
𝐴 = 32° (∠ s in the same segment)

2
 𝐴𝐶𝑂 = 32° (∠opp equal sides) ✔ R ( ∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟 𝑙𝑖𝑛𝑒 )
Note: Please make sure
𝐴𝑂𝐶 = 116° (∠ 𝑠𝑢𝑚 𝑖𝑛∆ )
that learners did include
𝐶𝑂𝐷 = 64° ( ∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟 𝑙𝑖𝑛𝑒 ) the firs to step before
you mark the statement
2 (K)
and reason correct.

1.2.2 𝐴 = 32° ✔ S 𝐴 = 32°

(∠ s in the same segment) ✔R
(∠ s in the same segment)
OR

𝐶𝑂𝐷 = 2𝐴 ✔ S 𝐴 = 32°
𝐶𝑂𝐷 ÷ 2 = 𝐴 ✔R
(∠ at centre = 2 × ∠at
𝐴 = 32° (∠ at centre = 2 × ∠at
circumference)
circumference)
Note: Please make sure
that learners write the
reason correctly. 2 (K)

[9]

QUESTION 2

2.1 ✔ A Constructions
Note: All the
construction lines
should be present for
one mark. If learners
did not include the
construction sentence
but did show
constructions on the
graph give one mark.
1
. 𝐴𝐵. ℎ
✔A 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐷𝐶
= 2
1
. 𝐵𝐷. ℎ
=
𝐴𝐵
𝐵𝐷
2
1
. 𝐴𝐶. 𝑘
✔A 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶
= 2
=
𝐴𝐵
Proof: Construction: Draw altitudes ℎ and 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐶𝐸 1
2
. 𝐶𝐸. 𝑘 𝐸𝐶

𝑘 in ∆𝐴𝐵𝐶. Join 𝐵𝐸 and 𝐶𝐷. ✔ A Area

∆𝐴𝐵𝐶 =Area ∆𝐶𝐸𝐵 (same base
𝐵𝐶; 𝑠𝑎𝑚𝑒 𝑎𝑙𝑡𝑖𝑡𝑢𝑑𝑒 ; 𝐵𝐶||𝐷𝐸)
1
. 𝐴𝐵. ℎ
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶
= 2
1 =
𝐴𝐵
( same altitude Note: Learners must
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐷𝐶 . 𝐵𝐷. ℎ 𝐵𝐷
2 include this sentence to

3
 h) and get the one mark.
✔A
1
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶 . 𝐴𝐶. 𝑘 𝐴𝐶
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐶𝐸
= 2
1 = 𝐸𝐶
( same altitude k) 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶
2
. 𝐶𝐸. 𝑘 ∴ =
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐷𝐶 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐶𝐸

But
Area ∆𝐴𝐵𝐶 =Area ∆𝐶𝐸𝐵 (same/common
base 𝐵𝐶; 𝑠𝑎𝑚𝑒 𝑎𝑙𝑡𝑖𝑡𝑢𝑑𝑒 ; 𝐵𝐶||𝐷𝐸)

𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶

∴ 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐷𝐶
= 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐶𝐸

𝐴𝐵 𝐴𝐶 5 (K)
∴ 𝐵𝐷
= 𝐶𝐸

[5]

QUESTION 3

3.1 𝐴 = 𝑥 (∠ opp equal sides, radii) ✔S𝐴= 𝑥

𝐶1 = 𝑥 (tan chord theorem) ✔ R (∠ opp equal sides,
radii)
𝐸 = 𝑥 (corres ∠𝑠, 𝑂𝐸||𝐵𝐶 )
✔ S 𝐶1 = 𝑥
✔ R (tan chord theorem)
✔S𝐸= 𝑥
✔ R (corres ∠𝑠, 𝑂𝐸||𝐵𝐶 )
Note: Please make sure
that learners write the
correct angles, diagram
added for quick
reference.
6 (RP)

3.2.1 𝐶2+3 = 90° (∠𝑠 in semi-circle OR ∠

1
⊙ OR ✔ S/R
2
𝐶2+3 = 90° (∠𝑠 in semi-circle
Diameter subtends right angel)
1
OR ∠ ⊙ OR Diameter
∴ 𝐹1 = 90° (corres ∠𝑠, 𝑂𝐸||𝐵𝐶 ) 2
subtends right angel)
✔ S/R 𝐹1 = 90° (corres
∠𝑠, 𝑂𝐸||𝐵𝐶 ) 2 (RP)

