2024 · trial · South African Sign Language Home Language · Grade 10

Practice paper 3 — Grade 10 South African Sign Language Home Language (Easified, CAPS-aligned)

Notes

This language paper stays in the app. Answer in the language of the paper: a point, a quotation, or a sentence of your own, as the question asks.

150 min · 124 Marks · 30 questions

Learn the paper in the app: notes, a marks breakdown, the formula you need, and the board working. You do not need to download it.

Sit it timed Formula sheet

Question breakdown

1 · 4 Marks · Nouns, verbs, adjectives and adverbs
South African Sign Language Home Language Grade 10. Nouns, verbs, adjectives and adverbs. Give the line a marker should keep.
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Nouns, verbs, adjectives and adverbs. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Nouns, verbs, adjectives and adverbs. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
4. Step-by-step working
1. 01 / 07
  Rule
  Rule, five examples written for this topic, one common mistake, then a short quiz.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
2. 02 / 07
  Example
  Name the job of the word in the sentence you were given.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
3. 03 / 07
  Mistake
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
4. 04 / 07
  Answer
  Look at example 1. Verb: PLAN. Describing word: SURE. How-word: AGAIN. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
5. 05 / 07
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
6. 06 / 07
  Step F — Box the answer with its unit
  Look at example 1. Verb: PLAN. Describing word: SURE. How-word: AGAIN. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
7. 07 / 07
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: PLAN. Describing word: SURE. How-word: AGAIN. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: PLAN. Describing word: SURE. How-word: AGAIN. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
2 · 4 Marks · SASL language structures
South African Sign Language Home Language Grade 10. SASL language structures. South African Sign Language Home Language, Grade 10. SASL language structures. Use these five examples only. Do not import a sentence from another topic.
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. SASL language structures. South African Sign Language Home Language, Grade 10. SASL language structures. Use these five examples only. Do not import a sentence from another topic.
In other words — as if you have never seen this before
SASL language structures. In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
SASL language structures. In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
4. Step-by-step working
1. 01 / 07
  Rule
  Rule, five examples written for this topic, one common mistake, then a short quiz.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
2. 02 / 07
  Example
  In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
3. 03 / 07
  Mistake
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
4. 04 / 07
  Answer
  Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
5. 05 / 07
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
6. 06 / 07
  Step F — Box the answer with its unit
  Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
7. 07 / 07
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
3 · 4 Marks · Visual and advertising texts
South African Sign Language Home Language Grade 10. Visual and advertising texts. What is the answer?
Notes: Message, then the one word or sign that does the work.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Visual and advertising texts. What is the answer?
In other words — as if you have never seen this before
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
2. What do we already know?
Message, then the one word or sign that does the work.
3. Which method — and why this one?
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
4. Step-by-step working
1. 01 / 04
  Point
  Message, then the one word or sign that does the work.
2. 02 / 04
  Evidence
  Name the biggest part first, then the small writing that hides a condition.
3. 03 / 04
  Effect
  Colour names alone are not the message.
4. 04 / 04
  Answer
  Colour names alone are not the message.
5. The answer
Colour names alone are not the message.
6. Check it like a marker
Colour names alone are not the message.
7. A trap first-timers fall into
Colour names alone are not the message.
4 · 4 Marks · Literature: folklore, short stories, poetry
South African Sign Language Home Language Grade 10. Literature: folklore, short stories, poetry. Give the line a marker should keep.
Notes: Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Literature: folklore, short stories, poetry. Give the line a marker should keep.
In other words — as if you have never seen this before
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
2. What do we already know?
Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
3. Which method — and why this one?
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
4. Step-by-step working
1. 01 / 04
  Point
  Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
2. 02 / 04
  Evidence
  Stay inside the story or poem you were given. Do not add a scene.
3. 03 / 04
  Effect
  Do not retell the whole book. Stay with the text the question names.
