grade 11 mathematical literacy assignment 2023 term 3

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Mathematical Literacy Grade 11 Exam Papers and Memos 2023 pdf download

Download mathematical literacy grade 11 exam papers and memos 2023 pdf.

Looking for Mathematical Literacy Grade 11 Exam Papers and Memos? You’ve come to the right place. Aucfinder offers the latest official Memorandum, Past Paper, and Sample Test from the Department of Basic Education for free. You’ll also find a detailed explanation for each question together with answers and mark schemes.

If you’re taking Mathematical Literacy this school year, we have everything you need to succeed including exam prep materials and past papers. These resources will give your insight into what is tested on this subject. They will help you understand the concepts and ideas that are being tested so that you can put in more time preparing for your exams.

Stand out from your classmates by getting these resources now!

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How to access Mathematical Literacy Grade 11 Exam Papers and Memos 2023

There are a few ways that you can access Mathematical Literacy Grade 11 past Papers and Memos for the year 2023.

One way is to visit your local Department of Education website and download the Grade 11 Mathematical Literacy Paper and Memorandum Pdf from them.

Another way is to search for the papers online. A quick Google search should bring up a few options for you to choose from. Finally, you can also ask other students or teachers for copies of the papers.

However, it is important to note that these papers and memos are not always the most up-to-date or accurate. For example, the papers and memos from 2017 may not accurately reflect the current curriculum. It is always best to visit your local Department of Basic Education website to get the most accurate and up-to-date information.

Download Grade 11 Mathematical Literacy Papers and Memorandum Pdf

Mathematical Literacy Grade 11 Exam Papers and Memos for 2023 can be downloaded below. These papers and memos are essential for any Grade 11 Mathematical Literacy student, as they provide valuable practice for the upcoming exams.

Mathematical Literacy – Grade 11 – 2018

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Mathematical Literacy – Grade 11 – 2019

• MATHS-LIT-GR11-P2-MEMO-NOV2019_English Download
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Mathematical Literacy – Grade 11 – 2020

• MATHS-LIT-P1-GR11-MEMO-NOV2020-ENG-D Download
• MATHS-LIT-P1-GR11-MEMO-NOV2020_Afrikaans Download
• MATHS-LIT-P1-GR11-MEMO-NOV2020_English Download
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• MATHS-LIT-P1-GR11-QP-NOV2020-AFR-D Download
• MATHS-LIT-P1-GR11-QP-NOV2020-ENG-D Download
• MATHS-LIT-P1-GR11-QP-NOV2020_Afrikaans Download
• MATHS-LIT-P1-GR11-QP-NOV2020_English.docx Download
• MATHS-LIT-P1-GR11-QP-NOV2020_English Download
• MATHS-LIT-P2-GR11-ADD-NOV2020_Afrikaans Download
• MATHS-LIT-P2-GR11-ADD-NOV2020_English Download
• MATHS-LIT-P2-MEMO-GR11-NOV2020_Afrikaans Download
• MATHS-LIT-P2-MEMO-GR11-NOV2020_English.docx Downloa
• MATHS-LIT-P2-QP-GR11-NOV-2020_Afrikaans Download
• MATHS-LIT-P2-QP-GR11-NOV-2020_English Download
• MATHS-LIT-P1-GR11-MEMO-NOV2020-AFR-D Download

Grade 11 Mathematical Literacy Papers and Memorandum Additional Resources

To help you prepare for your upcoming exam, we have also compiled a list of helpful Grade 11 Mathematical Literacy Papers and Memorandum Pdf resources.

• Department of Basic Education Grade 11 Exams
• Eastern Cape Papers and Memorandum
• Free State Papers and Memorandum
• Gauteng Papers and Memorandum
• KwaZulu-Natal Papers and Memorandum
• Limpopo Papers and Memorandum
• Mpumalanga Papers and Memorandum
• Northern Cape Papers and Memorandum
• North West Papers and Memorandum
• Western Cape Papers and Memorandum

Final words

There are a few things to keep in mind when looking for Mathematical Literacy grade 11 exam papers and memos.

