ANA English Grade 3 Maths

8/13/2019 ANA English Grade 3 Maths

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ANNUAL NATIONAL ASSESSMENT

GRADE 3

MATHEMATICS

SET 1: 2012 EXAMPLAR


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GUIDELINES FOR THE USE OF ANA EXEMPLARS

1. General overview

The Annual National Assessment (ANA) is a summative assessment of the knowledge and skills that learners

are expected to have developed by the end of each of the Grades 1 to 6 and 9. To support their school-basedassessments and also ensure that learners gain the necessary confidence to participate with success inexternal assessments, panels of educators and subject specialists developed exemplar test questions thatteachers can use in their Language and Mathematics lessons. The exemplar test questions were developedbased on the curriculum that covers terms 1, 2 and 3 of the school year and a complete ANA model test foreach grade has been provided. The exemplars, which include the ANA model test, supplement the school-based assessment that learners must undergo on a continuous basis and does not replace the school basedassessment.

2. The structure of the exemplar questions

The exemplars are designed to illustrate different techniques or styles of assessing the same skills and/orknowledge. For instance, specific content knowledge or a skill can be assessed through a multiple-choicequestion (where learners select the best answer from the given options) or a statement (that requires learnersto write a short answer or a paragraph) or other types of questions (asking learners to join givenwords/statements with lines, to complete given sentences or patterns, to show their answers with drawings orsketches, etc.). Therefore, teachers will find a number of exemplar questions that are structured differently butare targeting the same specific content and skill. Exposure to a wide variety of questioning techniques or stylesgives learners the necessary confidence to respond to different test items.

3. Links w ith other learning and teaching resource materials

For the necessary integration, some of the exemplar texts and questions have been deliberately linked to thegrade-relevant workbooks. The exemplars have also been aligned with the requirements of the NationalCurriculum Statement (NCS), Grades R to 12, the Curriculum and Assessment Policy Statements (CAPS) forthe relevant grades and the National Protocol for Assessment. These documents, together with any other that aschool may provide, will constitute a rich resource base to help teachers in planning lessons and conductingformal assessment.

4. How to use the exemplars

While the exemplars for a grade and a subject have been compiled into one comprehensive set, the learnerdoes not have to respond to the whole set in one sitting. The teacher should select exemplar questions that arerelevant to the planned lesson at any given time. Carefully selected individual exemplar test questions, or amanageable group of questions, can be used at different stages of the teaching and learning process asfollows:

4.1 At the beginning of a lesson as a diagnostic test to identify learner strengths and weaknesses. Thediagnosismust lead to prompt feedbackto learners and the development of appropriate lessonsthataddress the identified weaknesses and consolidate the strengths. The diagnostic test could be given ashomework to save instructional time in class.

4.2 During the lesson as short formative tests to assess whether learners are developing the intendedknowledge and skills as the lesson progresses and ensure that no learner is left behind.

4.3 At the completion of a lesson or series of lessons as a summative test to assess if the learners havegained adequate understanding and can apply the knowledge and skills acquired in the completed


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lesson(s). Feedback to learners must be given promptly while the teacher decides on whether there areareas of the lesson(s) that need to be revisited to consolidate particular knowledge and skills.

4.4 At all stages to expose learners to different techniques of assessing or questioning, e.g. how to answermultiple-choice (MC) questions, open-ended (OE) or free-response (FR) questions, short-answer

questions, etc.

While diagnostic and formative tests may be shorter in terms of the number of questions included, thesummative test will include relatively more questions, depending on the work that has been covered at aparticular point in time. It is important to ensure that learners eventually get sufficient practice in responding tofull tests of the type of the ANA model test.

5. Memoranda or marking gu idelines

A typical example of the expected responses (marking guidelines) has been given for each exemplar testquestion and for the ANA model test. Teachers must bear in mind that the marking guidelines can in no way beexhaustive. They can only provide broad principles of expected responses and teachers must interrogate and

reward acceptable options and variations of the acceptable response(s) given by learners.

6. Curriculum coverage

It is extremely critical that the curriculum must be covered in full in every class. The exemplars for each gradeand subject do not represent the entire curriculum. They merely sampleimportant knowledge and skills andcovers work relating to terms 1, 2 and 3 of the school year. The pacing of work to be covered according to theschool terms is specified in the relevant CAPS documents.