4. 04 / 04
  Answer
  Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
5 · 4 Marks · Stories and poems chosen by your school
South African Sign Language Home Language Grade 10. Stories and poems chosen by your school. South African Sign Language Home Language, Grade 10. Stories and poems chosen by your school. Answer it as literature: point, evidence, effect.
Notes: Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Stories and poems chosen by your school. South African Sign Language Home Language, Grade 10. Stories and poems chosen by your school. Answer it as literature: point, evidence, effect.
In other words — as if you have never seen this before
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
2. What do we already know?
Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
3. Which method — and why this one?
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
4. Step-by-step working
1. 01 / 04
  Point
  Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
2. 02 / 04
  Evidence
  Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
3. 03 / 04
  Effect
  Do not retell the whole book. Stay with the text the question names.
4. 04 / 04
  Answer
  Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
6 · 8 Marks · Handshape, location and movement
South African Sign Language Home Language Grade 10. Handshape, location and movement. What is the answer?
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Handshape, location and movement. What is the answer?
In other words — as if you have never seen this before
Handshape, location and movement. A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Handshape, location and movement. A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
4. Step-by-step working
1. 01 / 04
  Point
  Rule, five examples written for this topic, one common mistake, then a short quiz.
2. 02 / 04
  Example
  A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
3. 03 / 04
  Opening
  Fix only the error the question names. Do not throw away the meaning of the sentence.
4. 04 / 04
  Delivery
  Fix only the error the question names. Do not throw away the meaning of the sentence.
5. The answer
Fix only the error the question names. Do not throw away the meaning of the sentence.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
7 · 4 Marks · Viewing and observing signing
South African Sign Language Home Language Grade 10. Viewing and observing signing. Give the line a marker should keep.
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Viewing and observing signing. Give the line a marker should keep.
In other words — as if you have never seen this before
Viewing and observing signing. Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Viewing and observing signing. Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
4. Step-by-step working
1. 01 / 04
  Point
  Stance, one example, then stop. Pace counts.
2. 02 / 04
  Example
  Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
3. 03 / 04
  Opening
  One example is evidence. Five stories with no stance do not make a stronger oral.
4. 04 / 04
  Delivery
  Opening uses “DESCRIBE”. One example: STATION.
5. The answer
Opening uses “DESCRIBE”. One example: STATION.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
8 · 4 Marks · Handshape, location and movement
South African Sign Language Home Language Grade 10. Signing and presenting. South African Sign Language Home Language, Grade 10. Signing and presenting. Open so the back of the room gets the point.
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Signing and presenting. South African Sign Language Home Language, Grade 10. Signing and presenting. Open so the back of the room gets the point.
In other words — as if you have never seen this before
Signing and presenting. Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Signing and presenting. Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
4. Step-by-step working
1. 01 / 04
  Point
  Stance, one example, then stop. Pace counts.
2. 02 / 04
  Example
  Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
3. 03 / 04
  Opening
  One example is evidence. Five stories with no stance do not make a stronger oral.
4. 04 / 04
  Delivery
  Opening uses “NAME”. One example: STATION.
5. The answer
Opening uses “NAME”. One example: STATION.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
9 · 4 Marks · Nouns, verbs, adjectives and adverbs
South African Sign Language Home Language Grade 10. Nouns, verbs, adjectives and adverbs. What is the answer?
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Nouns, verbs, adjectives and adverbs. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Nouns, verbs, adjectives and adverbs. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
4. Step-by-step working
1. 01 / 07
  Rule
  Rule, five examples written for this topic, one common mistake, then a short quiz.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
2. 02 / 07
  Example
  Name the job of the word in the sentence you were given.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
3. 03 / 07
  Mistake
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
4. 04 / 07
  Answer
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
5. 05 / 07
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
6. 06 / 07
  Step F — Box the answer with its unit
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
7. 07 / 07
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Fix only the error the question names. Do not throw away the meaning of the sentence.
