Memorandum

SUBJECT : MATHEMATICS

GRADE : 9

TASK : Term 3 Project

MARKS : 50

DURATION : 1 - 2 Week

Educator Information.
To maximise the success of this Project, learners need to be guided on the processes to
follow as well as referred to using the DBE workbooks, Sasol Inzalo books and the Textbook.
Learners need to have these resources handy and complete Stages 1 to 3. The educator
needs to retrieve the Project after learners have completed the initial stages mark the work
and give learners feedback. There after learners will complete Stage 4 using correct
information from the given Feedback.

Mathematics Project Grade 9 Term 3 2021 Page 1

Stage 1: Cartesian Plane

INFORMATION: A Cartesian Plane is used for sketching Graphs as well as to perform

transformations.

1.1 Describe the features of a Cartesian Plane in terms

1 mark for x-axis
of its axes, the direction of the axes and its centre.
1 mark for direction of x-axis
The cartesian plane is a set of two number lines.
1 mark for y-axis
One drawn vertically (stretches up and down)A
1 mark for direction of y-axis
and named the y-axisA. The other is drawn
1 mark for origin
horizontally (stretches from the left to the
1 mark for origin being zero
right)A and named the x-axisA. These two
lines intersect one another at zeroA and are
perpendicular at the point of intersection which
(6)
is called the originA.

[6]

Mathematics Project Grade 9 Term 3 2021 Page 2

Stage 2: Graphs

INFORMATION: In this stage you find typical questions that a grade 9 learner needs to master
when Graphs are taught. Answer the questions correctly.

INFORMATION: There are two sub-Topics that a grade 9 learner needs to master when graphs
are taught. A grade 9 learner needs to know how to interpret graphs as well as how to draw graphs.

Topic Terminology

2.1 The Topic Graphs is one of the topics you have learned 1 mark for a definition
about in Term 3 Grade 9 Mathematics. In your own words, that can be interpreted
how would you explain to your classmate what Graphs as diagram representing
are? a relationship between
A diagram showing the relationship between different quantities.
quantities. A
Or
A diagram that shows how different types of
information are related. A
(1)
2.2 Different types of Data (Information) is represented using
Graphs, this information can be ‘Discrete’ or ‘Continuous’.
2.2.1 Define the term ‘Discrete Data’ 1 mark for numerical or
Numerical or quantitative data that can be data that can be
countedA and only takes the form of specific counted.
values. A 1 mark for specific
values.
(2)
2.2.2 Define the term ‘Continuous Data’ 1 mark for data that is
Data that can be measuredA and takes the measured.
form of any value.A 1 mark for data takes up
any value.
(2)

Mathematics Project Grade 9 Term 3 2021 Page 3

Drawing and Interpreting Graphs.

2.3 Given the table below, use the table to answer the questions that follow.

𝒙 −1 0 1 2 3 4

𝒚 8 6 4 2 0 −2

2.3.1 Plot the information from the above table on the Cartesian Plane
below and join the points with a ruler to form a straight-line graph.

M 1 mark for plotting all the points correctly

CA 1 mark for joining all the points to form a straight-line (2)

Mathematics Project Grade 9 Term 3 2021 Page 4

2.3.2 Identify the 𝑥-intercept and the 𝑦-intercept from 1 mark for x-intercept
the above table or graph. 1 mark for y intercept

𝑥-intercept: 𝒙 = 𝟑A

𝑦-intercept: 𝒚 = 𝟔A (2)

2.3.3 Use any two points on your graph to determine 1 mark for method in
the value of the gradient. the numerator
𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 𝑐ℎ𝑎𝑛𝑔𝑒 1 mark for method in
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙 𝑐ℎ𝑎𝑛𝑔𝑒 denominator
4 − 2 𝐌 1 mark for simplifying
=
1 − 2 𝐌
1 mark for answer
2
=  𝐂𝐀
−1
= −2 𝐂𝐀 (4)

2.3.4 Determine the equation of the line passing 1 mark for gradient
through the points given in 3.1 above. multiplied x
𝑦 = −2𝑥 + 6𝐂𝐀 1 mark for adding 6
(2)
2.3.5 Is the graph represented above linear or non- 1 mark for Linear
Linear? Explain your answer. 1 mark for reason
LinearA because it is a graph of a straight
line.A
(2)
[17]

Mathematics Project Grade 9 Term 3 2021 Page 5

Stage 3: Transformation Geometry

INFORMATION: In this part you find typical questions that a grade 9 learner needs to master when
Transformations are taught.

INFORMATION: Grade 9 learners be able to perform transformations of given points or figures

on a Cartesian plane as well as to identify performed transformations of figures needs to master
when graphs are taught. A grade 9 learner needs to know how to interpret graphs as well as how
to draw graphs.