First, make sure that the papers and memos are from reputable sources. There are a lot of websites out there that claim to have the most up-to-date and accurate information, but many of them are actually scams.

Second, take the time to read through the papers and memos before using them. This will help you to get a better understanding of the material and how it is supposed to be used.

Finally, make sure to practice with the papers and memos before the actual exam. This will ensure that you are fully prepared and will not be caught off guard by any of the questions.

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• Grade 11 / Grade 11 – Past Papers (All Subjects)

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.

Please note: These question papers and their respective memorandums are free for public use. In no way are the provided papers for sales or distribution for coursework.

Maths101 will also not partake in requested student essays or assist others in doing student work for remuneration. Our website strives to make complex information, simple to understand for the general public. Please see below Grade 11 Past Papers & Memos.

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.

Our development team hope you enjoy the content provided. Please leave us a comment below should you have any queries or concerns. This content is designed to assist the  end-user with the Department of education syllabus.

Please note: Should you not be able to find the necessary memorandum for the desired question paper. Please take the question paper to your teacher and discuss the complex concepts in more detail.

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Mathematical Literacy Grade 11 Term 2 Assignments Memos

Mathematical Literacy Grade 11 Term 2 Assignments Memos:

Welcome to the treasure trove of Mathematical Literacy Grade 11 Term 2 Assignments Memos spanning the years 2022, 2023, and 2024! Here, we’ve compiled a comprehensive collection of assignment memos tailored specifically to aid Grade 11 students in their term 2 academic journey.

Navigating through the complexities of Mathematical Literacy can be challenging, but fear not! These meticulously crafted memos serve as invaluable resources to empower students to excel in their upcoming assignments. Whether you’re revisiting concepts from previous years or seeking guidance for the current academic term, you’ll find a wealth of knowledge at your fingertips.

By perusing these memos, students can gain a deeper understanding of mathematical principles, sharpen their problem-solving skills, and enhance their overall performance in the subject. Each memo offers detailed explanations, insightful tips, and illustrative examples to facilitate comprehension and mastery of key concepts.

So, dive in and harness the wisdom contained within these memos to unlock your full potential in Mathematical Literacy. Let this repository be your guiding light as you embark on your academic endeavors, propelling you towards success and academic excellence.

2024 Term 2 Assignments and Memos

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Mathematical Literacy Grade 11 Term 3 Assignment 2022 Questions and Memorandum

Mathematical Literacy Grade 11 Assignment 2022 Questions and Memorandum: Below is one of the assignments for Mathematical Literacy Grade 11 submitted by teachers. You can download the questions pdf document, as well as the answers pdf document below:

Mathematical Literacy Grade 11 Term 3 Assignment 2022

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PISA 2022 Results (Volume I and II) - Country Notes: Philippines

• Philippines
• Directorate for Education and Skills
• Teachers and educators
• Student performance (PISA)
• Country note
• Education and skills
• Education organisation and governance

The Programme for International Student Assessment (PISA) assesses the knowledge and skills of 15-year-old students in mathematics, reading and science. The tests explore how well students can solve complex problems, think critically and communicate effectively. This gives insights into how well education systems are preparing students for real life challenges and future success. The Philippines participated for the first time in PISA in 2018. By comparing results internationally, policy makers and educators in the Philippines can learn from other countries’ policies and practices.

How well did 15-year-old students in the Philippines do on the test?

Trends in mathematics, reading and science performance.

Average 2022 results were about the same as in 2018 in mathematics, reading and science.

Over the most recent period (2018 to 2022), the gap between the highest-scoring students (10% with the highest scores) and the weakest students (10% with the lowest scores) narrowed in mathematics, while it did not change significantly in reading and science. In mathematics, low-achievers became stronger, while performance did not change significantly amongst high-achievers.

