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Grade 11 Past Papers & Memos – Mathematical Literacy

by Editorial Team · Published December 23, 2021 · Updated June 13, 2023

Are you in need of Grade 11 Past Papers & Memos – Mathematical Literacy ? It can be a challenge to look for the latest question papers and their respective memorandums, let alone study Guides.

See the downloadable link below for your required past exam paper with the memorandum. These past papers are for learners in grade 11. This content is designed to assist the  end-user with the Department of education syllabus. Go ahead and click on the following link(s) below in order to download the required. Grade 11 Past Papers & Memos.

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The below question papers and their memorandum contain subject matter pertaining to trigonometry, financial maths, statistics, probability, analytical geometry, solving for x and many more problems. If you strive to get the best results, the development team recommends testing yourself with the question paper and checking your results vs the respective memorandum. This is one of the best methods in achieving academic success.

Grade 11 Past Papers & Memos – Mathematical Literacy

Mathematical literacy – grade 11 – 2018, mathematical literacy – grade 11 – 2019, mathematical literacy – grade 11 – 2020.

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Grade 12 Math Preparatory Exams SACAI September 2023 P2

Grade 12 math preparatory exams sacai september 2023 p1, grade 12 math preparatory exams north west september 2023 p2, grade 12 math preparatory exams north west september 2023 p1, grade 12 math preparatory exams northern cape september 2023 p2.

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Mathematical Literacy Grade 11 Latest Assignment and Memos CAPS

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Mathematical Literacy Grade 11 Latest Assignment and Memos for CAPS Curriculum (Syllabus) South Africa: A National Curriculum and Assessment Policy Statement (CAPS) is a single, comprehensive, and concise policy document introduced by the Department of Basic Education for all the subjects listed in the National Curriculum Statement for Grades R – 12.  CAPS gives detailed guidance for teachers on what they should teach and how to assess.

On this page you will find Mathematical Literacy Grade 11 Assignment and Memos for Term 1, Term 2, Term 3, and Term 4.

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MCR3U: FUNCTIONS GRADE 11 , UNIVERSITY PREPARATION SAMPLE EXERCISES ☰ Menu: Click to navigate this page

Discrete functions.

  • Arithmetic and geometric sequences I
  • Arithmetic and geometric sequences II
  • Arithmetic and geometric series
  • Compound interest and annuity

Exercises on characteristics of functions

  • ASSIGNMENT on characteristics of functions
  • Another ASSIGNMENT on characteristics of functions
  • QUIZ on characteristics of functions
  • Sample TEST on characteristics of functions
  • Class exercise (#6) on functions and function notation
  • Class exercise (#7) on domain and range
  • Class exercise (#8) on inverse of a function
  • Class exercise (#9) on multiplication and division of rational expressions
  • Class exercise (#10) on addition and subtraction of rational expressions

Exercises on quadratics and transformations

  • ASSIGNMENT on quadratics and transformations
  • Another ASSIGNMENT on transformations
  • Another ASSIGNMENT on rational expressions and transformations
  • QUIZ on quadratics and transformations
  • Sample TEST on quadratics and transformations
  • Class exercise (#11) on completing the square
  • Class exercise (#12) on combined transformations
  • Class exercise (#13) on zeros of quadratics
  • Class exercise (#14) on linear-quadratic systems

Exercises on exponential functions

  • ASSIGNMENT on exponential functions
  • QUIZ on exponential functions
  • Sample TEST on exponential functions
  • Class exercise (#15) on integral and rational exponents
  • Class exercise (#16) on exponential growth and decay
  • Class exercise (#17) on graphing exponential functions
  • Class exercise (#18) on transformations of exponential functions

Exercises on trigonometric functions

  • ASSIGNMENT on trigonometric functions
  • Sample TEST on trigonometric functions
  • Class exercise (#19) on trigonometric ratios
  • Class exercise (#20) on trigonometry of obtuse angles
  • Class exercise (#21) on applications of trigonometry
  • Class exercise (#22) on understanding angles
  • Class exercise (#23) on trigonometric identities and special angles
  • Class exercise (#24) on periodic functions
  • Class exercise (#25) on transformations of sinusoidal functions
  • Sample final exam
  • Sample culminating assignment

Exercises on discrete functions

  • ASSIGNMENT on discrete functions
  • QUIZ on discrete functions
  • Sample TEST on discrete functions
  • Class exercise (#1) on arithmetic and geometric sequences
  • Class exercise (#2) on arithmetic and geometric series
  • Class exercise (#3) on recursion
  • Class exercise (#4) on binomial expansions using Pascal's triangle
  • Class exercise (#5) on compound interest and annuity

Maybe you've experienced this as a teacher (irrespective of your teaching subject). You designed a home work or an assignment. You printed copies and distributed to your students. You gave them a day to submit the work. The day arrived. Then a particular student -- or some students -- didn't do the work. You asked why? In response, the student mentioned that (inadvertently) the work was misplaced (or lost). The student then asked for another copy of the exercise. You, the teacher, obliged and gave another copy of the exercise to the student. The incidence then repeats itself. This is one of the excuses some students give for not doing the exercises assigned to them. From our personal perspective, not many classroom experiences frustrate as much as the above. In a bid to obviate this, we came up with this website -- our initial objective was to make all exercises available to our students outside the classroom (and school) environment. Our approach may have been a drastic one, but it was also made possible by our interest in web development. We then have to print our exercises ONCE and only ONCE. If the student misplaces (or loses) the copy of the exercise, it is then the student's responsibility to print new copies from our website. It will follow that most of the exercises below reflect our teaching taste, and so may not appeal to a wide audience. In fact, they are patterned after the Ontario curriculum, and so their possible usefulness may be limited to this Canadian province. Also, we haven't provided solutions to them -- but we're working on this, including changing the format. In the meantime if you find any of these exercises useful, we'll be more than excited.

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Gr. 11 Mathematical Literacy T2 Revision Material

Grade 11 Mathematical Literacy Term 2 Revision

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Algebra Questions with Solutions and Answers for Grade 11

algebra questions with answers and detailed solutions , for grade 11, are presented.

  • Complete the square in the quadratic function f given by f(x) = 2x 2 - 6x + 4
  • Find the point(s) of intersection of the parabola with equation y = x 2 - 5x + 4 and the line with equation y = 2x - 2
  • Find the constant k so that : -x 2 - (k + 7)x - 8 = -(x - 2)(x - 4)
  • Find the center and radius of the circle with equation x 2 + y 2 -2x + 4y - 11 = 0
  • Find the constant k so that the quadratic equation 2x 2 + 5x - k = 0 has two real solutions.
  • Find the constant k so that the system of the two equations: 2x + ky = 2 and 5x - 3y = 7 has no solutions.
  • Factor the expression 6x 2 - 13x + 5
  • Simplify i 231 where i is the imaginary unit and is defined as: i = √(-1).
  • What is the remainder when f(x) = (x - 2) 54 is divided by x - 1?
  • Find b and c so that the parabola with equation y = 4x 2 - bx - c has a vertex at (2 , 4)?
  • Find all zeros of the polynomial P(x) = x 3 - 3x 2 - 10x + 24 knowing that x = 2 is a zero of the polynomial.
  • If x is an integer, what is the greatest value of x which satisfies 5 < 2x + 2 < 9?
  • Sets A and B are given by: A = {2 , 3 , 6 , 8, 10} , B = {3 , 5 , 7 , 9}. a) Find the intersection of sets A and B. b) Find the union of sets A and B.
  • Simplify | - x 2 + 4x - 4 |.
  • Find the constant k so that the line with equation y = k x is tangent to the circle with equation (x - 3) 2 + (y - 5) 2 = 4.