7. Conclusion

The goal of the Department is to improve the levels and quality of learner performance in the criticalfoundational skills of literacy and numeracy. ANA is one instrument the Department uses to monitor whetherlearner performance is improving. Districts and schools are expected to support teachers and providenecessary resources to improve the effectiveness of teaching and learning in the schools. By using the ANAexemplars as part of their teaching resources, teachers will help learners become familiar with different stylesand techniques of assessing. With proper use, the exemplars should help learners acquire appropriateknowledge and develop relevant skills to learn effectively and perform better in subsequent ANA tests.


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NUMBERS, OPERATIONS AND RELATIONSHIPS

Working wit h whole numbers

1. Look at t he pict ure below.

a. Est imat e how many obj ect s t here are in t he pict ure.b. Count t he given obj ect s.c. Group t hese obj ect s in f ours.d. Mark one half of t he pegs wit h an X.e. What is t he dif f erencebet ween t he est imat ed number

and t he act ual number of obj ect s?

f . How many obj ect s must I add or subt ract t o make t heest imat ed number equal t o t he act ual number?

g. Underline t he cor rect answer.There are _ ___ obj ect s in t he pict ure.

42 25 44 100


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2. Fill in t he missing numbers.a. 600, 500, ____, 300, ____, 100.

b. 4, 8, 12, ___, ____, 24, ____.

3. Complet e t he t able.a. Count on in

2s 128

b. Count

backwards in

10s170

c. Count in

3s 9

4. Fill in t he missing numbers in t he spaces provided.

a. 173, 172, 171, ____ , ____ , 168 , 167 , ____.

b.195, 190, ____, ____ , 175 , ____ , 165.


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5.

The hospit al has t hreef loors.

The rooms are number ed f rom ninety- ninet o one hundred and

t went y-one as shown in t he t able.

Floor 3 115 117 119 120

Floor 2 106 109 110 113

Floor 1 99 100 Ent rance 103 104

Number t he doors of t he un-number ed rooms.

Then f ill in t he r oom number in each sent ence.

a. The t hird last room on f loor 2is______ __ .

b. The f if t h r oom on f loor 1is___ ___ __ .

c. The last room on f loor 3is____ ___ _ .

MEDI CLINIC

+ +


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d. The room which comes bef or e room 114is room________.

e. J ust af t er room 105 is room________ .

f . Bet ween room 99and room 101 is room ________ .

6. Fill in t he missing numbers.

23 25 29 33

What rule did you use?

7. Writ e t he number name f or t he number symbol.

8. Mat ch t he number name t o t he number symbol.

134 t wo hundred

200 sixt y- seven

145 one hundred and t hir t y- f our

67

one hundred and f or t y-f ive


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9. Writ e t he number symbol.

a. One hundr ed and ninet y- nine

b. Sevent y-eight

10. Look at t he pict ure.

Count t he number of pot at oes and wr it e down t he number name

and number symbol.

a.___ ____ _____ ____ b. ___ _____ ____ ____ ____

11. Writ e t he name of t he whole number t hat comes:

a. bef ore 88

b. af t er 88

c. bet ween 88and 90

12. Fill in >, 122

I s t he above number sent ence cor rect ?

Tick t he box wit h t he cor rect answer Yes No


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14. Wr it e downTrue or False.

a.37 + 20 = 50 + 8

b.190 > 119

c.18 2 < 9 x 2

15. Ar range t he given numbers f rom t he smallest t o t he gr eat est .

99 , 13 , 35 , 70 , 9

16. Five numbers have been arranged f rom t he great est t o t hesmallest .

Cir cle t he let t er of t he cor r ect answer .

A

B

C

D

17 , 35 , 53 , 59 , 95

59 , 17 , 95 , 35 , 53

95 , 59 , 53 , 35 , 17

53 , 17 , 59 , 95 , 35

17. Wr it e downYes or No.

Are t he f ollowing numbers arranged cor rect ly f rom t he smallest t o

t he great est ?