3.2.2 𝐷𝐶𝑂 = 90­° (radius ⊥tangent) ✔ S/R

𝐷𝐶𝑂 = 90­° (radius ⊥tangent)
∴ 𝐷𝐶𝐴 = 90° + 𝑥
✔ CA

4
 𝐷𝐶𝐴 = 90° + 𝑥

OR
1
𝐶2+3 = 90° (∠𝑠 in semi-circle OR ∠ 2
⊙ OR ✔ S/R
𝐶2+3 = 90° (∠𝑠 in semi-circle OR
Diameter subtends right angel)
1
∠ 2
⊙ OR Diameter subtends
right angel)
∴ 𝐷𝐶𝐴 = 90° + 𝑥
✔ CA
𝐷𝐶𝐴 = 90° + 𝑥
Note: If learners
mention 𝐶1 = 𝑥 (ext ∠of
2 (RP)
∆) in 3.1

3.3.1 In ∆𝐴𝐵𝐶: ✔ SR
𝑂𝐸||𝐵𝐶 (given) 𝑂𝐸||𝐵𝐶 (given)
𝐵𝑂 − 𝑂𝐴 (radii) ✔ SR
∴ 𝐶𝐹 = 𝐹𝐴 (midpt theorem) 𝐵𝑂 − 𝑂𝐴 (radii)
✔A
𝐶𝐹 = 𝐹𝐴 (midpt
theorem)

OR

In ∆𝐴𝑂𝐹 and ∆𝑂𝐹𝐶 ✔ A Mention two

1. 𝐹1 = 𝐶𝐹𝑂 (90°-prove in 3.2.1 and triangles
✔ A All three statement
angles on a straight line)
with reason need to be
2. 𝐶3 = 𝐴 (∠ opp equal sides, radii) correct for one mark.
3. 𝑂𝐹 = 𝑂𝐹 (common) ✔A
∴ ∆𝐴𝑂𝐹 ≡ ∆𝐶𝑂𝐹 (∠∠S) ∆𝐴𝑂𝐹 ≡ ∆𝐶𝑂𝐹 (∠∠S)
Note: Please allow
answer options if
learners prove any
concurrency correctly.

OR

𝐹1 = 90° (prove in 3.2.1) ✔ A 𝐹1 = 90° (prove in

𝐶𝐹𝑂 = 90° (∠ on a str line) 3.2.1)

5
 ∴ 𝐶𝐹 = 𝐹𝐴 (line from centre ⊥ 𝑡𝑜 𝑐ℎ𝑜𝑟𝑑) ✔ A 𝐶𝐹𝑂 = 90° (∠ on a
str line)
✔A
𝐶𝐹 = 𝐹𝐴 (line from
centre ⊥ 𝑡𝑜 𝑐ℎ𝑜𝑟𝑑) 3 (C)

3.3.2 In ∆𝐴𝐶𝐷 and ∆𝐶𝐵𝐷: ✔ SR

𝐷 = 𝐷 (common) 𝐷 = 𝐷 (common)
𝐶1 = 𝐴 (tan chord theorem) ✔ SR
𝐶1 = 𝐴 (tan chord theorem)
𝐵1 = 𝐷𝐶𝐴 (
Note: Learners can add
𝑟𝑑
3 ∠ 𝑂𝑅 ∠𝑠𝑢𝑚 𝑖𝑛∆ 𝑂𝑅 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛 ∆ OR the reason proven if
int∠∆ ) already proved in one of
the previous questions.
∴ ∆𝐷𝐴𝐶|||∆𝐷𝐶𝐵 (∠∠∠) ✔ SR
𝐵1 = 𝐷𝐶𝐴 OR
𝑟𝑑
𝐵1 = 𝐶1+2+3 (3 ∠ )
✔ SR
∴∆𝐴𝐶𝐷|||𝐶𝐵𝐷 (∠∠∠) 4 (C)

3.3.3 ∴
𝐷𝐴
=
𝐴𝐶
( ∆𝐷𝐴𝐶|||∆𝐷𝐶𝐵) ✔CA from 3.3.2 𝐷𝐴
𝐷𝐶
=
𝐴𝐶
𝐶𝐵
𝐷𝐶 𝐶𝐵
(∆𝐷𝐴𝐶|||∆𝐷𝐶𝐵)
∴ 𝐷𝐴. 𝐶𝐵 = 𝐴𝐶. 𝐷𝐶
✔A 𝐷𝐴. 𝐶𝐵 = 𝐴𝐶. 𝐷𝐶
But 2𝐴𝐹 = 𝐴𝐶
✔A Stating 2𝐴𝐹 = 𝐴𝐶
∴ 𝐷𝐴. 𝐶𝐵 = 2𝐴𝐹. 𝐷𝐶
𝐷𝐴.𝐶𝐵 ✔A 𝐷𝐴. 𝐶𝐵 = 2𝐴𝐹. 𝐷𝐶
∴ 𝐴𝐹. 𝐷𝐶 = 2 4 (P)