Topic Terminology

3.1 The Topic Transformation Geometry is also one of the

1 mark for saying
topics you have learned about in Term 3 Grade 9
moving or changing a
Mathematics. In your own words, how would you explain to
on a cartesian plane.
your classmate what Transformations are?
Moving or Changing a shape, point or any figure on a
cartesian plane by flipping, turning, sliding, or (1)
resizing..A
3.2 There are 4 types of Transformations that are performed
in grade 9 namely, Reflection, Rotation, Translation and
Enlargements or Reductions but this year the focus was
only on Reflections and Translations. The following
words are common English words that can be used to
describe Transformations:

Resize; Slide; Turn; Flip.

3.2.1 Which word given above describes a Translation?

Slide.A

(1)

3.2.2 Which word given above describes a Reflection?

Flip .A

(1)

Mathematics Project Grade 9 Term 3 2021 Page 6

Recognise, Describe and Perform Transformations.

3.3

3.3.1 Figure 𝐴𝐵𝐶𝐷 above is reflected across the y-axis. Draw the reflected
figure on the same set of axes as the original and label the
corresponding vertices as 𝐴′𝐵′𝐶′𝐷′.
 𝐌 1 mark for each vertex 𝐴′𝐵′𝐶′𝐷′ reflected correctly across the
y-axis
(4)
3.3.2 Figure 𝐴𝐵𝐶𝐷 above is reflected across the x-axis. Draw the reflected
figure on the same set of axes as the original and label the
corresponding vertices as 𝐴′′𝐵′′𝐶′′𝐷′′.
 𝐌 1 mark for each vertex 𝐴′′𝐵′′𝐶′′𝐷′′ reflected correctly across
the x-axis
(4)

Mathematics Project Grade 9 Term 3 2021 Page 7

Mathematics Project Grade 9 Term 3 2021 Page 8
3.4 Refer to the diagram below which shows two houses, Nomsa’s house and
Liam’s house. Nomsa goes to visit Liam and she leaves from Point A outside
her house to Point C outside Liam’s house.

3.4.1 Determine the coordinates (ordered pair) of point 1 mark for the x and y
A. coordinate represented
(−𝟒 ; 𝟏) 𝐀 in coordinate form.
(1)
3.4.2 Describe the vertical and horizontal movements 1 mark for to the right
made from point A to point C in terms of direction or (+)
and number of units for each coordinate. 1 mark for downwards
From the x-coordinate of point A, move 3 units𝐀 or (-)
to the right𝐀 and from the y-coordinate of point 1 mark for 3 units
A move 4 units𝐀 downwards𝐀. 1 mark for 4 units
Or Award 2 marks if
(𝑥 + 3𝐀 ; 𝑦 − 4𝐀) Or (−4 + 3𝐀 ; 1 − learner wrote
4𝐀) coordinates of C only.
(4)

Mathematics Project Grade 9 Term 3 2021 Page 9

3.4.3 Identify the type of transformation performed in 1 mark for the answer.
4.4 above.
Translation𝐀
(1)

[17]

Mathematics Project Grade 9 Term 3 2021 Page 10

Stage 4: Poster

INFORMATION: At this stage you are going to represent all the information you learned when
you were completing stages 2 to 3 in the form of a Poster that will be Pasted in your classroom.

Instructions on Designing a Poster

1. The poster must be on an A2 page (4 normal pages put together) or a bigger page.
2. The Goal of the poster is to educate and inform your peers about one of the topics in this
project namely Graphs (stage 2) or Transformation Geometry (stage 3).
3. The poster must be creative (Use colour, diagrams and interesting layout).
4. Information from stage 2 or stage 3 (Graphs or Transformation Geometry) must be
displayed in an appealing way on the poster.

MARKING RUBRIC
The poster must be on an A2 page (4 normal pages put together) or a bigger page.

0 1 2 MARKS
Poster was not Poster created Poster compiled
compiled. on a compiled on an A2 page
smaller than an or bigger.
A3, A4 or
smaller.

The Goal of the poster is to educate and inform your peers about the Topic you chose.

1 2 4 MARKS
Poster does not Poster educates Educational poster
have a clear learners but some designed with a focused
educational goal. information does Goal , information is
make sense. clearly communicated
and sensible.

Creativity
1 2 4 MARKS
little attempt in Average attempt was Poster was creatively
making the poster made in making the designed with great
creative with poster creative with diagrams, appealing
diagrams, appealing diagrams, appealing layout, and colour.
layout, and colour. layout, and colour.

[10]

Mathematics Project Grade 9 Term 3 2021 Page 11