24, 27, 30, 51, 64, 99

18. Wr it e down t he place valueof t he under lined digit .

a. 56

b.74

19. What is t he valueof t he underlined digit ?

a. 63

b.19


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20. Break down t he given numbers.

a.61

b.50

21. Circle t he let t er of t he cor r ect answer .

The place value of 3in 93 is:

A. unit s B. t ens C. hundreds

22. Mark t he block wit h t he cor rect answer wit h a X.

The value of t he digit 6in number 61is

60 6

23. Build up t he f ollowing number s.

100 + 80 + 9 = _______

100 + 100 + 0 + 0 = _______

100 + 40 + 30 + 2 + 1 = _______

24. Br eak down.

a.136 = ___ + ___ + ___

b.36 = ___+ ___


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25. Fill in t he missing numbers in t he t able below.

Number double Number Number halve

42

37

34

26. Fill in t he missing numbers on t he number line.

I I I I I I I I I

45 __ 55 60 _ __ _ __ 75 ___ 85

27. a. Show how you can use t he number line t o add 16and 12.

I I I I I I I

0 4 8 12 16 20 24 28 32 36

b. Doubleyour answer.

a. Halveyour answer .

28. Circle t he let t er of t he cor r ect answer .

Half of 50is:

A. 20 B. 15 C. 24 D. 25


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29. There were 67cans of cool dr ink in t he f r idge. Dad put in anot her 32cans.

How many cans are now in t he f r idge?

30. Bob collect ed 122glass bot t les f or a recycling proj ect . 38of t hem broke.How many bot t les did not break?

31. The Grade1learners collect ed 67ice cream st icks. The Grade 2 learners

collect ed 56 ice cream st icks and t he Grade 3learners collect ed 45.

How many ice cr eam st icks did t he Foundat ion Phase learners collect ?

32. There are t went y basket s wit h f ive apples in each. How many apples are int he basket s all t oget her?

33. Busi had sixt een t rays of eggs. Each t r ay holds t welve eggs. Sam brought

anot her t welve t rays f or Busi. How many t rays does Busi now have?

34. Sally bought t en packet s of J elly Tot s. Each packet cost R3,00. How much

did she pay f or t he J elly Tot s?

35. Donald has ninet y lollipops and want s t o share t hem equally amongst

his t hree nephews. How many lollipops will each nephew get ?

36. Mum baked t went y- f our cup cakes and shared t hem equally

amongst her f our children. How many cup cakes did each child get ?


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37. MONEY

a. Wr it e down t he colour of each of t he Sout h Af r icanbanknot es.


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b. How many of t he f ollowing coins are R2, 00coins?

Complet e:

5c + 20c + 50c + 10c = _____

a. Vusi want s t o buy a pair of roller skat es which cost R90.She has saved R45

t hus f ar . How much more does she need t o save?

b. Lef a want s t o buy t wo balls which cost R34each. How much money does

she need t o buy t he balls?

c. Lebos mum gave her a 50c coin and her dad gave f our 20ccoins t o spend.

How much change will she get if she buys a packet of sweet s which cost 95c?


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PATTERNS, FUNCTIONS AND ALGEBRA

1. Colour in t he last diagram t o complet e t he pat t er n.

Descr ibe t he pat t ern in your own words.

2. Dr aw t he next diagr am in t he growing diagram pat t er n.


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3. Make your own pat t ern using shapes.

4. Fill in t he missing numbers

60; 70; 80; ____; ____ ; ____ .

5. Susans mum baked 10 pizzas and cut each int o t he same number of slices.

Complet e t he t able.

Number

of

pizzas1 2 3 4 10

Number

of

slices5 15

6. Writ e down t he next f our numbers in each sequence.

a. 412 ; 410 ; 408 ; ____ ; ____ ; ____ ; ____

b. 123; 126; 129; ____ ; ____ ; ____ ; ____ .


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SPACE AND SHAPE

1.How many sides does each shape have?

2.Mat ch each word t o t he cor r ect shape.

square

rect angle

cir cle

t r iangle

3.Writ e down t he name of each of t he given shapes.

a. b.

c. d.


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4. Dr aw t he shape under t he word.

a. Triangle b. Rect angle

5. Use t he numbers wr it t en in t he shapes t o make t he sent encest hat f ollow t rue.

1 2 3 4

a. The cir cle is marked wit h number__________ .

b. The rect angle is marked wit h number_______ .

c. The square is marked wit h number_________ .

d. The t r iangle is marked wit h number__ ______ .