[21]

QUESTION 4

4. Make 𝐴2 = 𝑥 ✔A 𝐴2 = 𝑥

∴ 𝐸 = 𝑥 (∠s opp equal sides) ✔SR 𝐸 = 𝑥 (∠s opp equal

𝐶 = 180° − 2𝑥 (∠𝑠𝑢𝑚 𝑖𝑛∆ 𝑂𝑅 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛 ∆ OR int∠∆) sides)
𝐵1 = 180° − 𝑥(𝑜𝑝𝑝∠s of cyclic quad) (AEDB) ✔SR 𝐶 = 180° − 2𝑥 (
∠𝑠𝑢𝑚 𝑖𝑛∆ 𝑂𝑅 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛
𝐷𝑂𝐴 = 2𝑥 (∠ at centre = 2 × ∠at circumference)
∆ OR int∠∆)
∴ 𝐷𝑂𝐴 + 𝐶 = 180° − 2𝑥 + 2𝑥 = 180° ✔SR 𝐷𝑂𝐴 = 2𝑥 (∠ at
(Opp ∠𝑠 quad sup OR coverse opp ∠𝑠 of centre = 2 × ∠at circumference) 5 (C)

6
cyclic quad) ✔SR 𝐷𝑂𝐴 + 𝐶 = 180°
(Opp
∠𝑠 quad sup OR coverse
opp ∠𝑠 of cyclic quad)

OR
✔A 𝐸 = 𝑥
Make 𝐸 = 𝑥
✔SR 𝐴2 = 𝑥 (∠s opp
∴ 𝐴2 = 𝑥 (∠s opp equal sides)
equal sides)
𝐶 = 180° − 2𝑥 (∠ sum in ∆) ✔SR 𝐶 = 180° − 2𝑥 (∠
𝐵1 = 180° − 𝑥(𝑜𝑝𝑝∠s of cyclic quad) (AEDB) sum in ∆)

𝐷𝑂𝐴 = 2𝑥 (∠ at centre = 2 × ∠at circumference) ✔SR 𝐷𝑂𝐴 = 2𝑥 (∠ at

centre = 2 × ∠at circumference)
∴ 𝐷𝑂𝐴 + 𝐶 = 180° − 2𝑥 + 2𝑥 = 180°
✔SR 𝐷𝑂𝐴 + 𝐶 = 180°
(Opp
(Opp
∠𝑠 quad sup OR convers opp ∠𝑠 of cyclic
∠𝑠 quad sup OR coverse
quad)
opp ∠𝑠 of cyclic quad)
Note: Please carefully
consider all possible
answer options and
mark them accordingly.

✔A 𝐵1 = 𝑥
OR ✔SR 𝐸 = 180° − 𝑥 (opp
∠s of cyclic quad)
Make
✔SR 𝐶 = 2𝑥 − 180° (
𝐵1 = 𝑥 /∠𝑠𝑢𝑚 𝑖𝑛∆/ 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛
𝐸 = 180° − 𝑥 (opp ∠s of cyclic quad) ∆\int∠∆ )
✔SR O
𝐸 = 𝐴2 = 180° − 𝑥 ( ∠s opp equal sides)
𝐴𝐷 = 360 − 2𝑥 (rev)
𝐶 = 2𝑥 − 180° (
✔SR 𝐷𝑂𝐴 + 𝐶 = 180°
∠𝑠𝑢𝑚 𝑖𝑛∆ 𝑂𝑅 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛 ∆ OR int∠∆)
(Opp
∠𝑠 quad sup OR
Ref O𝐴𝐷 = 2𝑥 ( converse opp ∠𝑠 of cyclic
∠ at centre = 2 × ∠at circumference) quad)

7
 O𝐴𝐷 = 360 − 2𝑥 (rev) Note: Please carefully
consider all possible
∴ 𝐷𝑂𝐴 + 𝐶 = 360 − 2𝑥 + 2𝑥 − 180° = 180
answer options and
(Opp ∠𝑠 quad sup OR converse opp ∠𝑠 of
mark them accordingly,
cyclic quad)
learners sometimes use
more steps to get to the
answer, do not mark
each step, total marks
of 5.