Compared to 2018 the proportion of students scoring below a baseline level of proficiency (Level 2) did not change significantly in mathematics, reading and science.

How does the Philippines compare?

Figure 2. mean performance in mathematics, reading and science in pisa 2022.

Notes: Comparison countries include the six highest-performing countries in each subject and the five countries with the largest population of 15-year-old students.

Horizontal lines that extend beyond the markers represent a measure of uncertainty associated with mean estimates (the 95% confidence interval).

Source: OECD, PISA 2022 Database, Tables I.B1.2.1, I.B1.2.2 and I.B1.2.3.

Students in the Philippines scored less than the OECD average in mathematics, reading and science.

A smaller proportion of students in the Philippines, than on average across OECD countries, were top performers (Level 5 or 6) in at least one subject. At the same time a smaller proportion of students than on average across OECD countries achieved a minimum level of proficiency (Level 2 or higher) in all three subjects.

What students know and can do in mathematics

In the Philippines, 16% of students attained at least Level 2 proficiency in mathematics, significantly less than on average across OECD countries (OECD average: 69%). At a minimum, these students can interpret and recognize, without direct instructions, how a simple situation can be represented mathematically (e.g. comparing the total distance across two alternative routes, or converting prices into a different currency). Over 85% of students in Singapore, Macao (China), Japan, Hong Kong (China)*, Chinese Taipei and Estonia (in descending order of that share) performed at this level or above.

Almost no students in the Philippines were top performers in mathematics, meaning that they attained Level 5 or 6 in the PISA mathematics test (OECD average: 9%). Six Asian countries and economies had the largest shares of students who did so: Singapore (41%), Chinese Taipei (32%), Macao (China) (29%), Hong Kong (China)* (27%), Japan (23%) and Korea (23%). At these levels, students can model complex situations mathematically, and can select, compare and evaluate appropriate problem-solving strategies for dealing with them. Only in 16 out of 81 countries and economies participating in PISA 2022 did more than 10% of students attain Level 5 or 6 proficiency.

Figure 3. Top performers and low-performing students in mathematics, reading and science

Note: Numbers inside the figure correspond to percentages.

Source: OECD, PISA 2022 Database, Tables I.B1.3.1, I.B1.3.2 and I.B1.3.3.

What students know and can do in reading

Some 24% of students in the Philippines attained Level 2 or higher in reading (OECD average: 74%). At a minimum, these students can identify the main idea in a text of moderate length, find information based on explicit, though sometimes complex criteria, and can reflect on the purpose and form of texts when explicitly directed to do so. The share of 15-year-old students who attained minimum levels of proficiency in reading (Level 2 or higher) varied from 89% in Singapore to 8% in Cambodia.

In the Philippines, almost no students scored at Level 5 or higher in reading (OECD average: 7%). These students can comprehend lengthy texts, deal with concepts that are abstract or counterintuitive, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information.

What students know and can do in science

Some 23% of students in the Philippines attained Level 2 or higher in science (OECD average: 76%). At a minimum, these students can recognize the correct explanation for familiar scientific phenomena and can use such knowledge to identify, in simple cases, whether a conclusion is valid based on the data provided.

In the Philippines, almost no students were top performers in science, meaning that they were proficient at Level 5 or 6 (OECD average: 7%). These students can creatively and autonomously apply their knowledge of and about science to a wide variety of situations, including unfamiliar ones.

A special edition of PISA

This PISA test was originally due to be conducted in 2021 but was delayed by one year because of the COVID-19 pandemic. The exceptional circumstances throughout this period, including lockdowns and school closures in many countries, led to occasional difficulties in collecting some data. While the vast majority of countries and economies met PISA’s technical standards, a small number did not. A country or economy in this note with an asterisk (*) next to its name means that caution is required when interpreting estimates because one or more PISA sampling standards were not reached. Further information can be found in the Reader’s Guide and in Annexes A2 and A4 of the main report.