Solutions to the Above Questions

  • f(x) = 2(x 2 - 3x) + 4 : factor 2 out in the first two terms = 2(x 2 - 3x + (-3/2) 2 - (-3/2) 2 ) + 4 : add and subtract (-3/2) 2 = 2(x - 3/2)) 2 - 1/2 : complete square and group like terms
  • 2x - 2 = x 2 - 5x + 4 : substitute y by 2x - 2 x = 1 and x = 6 : solution of quadratic equation (1 , 0) and (6 , 10) : points of intersection
  • -x 2 - (k + 7)x - 8 = -(x - 2)(x - 4) : given -x 2 - (k + 7)x - 8 = -x 2 + 6x - 8 -(k + 7) = 6 : two polynomials are equal if their corresponding coefficients are equal. k = -13 : solve the above for k
  • x 2 - 2x + y 2 + 4y = 11 : Put terms in x together and terms in y together (x - 1) 2 + (y + 2) 2 - 1 - 4 = 11 (x - 1) 2 + (y + 2) 2 = 4 2 : write equation of circle in standard form center(1 , -2) and radius = 4 : identify center and radius
  • 2x 2 + 5x - k = 0 : given discriminant = 25 - 4(2)(-k) = 25 + 8k 25 + 8k > 0 : quadratic equations has 2 real solutions when the discriminant is positive k > -25/8
  • Determinant = -6 - 5k -6 - 5k = 0 : when the determinant is equal to zero (and equations independent) the system has no solution k = -6/5 : solve for k
  • 6x 2 - 13x + 5 = (3x - 5)(2x - 1)
  • Note that i 4 = 1 Note also that 231 = 4 * 57 + 3 Hence i 231 = (i 4 ) 57 * i 3 = 1 57 * -i = -i
  • remainder = f(1) = (1 - 2) 54 = 1 : remainder theorem
  • h = b / 8 = 2 : formula for x coordinate of vertex b = 16 : solve for b y = 4 for x = 2 : the vertex point is a solution to the equation of the parabola 4(2) 2 - 16(2) - c = 4 c = -20 : solve for c
  • divide P(x) by (x - 2) to obtain x 2 - x + 12 P(x) = (x 2 - x + 12)(x - 2) = (x - 4)(x + 3)(x - 2) : factor the quadratic term the zeros are : 4 , -3 and 2
  • 5 < 2x + 2 < 9 : given 3/2 < x < 7/2 the greatest integer value of is 3 (the integer less than 7/2)
  • A intersection B = {3} : common element to both A and B is 3 A union B = {2 , 3 , 6 , 8, 10 , 5 , 7 , 9} : all elements of A and B are in the union. Elements that are common to both A and B are listed once only since it is a set.
  • | - x 2 + 4x - 4 | : given = | -(x 2 + 4x - 4) | = | -(x - 2) 2 | = (x - 2) 2
  • (x - 3) 2 + (y - 5) 2 = 4 : given (x - 3) 2 + (kx - 5) 2 = 4 : substitute y by kx x 2 (1 + k 2 ) - x(6 + 10k) + 21 = 0 : expand and write the quadratic equation in standard form. (6 + 10k) 2 - 4(1 + k 2 )(21) = 0 : For the circle and the line y = kx to be tangent, the discriminant of the above quadratic equation must be equal to zero. 16k 2 + 120k - 48 = 0 : expand above equation k = (-15 + √(273)/4 , k = (-15 - √(273)/4 : solve the above quadratic equation.

More References and links

High School Maths (Grades 10, 11 and 12) - Free Questions and Problems With Answers Middle School Maths (Grades 6, 7, 8, 9) - Free Questions and Problems With Answers Home Page

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Grade 11 Math Questions and Solutions

The Smarter Balanced Assessment Consortium (SBAC) is a standardized test that includes various new technology-enhanced questions.

Some of them are Multiple choice-single correct responses, Multiple choice-multiple correct responses, Matching Tables, Drag and Drop, Hot text, Table Fill in, Graphing, Equation/numeric, Extended constructed response, Short answer, and many more.

This page contains several sample questions and practice test links for Grade 11 Math that give you an idea of questions that your students are likely to see on the test. After each sample question, an answer explanation follows. The explanation includes essential aspects of the task that you may need to consider for the skills, processes, and information your students need to know.

Domain: Grade 11 >> Number and quantity – The Real Number System

Sample Question: Multiply 36/49 and 21/63. What type of number is the result

  • The numbers cannot be multiplied
  • 57/112,rational
  • 12/49,rational
  • 12/49,irrational

Answer Explanation: Recall that a rational number is any number that can be expressed as a ratio or quotient of two integers (fractions). Irrational numbers are numbers that cannot be expressed as a fraction. Both numbers are fractions. Therefore, they are both rational numbers. Multiply them together and simplify the answer: 36/49.21/63=(4/7.9/7).3/9.7/7=12/49. The answer is a fraction. Thus, it is a rational number.

Standards: HSN.RN.B.3

Click here to practice: Number and quantity – The Real Number System Questions on Grade 11 Math

Domain: Grade 11 >> Number and Quantity – Quantities

Sample Question: The graph below shows the vibrations one of the strings on a violin when it is being played. What is true about the scale of the y-axis of the graph?

Grade 11 math - Number and Quantity

  • Each mark on the y-axis could probably be one foot.
  • Each mark on the y-axis could probably be one centimeter.
  • Each mark on the y-axis could probably be one millimeter.
  • Each mark on the y-axis could probably be one inch.

Answer Explanation: The graph represents the amplitude of the vibrating violin string. When the violin string follows this graph, the string is stretched in one direction and then in the other direction. Each time the string crosses the x-axis, it is in its original position. This motion is so small it is almost not seen by the human eye. Therefore the unit has to be very small. The smallest choice is millimeter.

Standards: HSN.RN.A.1

Click here to practice: Grade 11 Number and Quantity – Quantities Questions

Domain: Grade 11 >> Number and Quantity – The Complex Number System

Sample Question: What is the conjugate of the complex number 7+3i ?

assignment grade 11 answers

Click here to practice: Grade 11 Math Number and Quantity – The Complex Number System Questions

Domain: Grade 11 >> Number and Quantity – Vector & Matrix Quantities

Sample Question: Subtract these two vectors ⟨−12,−23⟩−⟨−8,−14⟩.

Answer Explanation: The question asks us to subtract these two vectors ⟨−12,−23⟩−⟨−8,−14⟩ . If we have two vectors, v→=(x 1 ,y 1 )and w→=(x 2 ,y 2 ), then the difference of the two vectors is v→−w→=⟨x 1 −x 2 ,y 1 −y 2 ⟩ . In this question, we are subtracting ⟨−12,−23⟩−⟨−8,−14⟩ . The difference is ⟨−12−(−8),−23−(−14)⟩=⟨−4,−9⟩

Standards: HSN.VM.B.4

Click here to practice: Number and Quantity – Vector & Matrix Quantities Questions for Grade 11 Math

Domain: Grade 11 >> Algebra – Arithmetic with Polynomials & Rational Expressions

Sample Question: Subtract (x 3 +2x 2 -x+7) from (4x 3 +6x 2 +2x-7)

  • -3x 3 +4x 2 +3x-14
  • -3x 3 -4x 2 -3x+14
  • 3x 3 +4x 2 +3x
  • 3x 3 +4x 2 +3x-14

Answer Explanation: When combining polynomials, combine like terms by combining the coefficients. Subtract (x 3 +2x 2 -x+7) from (4x 3 +6x 2 +2x-7) (4x 3 }+6x 2 +2x-7) – (x 3 +2x 2 -x+7) (4x 3 -x 3 ) +(6x 2 -2x 2 ) +(2x-(-x)) +(-7-7) 3x 3 +4x 2 +3x-14

Standards: HSA.APR.A.1

Click here to practice: Algebra – Arithmetic with Polynomials & Rational Expressions Questions for Grade 11 Math

Domain: Grade 11 >> Algebra – Seeing Structure in Expressions

Sample Question: What is the coefficient of the third term the expression 5x 3 y 4 +7x 2 y 3 −6xy 2 −8xy?

Answer Explanation: The expression 5x 3 y 4 +7x 2 y 3 −6xy 2 −8xy is a polynomial expression with four terms. The coefficient of a term is the number in the front of the term. If the term begins with a negative, then the coefficient is a negative number, whether or not the term has variables. The third term is −6xy 2 and the number in the front of the term is -6.

Standards: HSA.SSE.A.1

Click here to practice: Algebra – Seeing Structure in Expressions Questions for Grade 11 Math

Domain: Grade 11 >> Algebra – Creating Equations

Sample Question: Madison is a sales associate for a transportation options dealer. Each month she sells two cars for every 10 bicycles and four motorcycles for every car. If she makes 40 sales per month, and the variable x represents the number of cars she sells, which equation could you use to find how many cars she sells?

  • 2x+10x+8x=40
  • 2x+10x+8x=20

Answer Explanation: If we use the variable x for the number of cars Madison sells, and she sells two cars for every 10 bicycles, then she sells five times as many bicycles as cars. Thus she sells 5x bicycles. Then, if she sells four motorcycles for every car, the number of motorcycles she sells is 4x. The problem states that she makes 40 sales per month, so add the cars, bicycles, and motorcycles up and make that sum equal to 40. The equation is x+5x+4x=40.