[5]

QUESTION 5

5.1.1 𝑄2 = 50° (𝑃𝑄 ⊥ 𝑄𝑅) ✔SR

𝑄2 = 50° (𝑃𝑄 ⊥ 𝑄𝑅)
Note: Allow
complementary angles
as reason. 1 (K)

5.1.2 𝑅 = 40° (∠𝑠𝑢𝑚 𝑖𝑛∆ 𝑂𝑅 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛 ∆ OR ✔SR

int∠∆) 𝑅 = 40°(
∠𝑠𝑢𝑚 𝑖𝑛∆ 𝑂𝑅 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛
∆ OR int∠∆) 1 (K)

5.1.3 𝑃 = 50° ( ✔SR

∠𝑠𝑢𝑚 𝑖𝑛∆ 𝑂𝑅 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛 ∆ OR int∠∆) 𝑃 = 50° (
∠𝑠𝑢𝑚 𝑖𝑛∆ 𝑂𝑅 𝑠𝑢𝑚 𝑜𝑓∠'𝑠 𝑖𝑛
∆ OR int∠∆) 1 (K)

5.2 In ∆𝑄𝑃𝑅, ∆𝑆𝑄𝑅 and ∆𝑆𝑃𝑄 ✔SR

1) 𝑃𝑄𝑅 = 𝑆2 = 𝑆1 (all 90°) 𝑃𝑄𝑅 = 𝑆2 = 𝑆1 (all 90°)

2) 𝑃 = 𝑄2 = 𝑃 (all 50°) ✔SR

𝑃 = 𝑄2 = 𝑃 (all 50°)
3) 𝑅 = 𝑅 = 𝑄1 (all 40°)
✔SR
∴∆𝑄𝑃𝑅|||∆𝑆𝑄𝑅|||∆𝑆𝑃𝑄 (∠∠∠)
𝑅 = 𝑅 = 𝑄1 (all 40°)
✔SR
∴∆𝑄𝑃𝑅|||∆𝑆𝑄𝑅|||∆𝑆𝑃𝑄
(∠∠∠)

8
 OR

In ∆𝑄𝑃𝑅 𝑎𝑛𝑑 ∆𝑆𝑄𝑅

4) 𝑃𝑄𝑅 = 𝑆2 = 90°
5) 𝑃 = 𝑄2 = 50°
6) 𝑅 𝑐𝑜𝑚𝑚𝑜𝑛
∴∆𝑄𝑃𝑅|||∆𝑆𝑄𝑅 (∠∠∠)
In ∆𝑄𝑃𝑅 𝑎𝑛𝑑 ∆𝑆𝑃𝑄
7) 𝑃𝑄𝑅 = 𝑆1 = 90°
✔SR ∆𝑄𝑃𝑅|||∆𝑆𝑄𝑅 (∠∠∠)
✔SR ∆𝑄𝑃𝑅|||∆𝑆𝑃𝑄 (∠∠∠)
✔✔SR
∆𝑄𝑃𝑅|||∆𝑆𝑄𝑅|||∆𝑆𝑃𝑄 (∠∠
∠)
Note: Please carefully
consider all possible
answer options and
mark them accordingly.

8) 𝑅 = 𝑄1 = 40°

9) 𝑃 𝑐𝑜𝑚𝑚𝑜𝑛

∴∆𝑄𝑃𝑅|||∆𝑆𝑃𝑄 (∠∠∠)

∴∆𝑄𝑃𝑅|||∆𝑆𝑄𝑅|||∆𝑆𝑃𝑄 (∠∠∠) 4 (C)

5.3 𝑄𝑆
=
𝑆𝑅
∆𝑆𝑄𝑅|||∆𝑆𝑃𝑄 from 5.2 ✔CA
𝑄𝑆
=
𝑆𝑅
𝑆𝑃 𝑄𝑆 𝑆𝑃 𝑄𝑆
2
∴𝑄𝑆 = 𝑆𝑃 × 𝑆𝑅 = 4 × 7 ✔A
2
∴𝑄𝑆 = 28 = 5. 29𝑐𝑚 ∴𝑄𝑆 = 𝑆𝑃 × 𝑆𝑅 = 4 × 7
✔CA
𝑄𝑆 = 28 = 5. 29𝑐𝑚

OR

7
7
=
𝑆𝑄 ✔A 𝑆𝑖𝑛50°
𝑆𝑖𝑛50° 𝑠𝑖𝑛40°
𝑆𝑄
𝑆𝑄 = 5. 87𝑐𝑚 ✔A 𝑠𝑖𝑛40°
✔A 𝑆𝑄 = 5. 87𝑐𝑚

Note: Some learners

use Trig, please be on
the lookout for any
alternative options. 3 (P)

[10]

9
 TOTAL 50

MEMORANDUM END

COGNITIVE LEVELS

Knowledge Routine Procedures Complex Procedures Problem-solving

20% 35% 30% 15%

12/50 = 24% 15/50 = 30% 16/50 = 32% 7/50 = 14%

REFERENCE

FEJM Larido, Wiskunde vir die Klaskamer (1996), Second edition, Heinemann.