In the Philippines, all data met the quality standards set by PISA and were considered fit for reporting.

Performance gaps within the Philippines

Socio-economic divides, figure 4. mean performance in mathematics, by international quintiles of socio-economic status.

Note: The size of markers is proportional to the share of the student population within each quintile of socio-economic status (as determined by the PISA index of economic, social and cultural status, ESCS). Quintiles are defined at the international level, to include 20% of PISA participants in each quintile; within each national sample, the proportion can therefore differ from 20%.

Vertical bars that extend beyond the markers represent a measure of uncertainty associated with each estimate (the 95% confidence interval). Horizontal, dashed lines represent the uncertainty associated with the mean score of the largest group of students (as defined by international quintiles) within the Philippines.

Source: OECD, PISA 2022 Database, Tables I.B1.4.6 and I.B1.4.8.

The PISA index of economic, social and cultural status is computed in such a way that all students taking the PISA test, regardless of the country where they live, can be placed on the same socio-economic scale. This means that it is possible to use this index to compare the performance of students of similar socio-economic background in different countries. In the Philippines, 36% of students (the largest share) were in the bottom international quintile of the socio-economic scale, meaning that they were among the most disadvantaged students who took the PISA test in 2022. Their average score in mathematics was 344 score points. In Türkiye and Viet Nam, students of similar socio-economic background tend to score significantly higher.

The PISA index of economic, social and cultural status can also be used to order students from the most disadvantaged to the most advantaged within each country and economy, and to create four groups of students of equal size (each comprising 25% of the population of 15-year-old students in each country/economy). In the Philippines socio-economically advantaged students (the top 25% in terms of socio-economic status) outperformed disadvantaged students (the bottom 25%) by 36 score points in mathematics. This is smaller than the average difference between the two groups (93 score points) across OECD countries.

Between 2018 and 2022, the gap in mathematics performance between the top and the bottom 25% of students in terms of socio-economic status narrowed in the Philippines, while the average gap across OECD countries remained stable.

Socio-economic status was a predictor of performance in mathematics in all PISA participating countries and economies. It accounted for 5% of the variation in mathematics performance in PISA 2022 in the Philippines (compared to 15% on average across OECD countries).

Some 12% of disadvantaged students in the Philippines were able to score in the top quarter of mathematics performance. These students can be considered academically resilient because, despite their socio-economic disadvantage, they have attained educational excellence by comparison with students in their own country. On average across OECD countries, 10% of disadvantaged students scored in the top quarter of mathematics performance in their own countries.

Gender differences in performance

Girls outperformed boys in mathematics by 14 score points and in reading by 35 score points in the Philippines. Globally, in mathematics, boys outperformed girls in 40 countries and economies, girls outperformed boys in another 17 countries or economies, and no significant difference was found in the remaining 24. In reading, girls, on average, scored above boys in all but two countries and economies that participated in PISA 2022 (79 out of 81).

In the Philippines, the share of low performers is larger among boys (86%) than among girls (82%) in mathematics; in reading, too, the share is larger among boys (71% of girls and 82% of boys scored below Level 2 in reading).

Between 2018 and 2022, performance in mathematics remained stable both among boys and girls in the Philippines.

How is school life in the Philippines?

Students’ sense of belonging at school and satisfaction with life.

In 2022, 83% of students in the Philippines reported that they make friends easily at school (OECD average: 76%) and 84% felt that they belong at school (OECD average: 75%). Meanwhile, 28% reported feeling lonely at school, and 28% like an outsider or left out of things at school (OECD average: 16% and 17%). Compared to 2018, students’ sense of belonging at school declined in the Philippines.

Students’ satisfaction with life, more generally, declined in many countries and economies over recent years. In 2022, 17% of students in the Philippines reported that they were not satisfied with their lives: they rated their satisfaction with life between 0 and 4 on a scale ranging from 0 to 10. In 2018, fewer students were not satisfied with life (14%). On average across OECD countries, the proportion of students who are not satisfied with life increased from 11% in 2015 to 16% in 2018 and 18% in 2022.