Standards: HSA.CED.A.1

Click here to practice: Algebra – Creating Equations Questions for Grade 11 Math

Domain: Grade 11 >> Algebra – Reasoning with Equations & Inequalities

Sample Question: What is the solution to 6x+5=101?

Answer Explanation: The question asks you to find the solution to 6x+5=101. Begin by subtracting 5 from both sides of the equation. This gives you 6x=96. Next, divide both sides by 6 and x=16.

Standards: HSA.CED.A.4

Click here to practice: Algebra – Reasoning with Equations & Inequalities Questions for Grade 11 Math

Domain: Grade 11 >> Functions – Interpreting Functions

Sample Question: The function f(x)=−1/8(x−7/2)2+3/2 is the path of a football at a practice game. Its graph is shown below. What portion of the domain of this function actually models this situation?

Grade 11 math - Functions - Interpreting Functions

Answer Explanation: The function is a polynomial function. The domain of all polynomial functions, in a mathematical context, is (−∞,∞). However, in a real world context, the domain must allow the function to obey the rules of the real world. The ball is hit at time equals 0 seconds, and the ball lands, according to the graph, at time equals 7 seconds. Therefore, the domain is [0,7].

Standards: HSF.IF.B.5

Click here to practice: Functions – Interpreting Functions Questions for Grade 11 Math

Domain: Grade 11 >> Functions – Building Functions

Sample Question: How is the graph of f(x) = x + 7 different from g(x) = x + 12?

  • When f(x) is shifted up 5 units, g(x) will be obtained
  • g(x) is obtained by shifting f(x) down 5 units
  • When g(x) is shifted up 5 units, f(x) will be obtained
  • f(x) is obtained by shifting g(x) up 5 units

Answer Explanation: The value added to the function causes a vertical shift in the graph. Since 12 is 5 units larger than 7, the graph of g(x) is obtained by shifting f(x) 5 units up.

Standards: HSF.BF.B.3

Click here to practice: Functions – Building Functions Questions for Grade 11 Math

Domain: Grade 11 >> Functions – Linear, Quadratic, & Exponential Models

Sample Question: Which function is graphed below?

Grade 11 Functions - Linear, Quadratic, & Exponential Models

  • f(x)=5(0.5) x
  • f(x)=5(0.4) x
  • f(x)=4(0.5) x
  • f(x)=5(1.5) x

Answer Explanation: The graph shows that the function is an exponential growth function. The formula for an exponential function is f(x)=ab x , where a is the y-intercept and b is the growth factor. If the exponential function is a growth function, then b>1. If the exponential function is a decay function, then 0 x .

Standards: HSF.LE.A.2

Click here to practice: Functions – Linear, Quadratic, & Exponential Models Questions for Grade 11 Math

Domain: Grade 11 >> Functions – Trigonometric Functions

Sample Question: If cosσ=−1, what is the value of sinσ ?

Answer Explanation: Rule :

Grade 11  math Functions – Trigonometric Functions

Standards: HSF.TF.C.8

Click here to practice: Functions – Trigonometric Functions Questions for Grade 11 Math

Domain: Grade 11 >> Geometry – Congruence

Sample Question: Suppose PQRS is translated as shown in the figure below. How is the parallelogram translated?

Grade 11 math Geometry – Congruence

Answer Explanation: The figure shows that the translation is to the right and downward. Based on the figure, the distance the parallelogram is translated toward the right is the same as the length of side PQ. Additionally, based on the figure, the distance the parallelogram is translated downward appears to be approximately one-half of the length of side QR.

Standards: HSG.CO.A.4

Click here to practice: Geometry – Congruence Questions for Grade 11 Math

Domain: Grade 11 >> Geometry – Similarity, Right Triangles, & Trigonometry

Sample Question: Perform a dilation on point C centered at the origin with scale factor equal to 1/2. What is the coordinate of the resulting image point C’?

Grade 11 geometry – Similarity, Right Triangles, & Trigonometry

Answer Explanation: When dilation is performed about the origin, the coordinates of the image point are the product of the scale factor and the coordinates of the original point. ½*4 = 2. ½* -3 = -3/2.

Standards: HSG.SRT.A.1

Click here to practice: Geometry – Similarity, Right Triangles, & Trigonometry Questions for Grade 11 Math

Domain: Grade 11 >> Geometry – Circles

Sample Question: A tangent line is drawn to a circle from a point outside a circle. A radius is drawn from the center of the circle to the point of tangency of the line. What angle does the radius make with the tangent line?

Answer Explanation: A radius of a circle drawn to the point of tangency of a tangent line is perpendicular to the tangent line.

Standards: HSG.C.A.2

Click here to practice: Geometry – Circles Questions for Grade 11 Math

Domain: Grade 11 >> Geometry – Expressing Geometric Properties with Equations

Sample Question: When writing the equation y=x 2 +6x+7, Angelica used the following steps. If she made any mistakes, explain them and write the correct equation. y=x 2 +6x+7 y−7=x 2 +6x y−7−9=x 2 +6x+9 y−16=(x+3) 2 y=(x+3) 2 +16

Answer Explanation: To put the equation in standard form, we have to complete the square to get the squared binomial that is necessary for standard form. To complete the square, we take half of the coefficient of the linear term which will be 3, then square it and add it to both sides. Then factor the perfect square trinomial to get the squared binomial. Then solve for y.

Standards: HSG.GPE.A.2

Click here to practice: Geometry – Expressing Geometric Properties with Equations Questions for Grade 11 Math

Domain: Grade 11 >> Geometry – Modeling with Geometry

Sample Question: What is the density of a brick that occupies 310cm 3 with a mass of 853 g?

Answer Explanation: V = Bh = lwh Volume of a Rectangular Prism

The formula for density is d = m/V. The volume is given to be 310cm 3 and the mass is 853 g. Plug those values into the formula to find density.

Standards: HSG.MG.A.2

Click here to practice: Geometry – Modeling with Geometry Questions for Grade 11 Math

Domain: Grade 11 >> Geometry – Geometric Measurement & Dimension

Sample Question: A hemisphere with radius 3 cm sits atop a cone of equal diameter and height of 10 cm, as shown in the diagram below. Find the combined volume of the composite object.

Grade 11 math Geometry – Geometric Measurement & Dimension

Answer Explanation: The total volume of the object is the sum of the volumes of the hemisphere and the cone. V = ½ (4/3) πr 3 +(1/3)πr 2 h V = ½ (4/3) π(3m) 3 +(1/3)π(3m) 2 (10cm)V=48πcm 3

Standards: HSG.GMD.A.3

Click here to practice: Geometry – Geometric Measurement & Dimension Questions for Grade 11 Math

Domain: Grade 11 >> Statistics & Probability – Interpreting Categorical & Quantitative Data

Sample Question: What effect does a group of very large values have on the mean and median of a data set?

  • The mean and the median are both increased
  • The mean is not changed, but the median is increased
  • The mean and median are not changed
  • The mean is increased, but the median is decreased

Answer Explanation: The figure below shows the effect on the mean and median as a result of adding some very large elements to a data set. Since the new elements are very large, they have a significant effect on the mean because their very large values are averaged with the other values in the set. The median is also affected, and moves in the same direction as the mean moves.

assignment grade 11 answers

Standards: HSS.ID.A.3

Click here to practice: Statistics & Probability – Interpreting Categorical & Quantitative Data Questions for Grade 11 Math

Domain: Grade 11 >> Statistics & Probability – Making Inferences & Justifying Conclusions

Sample Question: There are ten playing cards, four of them are red and six of them are black. Julian picks a card at random. What is the probability that he picks a red card?

Answer Explanation: Probability is calculated using the ratio of the number of successes divided by the number of possible choices.

The question asks for the probability of selecting a red card. There are four red cards out of a total of ten cards.

Thus, the probability of selecting a red card is four out of ten, which reduces to two out of five. That ratio is 2/5

Standards: HSS.IC.A.1

Click here to practice: Statistics & Probability – Making Inferences & Justifying Conclusions Questions for Grade 11 Math

Domain: Grade 11 >> Statistics and Probability – Conditional Probability & the Rules of Probability

Sample Question: The Venn diagram below shows the results of a survey on which sport people like to watch on television. Survey participants could choose one sport, two sports or all three sports. Which region(s) contains(s) responses in which a survey participant indicated that he/she like to watch only one sport?