Copy onto your answer sheet — in this order
Answer: Fix only the error the question names. Do not throw away the meaning of the sentence.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
10 · 4 Marks · SASL language structures
South African Sign Language Home Language Grade 10. SASL language structures. Give the line a marker should keep.
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. SASL language structures. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: SASL language structures. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
SASL language structures. In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
SASL language structures. In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
4. Step-by-step working
1. 01 / 07
  Rule
  Rule, five examples written for this topic, one common mistake, then a short quiz.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
2. 02 / 07
  Example
  In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
3. 03 / 07
  Mistake
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
4. 04 / 07
  Answer
  Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
5. 05 / 07
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
6. 06 / 07
  Step F — Box the answer with its unit
  Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
7. 07 / 07
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
11 · 4 Marks · Visual and advertising texts
South African Sign Language Home Language Grade 10. Visual and advertising texts. South African Sign Language Home Language. An advert uses this caption: South African Sign Language Home Language: LIBRARIAN, CALM, NAME, LIST, CLEARLY, STATION. What must the viewer do, and what is easy to miss?
Notes: Message, then the one word or sign that does the work.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Visual and advertising texts. South African Sign Language Home Language. An advert uses this caption: South African Sign Language Home Language: LIBRARIAN, CALM, NAME, LIST, CLEARLY, STATION. What must the viewer do, and what is easy to miss?
In other words — as if you have never seen this before
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
2. What do we already know?
Message, then the one word or sign that does the work.
3. Which method — and why this one?
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
4. Step-by-step working
1. 01 / 04
  Point
  Message, then the one word or sign that does the work.
2. 02 / 04
  Evidence
  Name the biggest part first, then the small writing that hides a condition.
3. 03 / 04
  Effect
  Colour names alone are not the message.
4. 04 / 04
  Answer
  Aim: LIST should look easy. Hidden: the small condition. Working word: CALM.
5. The answer
Aim: LIST should look easy. Hidden: the small condition. Working word: CALM.
6. Check it like a marker
Colour names alone are not the message.
7. A trap first-timers fall into
Colour names alone are not the message.
12 · 8 Marks · Literature: folklore, short stories, poetry
South African Sign Language Home Language Grade 10. Literature: folklore, short stories, poetry. What is the answer?
Notes: Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Literature: folklore, short stories, poetry. What is the answer?
In other words — as if you have never seen this before
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
2. What do we already know?
Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
3. Which method — and why this one?
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
4. Step-by-step working
1. 01 / 04
  Point
  Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
2. 02 / 04
  Evidence
  Stay inside the story or poem you were given. Do not add a scene.
3. 03 / 04
  Effect
  Do not retell the whole book. Stay with the text the question names.
4. 04 / 04
  Answer
  Do not retell the whole book. Stay with the text the question names.
5. The answer
Do not retell the whole book. Stay with the text the question names.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
13 · 4 Marks · Stories and poems chosen by your school
South African Sign Language Home Language Grade 10. Stories and poems chosen by your school. Give the line a marker should keep.
Notes: Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Stories and poems chosen by your school. Give the line a marker should keep.
In other words — as if you have never seen this before
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
2. What do we already know?
Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
3. Which method — and why this one?
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
4. Step-by-step working
1. 01 / 04
  Point
  Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
2. 02 / 04
  Evidence
  Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
3. 03 / 04
  Effect
  Do not retell the whole book. Stay with the text the question names.
4. 04 / 04
  Answer
  Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
14 · 4 Marks · Handshape, location and movement
South African Sign Language Home Language Grade 10. Handshape, location and movement. South African Sign Language Home Language, Grade 10. Handshape, location and movement. Use these five examples only. Do not import a sentence from another topic.
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Handshape, location and movement. South African Sign Language Home Language, Grade 10. Handshape, location and movement. Use these five examples only. Do not import a sentence from another topic.
In other words — as if you have never seen this before
Handshape, location and movement. A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Handshape, location and movement. A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
4. Step-by-step working
1. 01 / 04
  Point
  Rule, five examples written for this topic, one common mistake, then a short quiz.