Figure 5. Students’ sense of belonging at school

Source: OECD, PISA 2022 Database, Table II.B1.1.4.

Support and discipline in mathematics lessons

In the Philippines, 79% of students reported that, in most mathematics lessons, the teacher shows an interest in every student’s learning (OECD average: 63%), and 81% that the teacher gives extra help when students need it (OECD average: 70%).

Many students study mathematics in a disciplinary climate that is not favourable to learning: in 2022, about 26% of students in the Philippines reported that they cannot work well in most or all lessons (OECD average: 23%); 29% of students do not listen to what the teacher says (OECD average: 30%); 41% of students get distracted using digital devices (OECD average: 30%); and 37% get distracted by other students who are using digital devices (OECD average: 25%). On average across OECD countries, students were less likely to report getting distracted using digital devices when the use of cell phones on school premises is banned.

Feeling safe at and around school

PISA 2022 data show that in education systems where performance remained high and students’ sense of belonging improved, students tended to feel safer and less exposed to bullying and other risks at their school.

In the Philippines, 8% of students reported not feeling safe on their way to school (OECD average: 8%); 8% of students reported not feeling safe in their classrooms at school (OECD average: 7%); 19% of students reported not feeling safe at other places at school (e.g. hallway, cafeteria, restroom) (OECD average: 10%).

Some 43% of girls and 53% of boys reported being the victim of bullying acts at least a few times a month (OECD average: 20% of girls and 21% of boys). On average across OECD countries, fewer students were exposed to bullying in 2022 compared to 2018: for example, only 7% of students reported that other students spread nasty rumours about them in 2022, compared to 11% in 2018. In the Philippines, too, the corresponding proportions shrank (15% in 2022 compared to 32% in 2018).

Parental involvement in learning

PISA data collected from school principals show that the percentage of parents who were involved in school and learning decreased substantially between 2018 and 2022 in many countries/economies. This was not the case in the Philippines. In 2022, 63% of students in the Philippines were in schools whose principal reported that during the previous academic year at least half of all families discussed their child’s progress with a teacher on their own initiative (and 83% on the teacher’s initiative). In 2018, the corresponding number was 72% (and 86%). Systems that had more positive trends in parental involvement between 2018 and 2022 (i.e. systems in which the share of parents who discussed their child’s progress with a teacher on their own initiative shrank less) tended to show more stable or improved performance in mathematics.

Learning during COVID-related school closures

In the Philippines, 55% of students reported that their school building was closed for more than three months due to COVID-19. On average across OECD countries, 51% of students experienced similarly long school closures. In education systems where performance remained high and students’ sense of belonging improved, fewer students experienced longer school closures.

During remote learning, 41% of students in the Philippines had problems at least once a week with understanding school assignments and 34% of students with finding someone who could help them with schoolwork (OECD averages: 34% and 24%). In education systems where performance remained high and students’ sense of belonging improved, fewer students encountered problems during remote learning.

Support for students’ well-being was often limited when their schools were closed. In the Philippines, 21% of students reported that they were supported daily through live virtual classes on a video communication program. Only 18% of students reported that they were asked daily, by someone from the school, how they were feeling (OECD averages: 51% and 13%).

If school buildings have to close again in the future, many students across the OECD feel confident about using digital technology for learning remotely but fewer students feel confident about taking responsibility for their own learning. Some 52% of students in the Philippines feel confident or very confident about using a video communication program and 68% of students feel confident or very confident about motivating themselves to do school work (OECD averages: 77% and 58%).

What else does PISA tell us?

Resources invested in education.

Expenditure on education is related to student performance only to a certain extent. Among the countries/economies whose cumulative expenditure per student, over all primary and secondary school years between the ages of 6 and 15, was under USD 75 000 (PPP) in 2019, higher expenditure on education was associated with higher scores in the PISA mathematics test. In the Philippines, the cumulative expenditure per student, over ten years of age between 6 and 15, was equivalent to about USD 11 000 (PPP).