Grade 11 math Statistics and Probability – Conditional Probability & the Rules of Probability

Answer Explanation: Each circle contains the responses that like that specific color. Therefore, Regions A, B, C, E contain the responses that like to watch Baseball. Regions D, A, D, G contain the responses that like to watch Basketball. Regions A, B, D, F contain the responses that like to watch Football. If a letter is in two circles, the region contains responses that liked to watch the sports represented by both circles. If the region is in all three circles, that region contains the responses that like to watch all three sports. If the region is in only one circle, that region contains responses that stated that they only like to watch the sport represented by that circle. The regions that are in only one circle are E, F, G.

Standards: HSS.CP.A.1

Click here to practice: Statistics and Probability – Conditional Probability & the Rules of Probability Questions for Grade 11 Math

Domain: Grade 11 >> Statistics and Probability – Using Probability to Make Decisions

Sample Question: The Census Bureau provided a report that stated that the median income level of Floridians is 47,463. Based on this information, if you took a survey of 100 random workers in Florida, what is the probability the respondents’ income is greater than 47,463?

Answer Explanation: Median is the middle number when all numbers in the set are arranged from the least value to the greatest value. The question states that the median income level in Florida is 47,463, so one-half of the workers in Florida make less than 47,463 and one-half of the workers in Florida make more than 47,463. This means that, based on the Census Bureau’s report, the probability that a randomly selected person’s income is greater than 47,463 is 50% .

Standards: HSS.MD.A.4

Click here to practice: Statistics and Probability – Using Probability to Make Decisions Questions for Grade 11 Math

Looking for online practice tests? Here is the link to practice more of SBAC Grade 11 Math questions.

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Mr. Emmell's Courses

Welcome to Grade 11 Functions! Use this page to find all resources worked on in class. Find course outlines, unit outlines, handouts, lessons and homework.

– Textbook –  Textbook answers  (back of the book) – Solution Manual, Chapters:  one   two   three   four   five   six   seven –  Link to blank notes – Link to lesson videos

Units of Study:

  • Unit 1 – Functions [ Outline ]
  • Unit 2 –  Transformations of Functions [ Outline ]
  • Unit 3 – Exponential Functions [ Outline ]
  • Unit 4 –  Trigonometry [ Outline ]
  • Unit 5 –  Trigonometric Functions [ Outline ]
  • Unit 6 –  Sequences and Series [ Outline ]
  • Unit 7 –  Financial Applications [ Outline ]
  • Review Stations [ Solutions ]
  • Exam Review Questions w/ answers
  • Old Exam w/ answers

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Life Orientation Grade 11 Term 3 Project Risk Behaviour Memorandum pdf

Life Orientation Grade 11 Term 3 Project Risk Behaviour Memorandum 2024

Are you looking for a Memorandums of Life Orientation Grade 11 Project – Risk Behaviour Memorandum for 2024?

Define the term unhealthy lifestyle choices and state three ways in which unhealthy lifestyle choices could negatively impact a Grade 11 learner’s ability to succeed in school.

Unhealthy lifestyle choices refer to behaviors and habits that negatively affect an individual’s health and well-being. These can include poor dietary habits, lack of physical activity, substance abuse, and inadequate sleep.

Three ways in which unhealthy lifestyle choices could negatively impact a Grade 11 learner’s ability to succeed in school are:

  • Poor Academic Performance : Unhealthy eating habits, such as consuming junk food and sugary drinks, can lead to lack of concentration and fatigue. This can result in poor academic performance, as the learner may struggle to focus during classes and while studying.
  • Increased Absenteeism : Substance abuse, such as alcohol or drug use, can lead to frequent illnesses and health issues. According to the South African National Youth Risk Behaviour Survey , learners who engage in substance abuse are more likely to miss school due to health-related problems, leading to increased absenteeism and falling behind in their studies.
  • Mental Health Issues : Lack of physical activity and poor sleep patterns can contribute to mental health issues such as depression and anxiety. These conditions can severely impact a learner’s ability to engage in school activities, participate in class, and maintain good relationships with peers and teachers.

Note to Life Orientation Grade 11 learners: When answering questions about unhealthy lifestyle choices, ensure you link the choices directly to specific negative outcomes. Use relevant examples and stats to illustrate your points.

What is meant by the term “competencies” in the context of choosing a career and describe why it is important for grade 11 learners to develop the needed career competencies while in school.

In the context of choosing a career, competencies refer to a combination of skills, knowledge, and abilities that are essential for successfully performing job tasks. These can include technical skills, communication abilities, problem-solving skills, and emotional intelligence.

Developing the needed career competencies while in school is important for Grade 11 learners for several reasons:

  • Enhanced Employability : By developing competencies early on, learners can increase their employability. For instance, proficiency in computer skills or effective communication can make a learner more attractive to potential employers. The South African Department of Labour highlights the importance of having a skill set that matches industry needs.
  • Career Readiness : Building competencies helps learners prepare for the demands of their future careers. For example, understanding the basics of project management can be beneficial for those interested in business careers. Schools often offer programs and workshops, like the Career Development Services provided by the Department of Higher Education and Training , to help students build these competencies.

Note to Life Orientation Grade 11 learners: When discussing career competencies, provide clear examples of specific skills and explain their relevance to future job opportunities. Mentioning local programs and initiatives can add value to your answer.

Using your own words, explain what is meant by youth risky behavior.

Youth risky behavior refers to actions taken by young individuals that can potentially harm their health, well-being, or future prospects. These behaviors often involve a disregard for personal safety or societal norms and can include activities such as substance abuse, unsafe sexual practices, and reckless driving.

Note to Life Orientation Grade 11 learners: When explaining youth risky behavior, use straightforward language and give examples that are relatable to your peers. Focus on the potential negative outcomes to underscore the seriousness of these behaviors.

Mention and describe two types of youth risky behavior.

Two types of youth risky behavior are:

  • Substance Abuse : This involves the use of alcohol, drugs, or other substances in a way that is harmful to oneself. For example, binge drinking at parties can lead to addiction, health problems, and impaired judgment, increasing the likelihood of accidents and poor decision-making.
  • Unsafe Sexual Practices : Engaging in sexual activities without proper protection or consent can result in sexually transmitted infections (STIs) and unintended pregnancies. This type of risky behavior can significantly affect a young person’s physical and emotional health, as well as their future opportunities.

Note to Life Orientation Grade 11 learners: When describing types of risky behavior, ensure you provide specific examples and explain the potential consequences. This will make your answer more impactful and relevant.

Explain two contributing factors to the above risky behaviors.

Two contributing factors to youth risky behaviors are:

  • Peer Pressure : Many young people engage in risky behaviors due to the influence of their peers. The desire to fit in and be accepted can lead to experimenting with substances or engaging in unsafe sexual practices. According to the National Youth Risk Behaviour Survey , peer pressure is a significant factor in the prevalence of risky behaviors among South African youth.
  • Lack of Education and Awareness : A lack of proper education and awareness about the consequences of risky behaviors can contribute to their occurrence. For instance, not understanding the dangers of drug use or the importance of safe sex practices can lead to poor choices.

Note to Life Orientation Grade 11 learners: When explaining contributing factors, relate them to real-life situations and use statistics to support your points. This approach will help you create a comprehensive and convincing argument.

Critically discuss two ways in which engaging in risky behavior such as alcohol abuse could affect the youth’s attempt to live healthy personal lives.

Engaging in risky behavior such as alcohol abuse can severely affect a youth’s attempt to live a healthy personal life in the following ways:

  • Physical Health Deterioration : Alcohol abuse can lead to serious health problems such as liver disease, cardiovascular issues, and brain damage. The World Health Organization reports that excessive alcohol consumption is a leading cause of preventable diseases and deaths worldwide. For a young person, these health issues can reduce their quality of life and limit their ability to participate in everyday activities.
  • Mental Health Issues : Regular alcohol abuse is often linked to mental health disorders such as depression and anxiety. These conditions can hinder a young person’s ability to maintain healthy relationships, perform well academically, and achieve their life goals. The South African Depression and Anxiety Group (SADAG) notes that substance abuse is a major factor in the increasing rates of mental health issues among the youth in South Africa.

Note to Life Orientation Grade 11 learners: When critically discussing the effects of risky behaviors, use detailed explanations and relevant data. Highlight both immediate and long-term impacts to show a thorough understanding of the topic.

Define the term substance abuse.

Substance abuse refers to the harmful or hazardous use of psychoactive substances, including alcohol and illicit drugs. It involves the consumption of these substances in a manner that is detrimental to one’s health, social life, and daily functioning.