2. 02 / 04
  Example
  A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
3. 03 / 04
  Opening
  Fix only the error the question names. Do not throw away the meaning of the sentence.
4. 04 / 04
  Delivery
  Look at example 1. Verb: PLAN. Describing word: SERIOUS. How-word: ALOUD. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
5. The answer
Look at example 1. Verb: PLAN. Describing word: SERIOUS. How-word: ALOUD. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
15 · 4 Marks · Viewing and observing signing
South African Sign Language Home Language Grade 10. Viewing and observing signing. What is the answer?
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Viewing and observing signing. What is the answer?
In other words — as if you have never seen this before
Viewing and observing signing. Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Viewing and observing signing. Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
4. Step-by-step working
1. 01 / 04
  Point
  Stance, one example, then stop. Pace counts.
2. 02 / 04
  Example
  Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
3. 03 / 04
  Opening
  One example is evidence. Five stories with no stance do not make a stronger oral.
4. 04 / 04
  Delivery
  One example is evidence. Five stories with no stance do not make a stronger oral.
5. The answer
One example is evidence. Five stories with no stance do not make a stronger oral.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
16 · 4 Marks · Handshape, location and movement
South African Sign Language Home Language Grade 10. Signing and presenting. Give the line a marker should keep.
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Signing and presenting. Give the line a marker should keep.
In other words — as if you have never seen this before
Signing and presenting. Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Signing and presenting. Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
4. Step-by-step working
1. 01 / 04
  Point
  Stance, one example, then stop. Pace counts.
2. 02 / 04
  Example
  Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
3. 03 / 04
  Opening
  One example is evidence. Five stories with no stance do not make a stronger oral.
4. 04 / 04
  Delivery
  Opening uses “NAME”. One example: STATION.
5. The answer
Opening uses “NAME”. One example: STATION.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
17 · 4 Marks · Nouns, verbs, adjectives and adverbs
South African Sign Language Home Language Grade 10. Nouns, verbs, adjectives and adverbs. South African Sign Language Home Language, Grade 10. Signs for nouns, verbs and adjectives. Use these five examples only. Do not import a sentence from another topic.
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Nouns, verbs, adjectives and adverbs. South African Sign Language Home Language, Grade 10. Signs for nouns, verbs and adjectives. Use these five examples only. Do not import a sentence from another topic.
In other words — as if you have never seen this before
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
4. Step-by-step working
1. 01 / 07
  Rule
  Rule, five examples written for this topic, one common mistake, then a short quiz.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
2. 02 / 07
  Example
  Name the job of the word in the sentence you were given.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
3. 03 / 07
  Mistake
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
4. 04 / 07
  Answer
  Look at example 1. Verb: PLAN. Describing word: SURE. How-word: AGAIN. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
5. 05 / 07
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
6. 06 / 07
  Step F — Box the answer with its unit
  Look at example 1. Verb: PLAN. Describing word: SURE. How-word: AGAIN. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
7. 07 / 07
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: PLAN. Describing word: SURE. How-word: AGAIN. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: PLAN. Describing word: SURE. How-word: AGAIN. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
18 · 8 Marks · SASL language structures
South African Sign Language Home Language Grade 10. SASL language structures. What is the answer?
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. SASL language structures. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: SASL language structures. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
SASL language structures. In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
SASL language structures. In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
4. Step-by-step working
1. 01 / 07
  Rule
  Rule, five examples written for this topic, one common mistake, then a short quiz.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
2. 02 / 07
  Example
  In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
3. 03 / 07
  Mistake
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
4. 04 / 07
  Answer
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
5. 05 / 07
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
6. 06 / 07
  Step F — Box the answer with its unit
  Fix only the error the question names. Do not throw away the meaning of the sentence.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
7. 07 / 07
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Fix only the error the question names. Do not throw away the meaning of the sentence.