In about half of all countries/economies with comparable data, school principals in 2022 were more likely than their counterparts in 2018 to report a shortage of teaching staff. This was also the case in the Philippines. In 2022, 43% of students in the Philippines were in schools whose principal reported that the school’s capacity to provide instruction is hindered by a lack of teaching staff (and 19%, by inadequate or poorly qualified teaching staff). In 2018, the corresponding proportions were 19% and 8%. In most countries/economies, students attending schools whose principal reported shortages of teaching staff scored lower in mathematics than students in schools whose principal reported fewer or no shortages of teaching staff.

How students progress through schooling

When they sat the PISA test in 2022, 54% of 15-year-old students in the Philippines were enrolled in 10th grade.

In the Philippines, 84% reported that they had attended pre-primary education for one year or more (OECD average: 94%). On average across OECD countries, students who had attended pre-primary education for one year or more scored higher in mathematics at the age of 15 than students who never attended or who had attended for less than one year, even after accounting for socio-economic factors.

Some 25% of students in the Philippines reported that they had repeated a grade at least once (OECD average: 9%) after entering primary school. Grade repetition tends to be less prevalent in high performing systems.

School autonomy

In the Philippines, 32% of students attended a school where principals had the main responsibility for hiring teachers (OECD average: 60%), and 50% were enrolled in a school where teachers had the main responsibility for choosing which learning materials are used (OECD average: 76%). Many high-performing school systems tend to entrust principals and teachers with these responsibilities.

Key features of PISA 2022

The content.

The PISA 2022 survey focused on mathematics, with reading and science as minor areas and creative thinking as the innovative area of assessment. PISA 2022 also included an assessment of young people’s financial literacy, which was optional for countries and economies. Results for mathematics, reading and science are released on 5 December 2023 and results for creative thinking and financial literacy in 2024.

The students

Some 690 000 students took the assessment in 2022, representing about 29 million 15-year-olds in the schools of the 81 participating countries and economies.

In the Philippines, 7193 students, in 188 schools, completed the assessment in mathematics, reading or science, representing about 1782 900 15-year-old students (an estimated 83% of the total population of 15-year-olds).

The assessment

Students took two hour-long tests, each devoted to one subject. Different students were given different test questions and different combinations of subjects (e.g. mathematics followed by reading, or science followed by mathematics, etc.). Test items were a mixture of multiple-choice questions and questions requiring students to construct their own responses.

Students also answered a background questionnaire, which took about 35 minutes to complete. The questionnaire sought information about the students themselves, their attitudes, dispositions and beliefs, their homes, and their school and learning experiences. School principals completed a questionnaire about school management, organisation, and the learning environment.

Some countries/economies also distributed additional questionnaires, to students, parents and/or teachers, to elicit more information. The findings from these optional questionnaires are not covered by this note.

OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en

OECD (2023), PISA 2022 Results (Volume II): Learning During – and From – Disruption, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a97db61c-en

This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD.

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

For more information about PISA 2022 visit www.oecd.org/pisa

Explore, compare and visualise more data and analysis using http://gpseducation.oecd.org .

Questions can be directed to the PISA team at the Directorate for Education and Skills: edu.pisa@oecd.org .

This note was written by Francesco Avvisati and Rodolfo Ilizaliturri, Directorate for Education and Skills.

This work is available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO ( CC BY-NC-SA 3.0 IGO ). For specific information regarding the scope and terms of the licence as well as possible commercial use of this work or the use of PISA data please consult Terms and Conditions on www.oecd.org .

Other country notes

• Brunei Darussalam
• Dominican Republic
• Netherlands
• New Zealand
• North Macedonia (Republic of)
• Palestinian Authority
• Saudi Arabia
• Slovak Republic
• Switzerland
• United Arab Emirates
• United Kingdom
• United States