Note to Life Orientation Grade 11 learners: When defining terms, keep your explanation clear and concise. Use language that is easy to understand and relevant to your peers’ experiences.

State two factors that may contribute to young people abusing substances.

Two factors that may contribute to young people abusing substances are:

  • Peer Pressure : Young individuals often feel a strong need to fit in with their peers. When friends or classmates engage in substance abuse, the pressure to conform can lead others to try substances as well. This desire for acceptance can overpower their awareness of the risks involved.
  • Stress and Coping Mechanisms : Adolescents facing high levels of stress, whether from academic pressures, family issues, or personal challenges, may turn to substances as a way to cope. Substance use might seem like a temporary escape from their problems, leading to potential abuse.

Note to Life Orientation Grade 11 learners: When stating factors, explain how each one specifically influences the behavior. Use relatable scenarios to strengthen your answer.

Describe how being exposed to high prevalent rates of substance abuse could negatively impact social life in communities.

Being exposed to high prevalent rates of substance abuse can significantly negatively impact social life in communities. Substance abuse often leads to increased crime rates, as individuals under the influence may engage in illegal activities to sustain their addiction. This rise in crime creates an unsafe environment, fostering fear and distrust among community members.

Additionally, substance abuse can break down family structures and social networks. When parents or guardians are addicted, children may face neglect or abuse, leading to a cycle of substance abuse across generations. Community cohesion is weakened as relationships deteriorate and social support systems crumble.

Note to Life Orientation Grade 11 learners: When describing impacts, link them to specific community aspects and provide examples. Highlight both immediate and long-term consequences for a comprehensive answer.

Explain how substance abuse could negatively impact young people’s physical wellbeing.

Substance abuse can severely impact young people’s physical wellbeing in various ways. Prolonged use of drugs and alcohol can lead to chronic health issues such as liver damage, cardiovascular diseases, and respiratory problems. For instance, the regular consumption of alcohol can result in liver cirrhosis, a life-threatening condition that affects the liver’s ability to function properly.

Moreover, substance abuse can impair the immune system, making young individuals more susceptible to infections and diseases. Drug use, particularly through injection, increases the risk of contracting bloodborne diseases such as HIV and Hepatitis. These health problems can significantly reduce the quality of life and increase healthcare costs for the affected individuals and their families.

Note to Life Orientation Grade 11 learners: When explaining impacts, focus on specific health issues and use relevant examples. This will make your answer more detailed and informative.

Discuss two ways in which drug abuse could negatively impact the ability of young people to effectively pursue their future careers.

Drug abuse can negatively impact the ability of young people to effectively pursue their future careers in the following ways:

  • Impaired Cognitive Functioning : Drug abuse can damage the brain, leading to impaired cognitive abilities such as memory, attention, and decision-making skills. This cognitive decline can affect academic performance, making it difficult for young individuals to complete their education and acquire the necessary qualifications for their desired careers.
  • Workplace Issues : Even if young individuals manage to secure employment, ongoing drug abuse can lead to poor job performance, frequent absenteeism, and strained relationships with colleagues and supervisors. This can result in job loss and tarnished professional reputations, hindering career progression and opportunities.

Note to Life Orientation Grade 11 learners: When discussing career impacts, provide specific examples of how drug abuse can affect job performance and employability. Use real-life scenarios to illustrate your points.

State five critical factors that may contribute to young people deciding to engage in risky behaviors.

Five critical factors that may contribute to young people deciding to engage in risky behaviors are:

  • Peer Pressure : The influence of friends and peers can strongly encourage risky behavior as young people seek acceptance and validation within their social groups.
  • Lack of Parental Guidance : Absence of supervision and guidance from parents or guardians can leave young people without the necessary support to make safe choices.
  • Media Influence : Exposure to media that glamorizes risky behaviors can lead young people to mimic such actions, believing them to be desirable or without serious consequences.
  • Low Self-Esteem : Individuals with low self-esteem may engage in risky behaviors to gain confidence, attention, or a sense of belonging.
  • Curiosity and Experimentation : Natural curiosity and the desire to experience new things can drive young people to experiment with behaviors that are dangerous or harmful.

Note to Life Orientation Grade 11 learners: When stating factors, explain how each one influences risky behavior. Use real-life examples to make your answer more relatable.

Describe one way in which considering healthy lifestyle choices may persuade young people not to engage in risky behavior.

Considering healthy lifestyle choices can persuade young people not to engage in risky behavior by highlighting the benefits of maintaining good health and well-being. For instance, participating in sports and physical activities can provide a positive outlet for energy and stress, promoting physical fitness and mental health. Engaging in these activities can foster a sense of achievement, boost self-esteem, and create a supportive community, reducing the appeal of risky behaviors such as substance abuse or unsafe sexual practices.

Note to Life Orientation Grade 11 learners: When describing the influence of healthy choices, focus on specific benefits and provide examples. Highlight how these choices lead to positive outcomes.

Discuss four contributing factors that may lead to an increase of learners abusing substances in schools.

Four contributing factors that may lead to an increase of learners abusing substances in schools are:

  • Accessibility : Easy access to drugs and alcohol can significantly increase substance abuse among learners. In some communities, substances are readily available, making it easier for students to obtain them.
  • Stress and Academic Pressure : High levels of stress and pressure to perform academically can lead students to use substances as a coping mechanism. The competitive nature of school environments can exacerbate this issue.
  • Lack of Awareness : Insufficient education about the dangers of substance abuse can leave students unaware of the severe consequences. Without proper knowledge, they may underestimate the risks involved.
  • Family Issues : Dysfunctional family environments, such as those involving domestic violence or substance abuse by parents, can contribute to learners turning to substances as an escape or coping strategy.

Note to Life Orientation Grade 11 learners: When discussing contributing factors, provide detailed explanations and relevant examples. Use statistics or studies to support your points where possible.

Carefully examine the impact of drug addiction on emotional and physical spheres.

Drug addiction has profound impacts on both the emotional and physical spheres of an individual’s life:

Emotional Impact : Drug addiction can lead to severe emotional and mental health issues. Addicts often experience anxiety, depression, and mood swings, which can strain relationships with family and friends. The South African Depression and Anxiety Group (SADAG) highlights that substance abuse is a significant factor in the rise of mental health issues among youth. Feelings of guilt, shame, and hopelessness are common, further exacerbating emotional distress.

Physical Impact : The physical effects of drug addiction are equally devastating. Long-term use can lead to chronic health conditions such as heart disease, liver damage, and respiratory problems. For instance, regular use of methamphetamine can cause severe dental problems, skin sores, and weight loss. The physical toll can reduce overall life expectancy and significantly impair daily functioning.

Note to Life Orientation Grade 11 learners: When examining impacts, detail both emotional and physical consequences. Use specific health conditions and mental health issues as examples to illustrate the severity of drug addiction.

Discuss external factors that impact negatively on your lifestyle choices, namely: unsafe road use.

External factors like unsafe road use can negatively impact lifestyle choices by increasing the risk of accidents and injuries. Reckless driving, speeding, and not wearing seat belts are common behaviors that contribute to road accidents. According to the Road Traffic Management Corporation (RTMC) , South Africa has one of the highest road accident rates globally, with thousands of fatalities each year.

Unsafe road use can lead to severe injuries, disabilities, or even death, which can drastically alter one’s lifestyle. Survivors of road accidents may face long-term physical rehabilitation and psychological trauma, affecting their ability to participate in daily activities, work, and social interactions.

Note to Life Orientation Grade 11 learners: When discussing external factors, provide statistics and real-life examples. Explain how these factors specifically alter lifestyle choices and the long-term consequences involved.

Investigate the influence of self-esteem and teenagers participating in risky behavior.

Self-esteem significantly influences whether teenagers participate in risky behavior. Teenagers with low self-esteem may engage in risky behaviors such as substance abuse, unsafe sexual practices, and delinquency to gain acceptance or boost their confidence. The South African Depression and Anxiety Group (SADAG) reports that teenagers with low self-esteem are more susceptible to peer pressure and are likely to seek validation through risky actions.

Conversely, teenagers with high self-esteem are more likely to make positive lifestyle choices and resist peer pressure. They are generally more confident in their decisions and have a better understanding of the consequences of risky behaviors. Programs that promote self-esteem, such as life skills workshops in schools, can help reduce the incidence of risky behaviors among teenagers.

Note to Life Orientation Grade 11 learners: When investigating the influence of self-esteem, provide examples of how different levels of self-esteem affect behavior. Use studies or reports to support your findings.