Copy onto your answer sheet — in this order
Answer: Fix only the error the question names. Do not throw away the meaning of the sentence.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
19 · 4 Marks · Visual and advertising texts
South African Sign Language Home Language Grade 10. Visual and advertising texts. Give the line a marker should keep.
Notes: Message, then the one word or sign that does the work.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Visual and advertising texts. Give the line a marker should keep.
In other words — as if you have never seen this before
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
2. What do we already know?
Message, then the one word or sign that does the work.
3. Which method — and why this one?
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
4. Step-by-step working
1. 01 / 04
  Point
  Message, then the one word or sign that does the work.
2. 02 / 04
  Evidence
  Name the biggest part first, then the small writing that hides a condition.
3. 03 / 04
  Effect
  Colour names alone are not the message.
4. 04 / 04
  Answer
  Aim: LIST should look easy. Hidden: the small condition. Working word: CALM.
5. The answer
Aim: LIST should look easy. Hidden: the small condition. Working word: CALM.
6. Check it like a marker
Colour names alone are not the message.
7. A trap first-timers fall into
Colour names alone are not the message.
20 · 4 Marks · Literature: folklore, short stories, poetry
South African Sign Language Home Language Grade 10. Literature: folklore, short stories, poetry. South African Sign Language Home Language, Grade 10. Literature: signed stories and poetry. Answer it as literature: point, evidence, effect.
Notes: Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Literature: folklore, short stories, poetry. South African Sign Language Home Language, Grade 10. Literature: signed stories and poetry. Answer it as literature: point, evidence, effect.
In other words — as if you have never seen this before
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
2. What do we already know?
Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
3. Which method — and why this one?
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
4. Step-by-step working
1. 01 / 04
  Point
  Read the question’s verb. Stay inside Literature: signed stories and poetry. One piece of evidence for each point.
2. 02 / 04
  Evidence
  Stay inside the story or poem you were given. Do not add a scene.
3. 03 / 04
  Effect
  Do not retell the whole book. Stay with the text the question names.
4. 04 / 04
  Answer
  Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
21 · 4 Marks · Stories and poems chosen by your school
South African Sign Language Home Language Grade 10. Stories and poems chosen by your school. What is the answer?
Notes: Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Stories and poems chosen by your school. What is the answer?
In other words — as if you have never seen this before
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
2. What do we already know?
Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
3. Which method — and why this one?
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
4. Step-by-step working
1. 01 / 04
  Point
  Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
2. 02 / 04
  Evidence
  Stories and poems chosen by your school is the short stories for South African Sign Language Home Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
3. 03 / 04
  Effect
  Do not retell the whole book. Stay with the text the question names.
4. 04 / 04
  Answer
  Do not retell the whole book. Stay with the text the question names.
5. The answer
Do not retell the whole book. Stay with the text the question names.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
22 · 4 Marks · Handshape, location and movement
South African Sign Language Home Language Grade 10. Handshape, location and movement. Give the line a marker should keep.
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Handshape, location and movement. Give the line a marker should keep.
In other words — as if you have never seen this before
Handshape, location and movement. A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Handshape, location and movement. A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
4. Step-by-step working
1. 01 / 04
  Point
  Rule, five examples written for this topic, one common mistake, then a short quiz.
2. 02 / 04
  Example
  A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
3. 03 / 04
  Opening
  Fix only the error the question names. Do not throw away the meaning of the sentence.
4. 04 / 04
  Delivery
  Look at example 1. Verb: PLAN. Describing word: SERIOUS. How-word: ALOUD. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
5. The answer
Look at example 1. Verb: PLAN. Describing word: SERIOUS. How-word: ALOUD. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
23 · 4 Marks · Viewing and observing signing
South African Sign Language Home Language Grade 10. Viewing and observing signing. South African Sign Language Home Language, Grade 10. Viewing and observing signing. Open so the back of the room gets the point.
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Viewing and observing signing. South African Sign Language Home Language, Grade 10. Viewing and observing signing. Open so the back of the room gets the point.