L. Fourie, X Factor (2017), DJE Flexible Print Solutions

E. van Radenburg, N Vermeulen, Elise Prins, Pythagoras 12, (September 20215)

First print, Fisichem

10
Grading principles: FET Mathematics

All markers should apply the following general marking principles throughout their
marking for all levels:

1. Marks must be assigned according to the provided marking

guideline/memorandum.

2. Marks are awarded for what is correct, rather than deducted for what is wrong.

3. There are no half marks.

4. Where a candidate has not been awarded any marks for an attempt at a
question or part of a question, 0 should be written/recorded against their
answer.
5. Consistent accuracy (CA): working after an error must be followed through, with
possible full marks for the subsequent working, provided that the level of
difficulty involved is approximately similar.

5.1. Incorrect substitution in a correct formula – follow through.

2
E.g. 2𝑥 − 3𝑥 − 5 = 0
2
−(−3)+ −3 −4(2)(−3)
𝑥= 2(2)

In this case just deduct the substitution mark and apply CA for the rest of the
calculation.

5.2. Correct substitution in an incorrect formula – break down (no follow

through).
2
E.g. 2𝑥 − 3𝑥 − 5 = 0
2
−(−3)+ (−3) +4(2)(−3)
𝑥= 2(2)

In this case, you don’t have to continue marking because it’s a mathematical
breakdown.

5.3. Where a transcription error (paper to script or within the script) occurs, and
the difficulty level has been compromised, the candidate should normally
lose the opportunity to be awarded the next process mark.
E.g. When the question on the question paper says: Solve for 𝑥 in
2
2𝑥 − 3𝑥 − 5 = 0

11
 And the learner copies as 2𝑥 − 3𝑥 − 5 = 0 and solves the linear equation,
instead of a quadratic equation.

5.4. Where a transcription error (paper to script or within the script) occurs, and
the difficulty level has not been compromised, CA principles should be
applied.
E.g. When the question on the question paper says: Solve for 𝑥 in
2
2𝑥 − 3𝑥 − 5 = 0
2
And the learner copies as 2𝑥 − 5𝑥 − 3 = 0 and solves the incorrectly copied
quadratic equation.

5.5. In any ‘Show that…’ or ‘Prove that … ‘ question, where the candidate has to
arrive at a formula, the last mark of that part is not available as a
follow-through from a previous error (in other words, CA does not apply in
this case).

5.6. Do not penalise a learner twice for the same mistake.

E.g Q3 Given points A(5;-3) and B(-1;3)
3.1 Find the gradient of line AB
𝑦2−𝑦1
𝑚= 𝑥2−𝑥1
3−(−3)
𝑚 = 1−5
3
𝑚 =− 2
3.2 Find the equation of line AB
If a learner uses the incorrect gradient found in 3.1 for the equation of the
line in 3.2, award full marks for 3.2.

5.7. The marker should underline the first mistake and indicate “CA” to indicate a
“CA” mark.

6. Full credit should only be given where the solution contains appropriate
calculations. Unless specifically mentioned in the marking instructions, a correct
answer with no working receives no credit.

7. Candidates may use any mathematically correct method to answer questions

except in cases where a particular method is specified or excluded.

12
8. In final answers, unless otherwise stated, numerical values should be simplified as
far as possible (this point should be applied to all formative assessments, but NOT
to summative assessments).

15 5 1
E.g.: 12
should be simplified to 4
or 1 4
or 1.25

43
1
should be simplified to 43

15
0,3
should be simplified to 50

4
4
3
5
should be simplified to 15

64 must be simplified to 8*

*The square root of perfect squares up to and including 100 must be known.

9. Candidates should be encouraged to include the correct units with their answers.
Reference should be made to the marking guidance for individual assessments. In
general, candidates should not be penalised more than once for equivalent
omissions in an assessment opportunity.

10. Scratched/cancelled-out working which has not been replaced should be marked
where still legible. However, if the scratched/cancelled-out working has been
replaced, only the work which has not been scored out should be marked.

11. Where a candidate has made multiple attempts to answer a question and has not
identified their final answer, only the first attempt will be marked and scored
accordingly.

13