What is anorexia?

Anorexia , or anorexia nervosa, is an eating disorder characterized by an intense fear of gaining weight and a distorted body image, leading to restricted food intake and excessive weight loss. Individuals with anorexia often see themselves as overweight even when they are underweight, and they may engage in extreme dieting, excessive exercise, or other behaviors to lose weight.

Note to Life Orientation Grade 11 learners: When defining terms, provide clear and concise explanations. Include key characteristics and behaviors associated with the condition to ensure a comprehensive understanding.

Suggest ways in which anorexia can be prevented among adolescents.

Preventing anorexia among adolescents involves a multi-faceted approach focusing on education, support, and early intervention. Here are some effective strategies:

  • Promote Healthy Body Image : Schools and communities should implement programs that encourage a positive body image and self-esteem. Campaigns and workshops can address the unrealistic beauty standards perpetuated by media and social media. For example, the Body Positive Movement promotes acceptance and appreciation of all body types.
  • Education and Awareness : Educating adolescents, parents, and teachers about the signs and dangers of eating disorders is crucial. Early intervention can prevent the development of anorexia. Schools can include information about eating disorders in their health education curriculum.

Note to Life Orientation Grade 11 learners: When suggesting prevention methods, highlight specific programs and initiatives. Emphasize the importance of early intervention and education in your answers.

Assess the value of positive role models on one’s behavior.

Positive role models can have a profound impact on an individual’s behavior, especially during adolescence.

  • Guidance and Inspiration : Positive role models provide guidance and inspiration, demonstrating healthy behaviors and attitudes. Adolescents who look up to role models like successful athletes, community leaders, or family members are more likely to adopt positive habits. For instance, seeing a role model prioritize education and hard work can motivate learners to focus on their studies.
  • Building Confidence and Resilience : Positive role models can help build confidence and resilience in young people. By overcoming challenges and achieving their goals, role models show that it is possible to succeed despite obstacles. This can encourage adolescents to persevere in their own pursuits, fostering a growth mindset.

Note to Life Orientation Grade 11 learners: When assessing the value of role models, use specific examples of how role models influence behavior. Highlight the traits and actions of role models that positively affect young people.

Recommend two practical strategies that could be implemented by the community to ensure that the anti-substance abuse campaigns are effective.

  • Community Education Programs : Implementing comprehensive education programs that inform both young people and their families about the dangers of substance abuse can be very effective. These programs should include workshops, seminars, and informational materials that highlight the long-term consequences of substance use. Collaboration with local schools, healthcare providers, and law enforcement can enhance the reach and impact of these programs.
  • Support and Counseling Services : Providing accessible support and counseling services for those at risk of or currently struggling with substance abuse is essential. Establishing community centers where individuals can receive free or low-cost counseling, support groups, and rehabilitation services can make a significant difference. The involvement of trained professionals and volunteers can help address the underlying issues leading to substance abuse.

Note to Life Orientation Grade 11 learners: When recommending strategies, focus on community-based initiatives and explain how these can directly address substance abuse issues. Use examples of successful programs if possible.

State four benefits of the youth participation in community anti-substance abuse campaigns.

  • Increased Awareness : Youth participation in anti-substance abuse campaigns helps spread awareness among peers. When young people lead initiatives, their messages resonate more with their age group, effectively educating others about the risks of substance abuse.
  • Leadership Development : Involvement in such campaigns helps youth develop leadership skills. Organizing events, speaking publicly, and coordinating with community members enhance their ability to lead and take initiative.
  • Peer Support Networks : Participating in these campaigns fosters a sense of community and peer support. Youth can build networks of support, helping each other stay accountable and avoid substance abuse.
  • Positive Behavioral Change : Engaging in community service and activism can lead to positive behavioral changes. Youth involved in these campaigns are more likely to make healthy choices and influence their peers to do the same.

Note to Life Orientation Grade 11 learners: When stating benefits, provide specific examples of how participation impacts both the individual and the community. Highlight the importance of peer influence and leadership skills.

Evaluate the impact of risky behavior on your personal expectations in relation to the career you want to follow.

Engaging in risky behavior can have a detrimental impact on personal expectations and career aspirations.

  • Academic Setbacks : Risky behaviors such as substance abuse, unsafe sexual practices, and delinquency can lead to academic setbacks. Poor grades, frequent absenteeism, and disciplinary issues can hinder the ability to gain the necessary qualifications for a desired career. For example, a student who frequently skips school to engage in risky behavior may struggle to meet the academic requirements for university admission.
  • Professional Reputation : Risky behaviors can also tarnish one’s professional reputation before a career even begins. Criminal records or a history of substance abuse can limit job opportunities and affect professional relationships. Employers often conduct background checks, and a history of risky behavior can be a significant disadvantage in securing employment.

Note to Life Orientation Grade 11 learners: When evaluating the impact of risky behavior, relate it to specific career goals and expectations. Use examples to illustrate how such behaviors can hinder academic and professional success.

State three examples of unsafe attitudes that could cause Grade 11 learners to make risky decisions.

  • Invincibility Mindset : Believing that they are invincible and that nothing bad will happen to them can lead learners to engage in risky behaviors, such as experimenting with drugs or driving recklessly.
  • Rebellion Against Authority : An attitude of defiance and rebellion against parents, teachers, or societal norms can push learners to make unsafe decisions as a form of resistance or to assert their independence.
  • Desire for Instant Gratification : Prioritizing immediate pleasure or excitement over long-term consequences can lead learners to make impulsive decisions, such as participating in unsafe sexual activities or substance abuse.

Note to Life Orientation Grade 11 learners: When stating examples, clearly link attitudes to specific risky behaviors. Explain how these attitudes can lead to negative outcomes.

Describe one socio-economic factor associated with poverty that could make it difficult for Grade 11 learners to make healthy nutritional choices.

One socio-economic factor associated with poverty that could make it difficult for Grade 11 learners to make healthy nutritional choices is limited access to affordable, nutritious food . In low-income communities, healthy food options such as fruits, vegetables, and lean proteins are often more expensive and less accessible than processed and fast foods. Families with limited financial resources may prioritize cheaper, calorie-dense foods to stretch their budgets, leading to poor nutrition.

Note to Life Orientation Grade 11 learners: When describing socio-economic factors, provide specific examples of how these factors affect daily choices. Highlight the impact on health and well-being.

Explain why Grade 11 learners might give in to peer pressure, even though they know it is risky.

Grade 11 learners might give in to peer pressure despite knowing it is risky due to the strong desire for social acceptance and fear of rejection. Adolescence is a critical period for social development, and fitting in with peers can feel more important than personal safety or long-term consequences. The influence of friends who engage in risky behaviors can make it challenging for learners to resist, especially if they want to maintain their social standing or avoid being ostracized.

Additionally, the lack of self-confidence and assertiveness can make it difficult for learners to stand up against peer pressure. They may worry about being judged or ridiculed for not conforming to group norms, leading them to engage in risky behaviors to avoid negative social repercussions.

Note to Life Orientation Grade 11 learners: When explaining reasons for giving in to peer pressure, use relatable scenarios and emphasize the psychological aspects of social acceptance. Discuss strategies for resisting peer pressure effectively.

Mention five negative effects that an unplanned teenage pregnancy could have on a Grade 11 learner’s future career goals.

  • Interrupted Education : An unplanned pregnancy can lead to dropping out of school, delaying or even ending the pursuit of academic qualifications necessary for future career goals.
  • Financial Strain : Raising a child requires significant financial resources, which can limit the ability to invest in education or career development.
  • Limited Career Opportunities : Balancing the responsibilities of parenthood with work or further education can be challenging, leading to limited career advancement and opportunities.
  • Social Stigma : Teenage parents often face social stigma and discrimination, which can affect their self-esteem and professional relationships.
  • Health Issues : Pregnancy and childbirth can have health implications for the young mother, potentially impacting her ability to work or study effectively.

Note to Life Orientation Grade 11 learners: When discussing the effects of unplanned teenage pregnancy, focus on specific challenges and their impact on career goals. Provide examples to illustrate how these challenges can affect long-term aspirations.

Describe ways in which Grade 11 learners could be psychologically traumatized by road accidents caused by their own irresponsible road use.