In other words — as if you have never seen this before
Viewing and observing signing. Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Viewing and observing signing. Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
4. Step-by-step working
1. 01 / 04
  Point
  Stance, one example, then stop. Pace counts.
2. 02 / 04
  Example
  Signing for Viewing and observing signing: handshape, place, movement, and face. Then one point a classmate can repeat.
3. 03 / 04
  Opening
  One example is evidence. Five stories with no stance do not make a stronger oral.
4. 04 / 04
  Delivery
  Opening uses “DESCRIBE”. One example: STATION.
5. The answer
Opening uses “DESCRIBE”. One example: STATION.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
24 · 8 Marks · Handshape, location and movement
South African Sign Language Home Language Grade 10. Signing and presenting. What is the answer?
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language Grade 10. Signing and presenting. What is the answer?
In other words — as if you have never seen this before
Signing and presenting. Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Signing and presenting. Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
4. Step-by-step working
1. 01 / 04
  Point
  Stance, one example, then stop. Pace counts.
2. 02 / 04
  Example
  Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
3. 03 / 04
  Opening
  One example is evidence. Five stories with no stance do not make a stronger oral.
4. 04 / 04
  Delivery
  One example is evidence. Five stories with no stance do not make a stronger oral.
5. The answer
One example is evidence. Five stories with no stance do not make a stronger oral.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
25 · 2 Marks · Handshape, location and movement
Handshape, location and movement. What is the answer?
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Handshape, location and movement. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
4. Step-by-step working
1. 01 / 08
  Step A — Read the question twice
  Slow down. Circle the word that names the unknown. Underline every number and its unit. Do not grab a formula yet — first decide what the paper is actually asking.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
2. 02 / 08
  Step A2 — Hunt: Given, Missing, Find, Calculate
  Given: Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given. Missing: After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable. Find: We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula. Calculate: What we need to calculate: A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Then substitute the given, one line at a time, to get What is the answer.
  Why this step: Do not name the letters yet. First hunt: what already has a number (Given), what has no number (Missing), the word the paper wants (Find), and which formula still contains the missing letter (Calculate).
3. 03 / 08
  Step B — Write the given in a column
  Rule, five examples written for this topic, one common mistake, then a short quiz.
  Why this step: A column with units stops you mixing cm with m, or minutes with seconds. Markers can also see you started correctly.
4. 04 / 08
  Step C — Name the method in words
  A SASL sign for Handshape, location and movement needs a handshape, a place, a movement and a face. Miss one and the sign is a different word.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
5. 05 / 08
  Working
  Look at example 1. Verb: PLAN. Describing word: SERIOUS. How-word: ALOUD. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
6. 06 / 08
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
7. 07 / 08
  Step F — Box the answer with its unit
  Look at example 1. Verb: PLAN. Describing word: SERIOUS. How-word: ALOUD. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
8. 08 / 08
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: PLAN. Describing word: SERIOUS. How-word: ALOUD. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: PLAN. Describing word: SERIOUS. How-word: ALOUD. Example 3 must not copy example 1. If the doer becomes plural, say what happens to PLAN.
6. Check it like a marker
Does your answer appear as one of the options? Do the units match what was asked (m, N, J, °)? If you put the number back into the original equation, does it still hold? Estimate: is the size sensible?
7. A trap first-timers fall into
First-timers often grab the first formula they remember, mix units (cm with m, minutes with seconds), or drop a minus sign. Write the formula in words first: “this equals that, because…”
26 · 2 Marks · Literature: folklore, short stories, poetry
South African Sign Language Home Language. Literature: folklore, short stories, poetry. What is the answer?
Notes: Stay inside the story or poem you were given. Do not add a scene.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language. Literature: folklore, short stories, poetry. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Point, quotation, effect. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
2. What do we already know?
Stay inside the story or poem you were given. Do not add a scene.