6.


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A

B

C

D

Colour in

t he t r iangles in green.

t he squares in red.

t he rect angles in blue.

t he cir cles in yellow.

MEASUREMENT

1. St udy t he February 2012calendar and complet e t he sent ences t hatf ollow.

February

Su Mo Tue We Thur Fr Sat

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29

a. February 2012has _ ____ days.b. The mont h of February 2012 st art s on a ________________ .

c. The f ir st week has ____________ days.d. February2012ends on a _______________.e. I n February 2012t here are _______ Sundays.f . There are_____ f ull weeks in February 2012


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57

8 4

210

111

12

3

6

9

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210

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3

6

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210

111

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3

6

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g. On t he 7thof February t he Moloi f amily lef t f or a holiday.They ret urned on t he 23rdof February. The Moloi f amilys holiday

last ed ______ days.

h. The Grade3learner s went on a16day t our t o t he KrugerNat ional Park. t hey lef t on t he 13thof February 2012. Theyret urned on t he __ __ __ __ __ __ __ ___ .

2. Writ e down t he cor rect t ime shown on each of t he clock f aces.

a ____ ____ ___ b____ ____ ___ c ____ ____ ___

3.Writ e down t he cor rect t ime shown on each of t he clock f aces in

digit al and analogue t ime.

a.__ ___ __ ___ __ b. ___ ___ ___ _ c.___ ___ __ ___

____________ __________ _________

4.Dr aw t he hands on each of t he f ollowing clock f aces t o show t he

57

8 4

210

111

12

3

6

9


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57

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210

111

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3

6

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111

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3

6

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required t ime.

half past 9 11oclock a quart er past 7

5. Liza walks t o school.

She leaves home at 07:00 She get s t o school at 07:30

I t t ook Liza _____ minut es t o walks t o school.


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6.Number t he missing minut e int ervals on t he given clock f aces.

5

45 .

30

7.Complet e:

I f one bot t le of cool dr ink f ills f our glasses t hen

a.

b.

c.

d.

2bot t les f ill ______________ glasses.

5bot t les f ill ______________ glasses.

_ ______ bot t les f ill 40glasses.

_ ______ bot t les f ill 12glasses.

8.Wr it e down t he capacit ies of t he f ollowing cont ainer s f rom t he

smallest t o t he largest .

500ml t in of j uice 5ml t easpoon 250ml cup

5lbucket 2l bot t le of coke


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9. Look at t he pict ures below and answer t he quest ions t hat f ollow.

5l 1l 10l 2l

a. How many 2lbot t les are needed t o f ill t he 10l bin?b. How many 1lcont ainers can I f ill f r om t he 2l cont ainers?

10. A B c

2l 1l 500ml

a.

b.

c.

d.

St udy t he above pict ures and say whet her you agree wit h t he

sent ences by wr it ingYES or NO.

The capacit y of A is double t hat of B.

The capacit y of B is double t hat of A.

The capacit y of C is double t hat of A.

The capacit y of B is double t hat of C.


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DATA HANDLING

1. The Grade3learner s were asked t o select t heir f avour it ecolours.

The result s ar e list ed below.

Colour Number of learner

red 16

blue 20

green 12

yellow 10


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Use t he inf ormat ion in t he t able t o complet e t he bar graph. Then complet e

t he sent ences t hat f ollow.

Learners f avour it e colours

red blue green yellow

Colours

Number

of

learners


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a. _ ___ learners wer e quest ioned about t heir f avour it e colours.

b. The most popular colour is___________ .

c. The least popular colour is___________.

d. _ _____ more learners pref er red red t o yellow.

e. The t ot al number of learners who chose green and yellowcolours are__ ___ __ __ __ __ __ __ __ __ _.

2. Our local f ruit st ore donat ed a box of f ruit t o t he Tshabalala f amily.The box cont ained a var iet y of f ruit as shown in t he pict ure below.


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Complet e t he f requency t able.

Kind of f ruit Tally mark Frequency

Apple

Banana

St rawber ry

Documents

ANA English Grade 3 Maths