Grade 11 learners could be psychologically traumatized by road accidents caused by their own irresponsible road use in several ways:

  • Guilt and Shame : Knowing that their actions led to an accident can cause intense feelings of guilt and shame. This self-blame can be overwhelming and affect their self-esteem and mental health. For example, a learner who caused a crash due to speeding may constantly replay the incident in their mind, struggling with the thought that they could have prevented it.
  • Fear and Anxiety : Experiencing a traumatic road accident can lead to ongoing fear and anxiety, particularly related to driving or riding in vehicles. This can manifest as post-traumatic stress disorder (PTSD), where the learner might have flashbacks, nightmares, and severe anxiety whenever they are reminded of the accident.

Note to Life Orientation Grade 11 learners: When describing psychological trauma, focus on specific emotional and mental health impacts. Provide examples to illustrate the long-term effects of such incidents.

Explain ways in which psychological ill-health caused by an unbalanced lifestyle could make it difficult for individuals to maintain high levels of hygiene.

Psychological ill-health caused by an unbalanced lifestyle can make it difficult for individuals to maintain high levels of hygiene in several ways:

  • Lack of Motivation and Energy : Mental health issues such as depression and anxiety can lead to a lack of motivation and energy, making everyday tasks like personal hygiene feel overwhelming. For instance, a person suffering from depression may find it challenging to muster the energy to take regular showers or brush their teeth.
  • Cognitive Impairment : Mental health conditions can affect cognitive functioning, leading to forgetfulness or confusion. Individuals might forget to perform basic hygiene tasks or may not recognize the importance of these routines due to their impaired mental state.

Note to Life Orientation Grade 11 learners: When explaining the impact of psychological ill-health, provide detailed examples of how specific conditions affect daily life. Highlight the connection between mental health and physical hygiene practices.

Evaluate the impact of teenage suicide on your family and community at large.

The impact of teenage suicide on a family and community can be profound and far-reaching:

  • Emotional Devastation : For the family, the loss of a teenager to suicide brings immense grief, guilt, and confusion. Parents and siblings may struggle with feelings of failure and profound sadness, questioning what they could have done differently to prevent the tragedy. This emotional devastation can disrupt family dynamics and lead to long-term psychological issues.
  • Community Shock and Stigma : In the broader community, a teenage suicide can create a ripple effect of shock, sadness, and even fear. Friends, classmates, and neighbors may feel the loss deeply, leading to a collective mourning period. Additionally, there may be stigma attached to suicide, which can hinder open discussions and support for mental health, perpetuating a cycle of silence and misunderstanding.

Note to Life Orientation Grade 11 learners: When evaluating impacts, discuss both the immediate and long-term effects on both the family and the community. Use specific examples to illustrate the depth of the impact.

State five benefits of educating teenagers about teenage suicides.

  • Awareness and Understanding : Educating teenagers about suicide helps increase awareness and understanding of the signs and risk factors, enabling them to recognize when someone may be in distress.
  • Prevention Skills : Providing information on how to seek help and support can equip teenagers with the skills to prevent suicide, either for themselves or their peers.
  • Reducing Stigma : Education helps to reduce the stigma associated with mental health issues and suicide, encouraging open discussions and a more supportive environment.
  • Empathy and Compassion : Learning about the emotional struggles that can lead to suicide fosters empathy and compassion among teenagers, promoting a more caring and supportive community.
  • Resilience Building : Understanding the challenges and developing coping strategies can help teenagers build resilience and better handle life’s stresses and pressures.

Note to Life Orientation Grade 11 learners: When stating benefits, explain how each one contributes to the overall goal of reducing teenage suicides. Use specific examples to highlight the importance of education.

Critically discuss roles played by the government in combating teenage suicide.

The government plays several critical roles in combating teenage suicide:

  • Policy Development and Implementation : Governments are responsible for creating and enforcing policies that promote mental health and suicide prevention. This includes funding mental health services, establishing crisis intervention programs, and integrating mental health education into school curriculums. For instance, the South African National Department of Health has initiatives aimed at improving mental health services and accessibility.
  • Public Awareness Campaigns : Governments often launch public awareness campaigns to educate the public about the signs of suicide and how to seek help. These campaigns aim to reduce stigma and encourage individuals to talk about their mental health struggles. The South African Depression and Anxiety Group (SADAG) collaborates with government bodies to run such campaigns.

Note to Life Orientation Grade 11 learners: When discussing government roles, provide specific examples of policies and initiatives. Highlight the impact of these measures on reducing teenage suicide rates.

Suggest five practical solutions to address teenage suicide.

  • Implement School-Based Mental Health Programs : Schools should have dedicated mental health programs that include regular screenings, counseling services, and mental health education. These programs can help identify at-risk students and provide them with the support they need.
  • Increase Access to Mental Health Services : Improving access to mental health services, including hotlines, online counseling, and community clinics, ensures that teenagers have multiple avenues to seek help.
  • Promote Peer Support Networks : Establishing peer support networks within schools and communities can provide teenagers with a safe space to share their struggles and receive support from their peers.
  • Parental Education Programs : Educating parents about the signs of suicide and how to support their children can help create a supportive home environment. Workshops and informational materials can be used to equip parents with the necessary skills.
  • Media and Social Media Guidelines : Developing guidelines for media and social media platforms on how to responsibly report and discuss suicide can help prevent the spread of harmful content and encourage positive messaging around mental health.

Note to Life Orientation Grade 11 learners: When suggesting solutions, provide detailed explanations and examples of how each solution can be implemented. Highlight the importance of a multi-faceted approach.

Design a poster on one of the practical solutions to address teenage suicide.

Since I can’t create images directly here, I’ll describe the elements for a poster promoting peer support networks to address teenage suicide:

  • Title : “You Are Not Alone: Join Our Peer Support Network”
  • Visuals : Images of diverse groups of teenagers interacting positively, showing empathy and support.
  • Main Message : “Connecting with peers can make a difference. Join our peer support network and find a safe space to share your thoughts and feelings.”
  • Details : Information about meeting times, locations, and how to join. Include a helpline number and website for more resources.
  • Quotes/Testimonies : Add a few positive testimonies from teenagers who have benefited from the network.

Note to Life Orientation Grade 11 learners: When designing a poster, make sure it’s visually appealing and easy to read. Include clear, supportive messages and practical information on how to get involved.

Give suggestions on how community members could put pressure on the government to address the issues associated with youth risky behavior.

  • Organize Community Meetings and Forums : Community members can hold regular meetings to discuss the prevalence of youth risky behavior and develop collective action plans. Inviting local government officials to these meetings can ensure that the concerns are heard directly.
  • Petitions and Campaigns : Launching petitions and awareness campaigns can draw attention to the issue. Collecting signatures and presenting them to government representatives can demonstrate the community’s unified demand for action.
  • Collaborate with NGOs : Partnering with non-governmental organizations that focus on youth and mental health can amplify the community’s voice. NGOs often have the expertise and resources to advocate effectively for policy changes.
  • Utilize Media Platforms : Using local media, including newspapers, radio, and social media, to highlight the issues and the community’s demands can increase public awareness and pressure the government to act.
  • Lobbying and Advocacy : Forming advocacy groups to engage with local government representatives regularly can help keep the issue on the political agenda. These groups can provide evidence-based recommendations and continuously push for necessary policy changes.

Note to Life Orientation Grade 11 learners: When suggesting actions, focus on practical and collective efforts that can create significant impact. Highlight the importance of community solidarity and persistent advocacy.

Indicate your views about social media romanticizing/normalizing youth risky behavior.

Social media has a powerful influence on young people’s perceptions and behaviors. While it can be a platform for positive connections and information sharing, it also has the potential to romanticize and normalize risky behaviors.

  • Influence of Social Media : Social media platforms often showcase glamorous lifestyles and risky behaviors without highlighting the consequences. For instance, posts depicting substance abuse, reckless driving, or unsafe sexual practices can make these actions seem attractive and without repercussions.
  • Normalization of Risky Behavior : When young people see their peers or influencers engaging in risky behaviors without facing visible negative outcomes, it can create a false sense of security. They might start to believe that such behaviors are common and acceptable, leading to increased likelihood of them engaging in similar actions.

It is crucial for social media users, especially adolescents, to develop critical thinking skills and discernment to differentiate between reality and the often curated, misleading representations online. Parents, educators, and community leaders should also play active roles in guiding young people on the responsible use of social media.

Note to Life Orientation Grade 11 learners: When discussing the influence of social media, provide specific examples of how it can romanticize risky behaviors. Emphasize the importance of critical thinking and responsible media consumption.

Define the term youth risky behavior.

Explain why anorexia is viewed as an eating disorder.

Describe any six risky situations to which our youth is frequently exposed.