3. Which method — and why this one?
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
4. Step-by-step working
1. 01 / 08
  Step A — Read the question twice
  Slow down. Circle the word that names the unknown. Underline every number and its unit. Do not grab a formula yet — first decide what the paper is actually asking.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
2. 02 / 08
  Step A2 — Hunt: Given, Missing, Find, Calculate
  Given: Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given. Missing: After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable. Find: We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula. Calculate: What we need to calculate: Point, quotation, effect. Then substitute the given, one line at a time, to get What is the answer.
  Why this step: Do not name the letters yet. First hunt: what already has a number (Given), what has no number (Missing), the word the paper wants (Find), and which formula still contains the missing letter (Calculate).
3. 03 / 08
  Step B — Write the given in a column
  Stay inside the story or poem you were given. Do not add a scene.
  Why this step: A column with units stops you mixing cm with m, or minutes with seconds. Markers can also see you started correctly.
4. 04 / 08
  Step C — Name the method in words
  Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
5. 05 / 08
  Working
  Stay inside the story or poem you were given. Do not add a scene.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
6. 06 / 08
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
7. 07 / 08
  Step F — Box the answer with its unit
  Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
8. 08 / 08
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Copy onto your answer sheet — in this order
Answer: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Does your answer appear as one of the options? Do the units match what was asked (m, N, J, °)? If you put the number back into the original equation, does it still hold? Estimate: is the size sensible?
7. A trap first-timers fall into
First-timers often grab the first formula they remember, mix units (cm with m, minutes with seconds), or drop a minus sign. Write the formula in words first: “this equals that, because…”
27 · 2 Marks · SASL language structures
SASL language structures. Which sentence belongs to this topic?
Notes: In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: SASL language structures. Which sentence belongs to this topic?
Before any working — hunt first
Given
Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: Which sentence belongs to this topic. Circle that word — that is the missing variable.
Find
We are required to find: Which sentence belongs to this topic. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Look at example 1. Then substitute the given, one line at a time, to get Which sentence belongs to this topic.
In other words — as if you have never seen this before
Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
2. What do we already know?
In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
3. Which method — and why this one?
Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
4. Step-by-step working
1. 01 / 08
  Step A — Read the question twice
  Slow down. Circle the word that names the unknown. Underline every number and its unit. Do not grab a formula yet — first decide what the paper is actually asking.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
2. 02 / 08
  Step A2 — Hunt: Given, Missing, Find, Calculate
  Given: Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given. Missing: After you copy the given, the letter that still has no number is missing. The paper is pointing at: Which sentence belongs to this topic. Circle that word — that is the missing variable. Find: We are required to find: Which sentence belongs to this topic. Write that as a symbol on the left, with a question mark, before you touch a formula. Calculate: What we need to calculate: Look at example 1. Then substitute the given, one line at a time, to get Which sentence belongs to this topic.
  Why this step: Do not name the letters yet. First hunt: what already has a number (Given), what has no number (Missing), the word the paper wants (Find), and which formula still contains the missing letter (Calculate).
3. 03 / 08
  Step B — Write the given in a column
  In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
  Why this step: A column with units stops you mixing cm with m, or minutes with seconds. Markers can also see you started correctly.
4. 04 / 08
  Step C — Name the method in words
  Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
5. 05 / 08
  Working
  In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
6. 06 / 08
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
7. 07 / 08
  Step F — Box the answer with its unit
  South African Sign Language Home Language: COACH, ALERT, CHECK, LETTER, CAREFULLY, HARBOUR.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
8. 08 / 08
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
South African Sign Language Home Language: COACH, ALERT, CHECK, LETTER, CAREFULLY, HARBOUR.
Copy onto your answer sheet — in this order
Answer: South African Sign Language Home Language: COACH, ALERT, CHECK, LETTER, CAREFULLY, HARBOUR.
6. Check it like a marker
Does your answer appear as one of the options? Do the units match what was asked (m, N, J, °)? If you put the number back into the original equation, does it still hold? Estimate: is the size sensible?