Describe why anorexia is prevalent in young females more than males .

Differentiate between legal and illegal drugs: give one example of each.

Life Orientation Task 3 Project 2023 Memorandum grade 11 pdf download

South african youth and risk behaviour project with answers.

The youth of South Africa are constantly exposed to risks, which may promote substance use, unprotected sex, unhealthy eating habits and violence. This behaviour that are usually adopted during their youthful years and often persist into adulthood, are interrelated, and in most cases, are preventable. In addition to resulting in morbidity (obesity) and sometimes mortality (death), this behaviour simultaneously result in many of the social and educational problems that confront the nation, including failure to complete high school, unemployment, and crime. In order to protect the youth from these risk behaviour, it is therefore necessary to educate them at an early age on the dangers and consequences, as well as to foster health promoting behaviour and environments.

2nd South African National Youth Risk Behaviour Survey 2014

The Medical Research Council released the results of the 2nd South African National Youth Risk Behaviour Survey 2014. This nationally representative survey among 10 270 secondary school learners in grades 8 through 11, reports on the prevalence of behaviour that place them at risk for disease and ill health.

Following the first Youth Risk Behaviour Survey (YRBS) in 2008, this survey investigated behaviour related to infectious diseases (sexual risk behaviour and hygiene), injury and trauma (violence and traffic safety), mental health (depression, suicide related behaviour, substance use), and chronic diseases (nutrition and physical activity).

The following is a summary of the 2014 Youth Risky Behaviour Survey:

Some positive developments The survey showed significant reductions in risky sexual behaviour. Fewer school learners had ever had sex. Of those who had sex, the number of school learners that had two or more sexual partners in their lifetime significantly reduced, and less learners had one or more sexual partners during the past three months. Also, of those who ever had sex, the incidence of sexually transmitted infections significantly reduced, while consistent condom use increased slightly.

Increasing health threats The survey showed clear reductions in physical activity, decreased threat to mental health and unsafe traffic behaviour. A significant increase in physical inactivity and TV watching for more than 3 hours per day was observed. Regarding mental health, more learners made one or more suicide attempt during the past six months Regarding unsafe traffic behaviour, more learners drove a vehicle after drinking alcohol in the past 30 days and were driven by someone who had been drinking alcohol in the past 30 days.

Gather data/ information, by doing research, to write a report with the title:

Risky behaviour amongst South African youth, situations they are exposed to as well as the impact of their behaviour on themselves and society.

Question: Define the concept risky behaviour and explain why it is important for teenagers to investigate and be knowledgeable about it.

Answer: A Healthy and balanced lifestyle: Means eating a balanced diet, getting regular exercise, avoid- ing tobacco and drugs and getting plenty of rest.

Answer: Unsafe attitudes and behaviours: Includes drugs, alcohol use and experimentation, defiance and lying, moodiness and irritability, engaging in unsafe sex.

Answer: Risky behaviours and situations: Unprotected sexual activities that may lead to unwanted teenage pregnancies and Sexually Transmitted Infections (STIs), strong addiction of drugs and alcohol, involvement in illegal works for easy earnings, under-age driving, involvement in politi- cal parties where they might face different threatening situations, unhealthy dietary behaviours and inadequate physical activity.

Answer: Covid 19 : Covid 19, is a disease caused by a new strain of coronavirus. CO stands for corona and VI for virus and D for disease. Formerly it was referred to as “2019 novel coronavirus” or 2019- nCoV. It is also known as as severe acute respiratory syndrome coronavirus.

Types of risk behaviour

Choose 4 risky situations and describe each situation – give examples | Choose any 4.

  • Personal safety refers to avoidance of possible harmful situations or persons in your surround- ing. This implies that teenagers should avoid walking alone at night, getting involved in situa- tions of violence, e.g. drinking or walking with strangers.
  • Road use refers to the methods and measures used to prevent road users from being killed or seriously injured. Typical road users include pedestrians, cyclists, motorist, vehicle passengers, etc. Drinking and driving, driving without a driver’s license – all these put the lives of road users at stake.
  • Substance abuse refers to the use of illegal drugs or the use of prescription or over the counter drugs or alcohol for purposes other than those for which they are meant to be used or in exces- sive amounts. Substance abuse may lead to social, physical, emotional and job related prob- lems. Teenagers smoke dagga, tik, nyaope. At times, they start off by experimenting and end up addicted. At times the use of cough mixtures with codeine is abused. All these substances lead to addiction and behaviour that causes self destruction.
  • Sexual behaviour, teenage pregnancy and Sexually Transmitted Diseases (STDs). This is human sexual activity, human sexual practice or human sexual behaviour in a manner in which humans experience and express their sexuality and can cause STIs and also lead to unwanted teenage pregnancy. Teenagers engage in unsafe sexual behaviour and get pregnant, leading to dropping out of school. It also leads to contracting serious diseases like HIV/AIDS.
  • Teenage suicide is when a young person deliberately ends their own life.
  • Hygiene and dietary behaviour encompasses food choice and motives, feeding practices, dieting and eating related problems such as obesity, eating disorders and feeding disorders and hygienic processes. Teenagers, at times, because of low self esteem, find themselves wanting to lose weight and engage in methods of weight loss that can lead to anorexia. They later get de- pressed and moody. Some become obese also because of psychological challenges.
  • Peer pressure is the direct influence on people by peers, or the effect on an individual who is encouraged and wants to follow their peers by changing their attitudes, values or behaviours to conform to those of the influencing group or individual. Negative peer pressure leads to unsafe and risky behaviours like substance abuse and unsafe sex practices.

Discuss 3 factors that may cause teenagers to engage in each of the risky behaviours and situations chosen

  • Brain power; they are impulsive and make emotional decisions without thinking about the consequences, lack of experience.
  • Unhealthy optimism; Teens think that negative outcomes will never happen to them and neg- ative consequences don’t deter them.
  • Adventure; boredom causes them to look for excitement, that is mostly detrimental to their safety.
  • Peer pressure; research shows that risk taking among teens doubles when peers are around. Some teens want to be accepted and fit in – they want to impress their friends. Read: Why choosing wrong friends may subject you to unrealistic life
  • Media ; movies and television project a wide range of risky behaviour in glamorous and admira- ble ways.
  • Poor self-esteem ; a young person with a low self-esteem may not be assertive to say NO and find himself involved in risky behaviour. Such individuals are easily swayed to get involved in wrong doing.

How do these risky behaviours impact on teenagers and their communities?

Youth may bunk school, stealing to satisfy behaviours like substance abuse and this increasing crime rate. Substance abuse can lead to violence and the addict can be a threat to both himself and society.

This behaviour can cause anxiety, mental stress and unhappiness among people. This health problem causes health issues for the individual. Risk behaviours lead to personal, social and economic problems and are associated with mortality, namely, through accidents, violence and crime.

Suggest and discuss solutions to risky behaviours

  • Good communication in the family
  • Engage in positive activities such as sport clubs, art clubs, etc
  • Serve or volunteer in your community
  • Be clear of the consequences of the risk behaviour
  • Talk about values at home and in the community
  • Have good role models in the community

Impact of Covid 19 on a healthy and balanced lifestyle under the following topics:

Answers: loss of income and poverty:.

Covid 19 caused a lot of job losses because of the heavy lockdown. Households lost income and this led to families not being able to fulfil basic needs like food. This put a lot of pressure on families who were unable to provide for their children. Because of lack of provision, teenagers lack coping skills and get depressed. It can also lead to drug abuse as a coping skill. Loss of income and poverty are related. It has an impact on the quality of the lives of of youth. Some teenagers may engage in criminal activities to get food.

Cultural and religious practices.

Attending church, for many families, is important as it promotes values within families. Church attendance was prohibited during hard lockdown. There was no alternative place to go to for spiritual upliftment and communities lost the opportunities of gathering. Cultural practices like celebrations of weddings and, for Xhosa culture, circumcisions were prohibited. This resulted in more loneliness and hopelessness. Teenagers and their families were unable to manage or cope with these situations.

Looking for something specific?

Did you see these.

  • Psychological Trauma in Grade 11 Learners from Road Accidents Caused by Their Own Irresponsible Road Use
  • Why Anorexia Is Viewed as an Eating Disorder?
  • Grade 11 Life Orientation (LO) Notes
  • Risky Behaviour Definition for Life Orientation Subject
  • Differentiating Between Legal and Illegal Drugs with Examples: South Africa
  • 11 Interesting Reasons Why Anorexia is Prevalent in Young Females than Males

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