7. A trap first-timers fall into
First-timers often grab the first formula they remember, mix units (cm with m, minutes with seconds), or drop a minus sign. Write the formula in words first: “this equals that, because…”
28 · 2 Marks · Handshape, location and movement
Signing and presenting. What is the answer?
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Signing and presenting. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Signing for Signing and presenting: handshape, place, movement, and face. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
4. Step-by-step working
1. 01 / 08
  Step A — Read the question twice
  Slow down. Circle the word that names the unknown. Underline every number and its unit. Do not grab a formula yet — first decide what the paper is actually asking.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
2. 02 / 08
  Step A2 — Hunt: Given, Missing, Find, Calculate
  Given: Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given. Missing: After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable. Find: We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula. Calculate: What we need to calculate: Signing for Signing and presenting: handshape, place, movement, and face. Then substitute the given, one line at a time, to get What is the answer.
  Why this step: Do not name the letters yet. First hunt: what already has a number (Given), what has no number (Missing), the word the paper wants (Find), and which formula still contains the missing letter (Calculate).
3. 03 / 08
  Step B — Write the given in a column
  Stance, one example, then stop. Pace counts.
  Why this step: A column with units stops you mixing cm with m, or minutes with seconds. Markers can also see you started correctly.
4. 04 / 08
  Step C — Name the method in words
  Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
5. 05 / 08
  Working
  Opening uses “NAME”. One example: STATION.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
6. 06 / 08
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
7. 07 / 08
  Step F — Box the answer with its unit
  Opening uses “NAME”. One example: STATION.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
8. 08 / 08
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Opening uses “NAME”. One example: STATION.
Copy onto your answer sheet — in this order
Answer: Opening uses “NAME”. One example: STATION.
6. Check it like a marker
Does your answer appear as one of the options? Do the units match what was asked (m, N, J, °)? If you put the number back into the original equation, does it still hold? Estimate: is the size sensible?
7. A trap first-timers fall into
First-timers often grab the first formula they remember, mix units (cm with m, minutes with seconds), or drop a minus sign. Write the formula in words first: “this equals that, because…”
29 · 2 Marks · Signing and presenting
South African Sign Language Home Language. Signing and presenting. What is the answer?
Notes: Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: South African Sign Language Home Language. Signing and presenting. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Opening uses “NAME”. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Opening uses “NAME”. One example: STATION.
2. What do we already know?
Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
3. Which method — and why this one?
Opening uses “NAME”. One example: STATION.
4. Step-by-step working
1. 01 / 08
  Step A — Read the question twice
  Slow down. Circle the word that names the unknown. Underline every number and its unit. Do not grab a formula yet — first decide what the paper is actually asking.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
2. 02 / 08
  Step A2 — Hunt: Given, Missing, Find, Calculate
  Given: Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given. Missing: After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable. Find: We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula. Calculate: What we need to calculate: Opening uses “NAME”. Then substitute the given, one line at a time, to get What is the answer.
  Why this step: Do not name the letters yet. First hunt: what already has a number (Given), what has no number (Missing), the word the paper wants (Find), and which formula still contains the missing letter (Calculate).
3. 03 / 08
  Step B — Write the given in a column
  Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
  Why this step: A column with units stops you mixing cm with m, or minutes with seconds. Markers can also see you started correctly.
4. 04 / 08
  Step C — Name the method in words
  Opening uses “NAME”. One example: STATION.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
5. 05 / 08
  Working
  Signing for Signing and presenting: handshape, place, movement, and face. Then one point a classmate can repeat.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
6. 06 / 08
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
7. 07 / 08
  Step F — Box the answer with its unit
  Opening uses “NAME”. One example: STATION.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
8. 08 / 08
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Opening uses “NAME”. One example: STATION.
Copy onto your answer sheet — in this order
Answer: Opening uses “NAME”. One example: STATION.
6. Check it like a marker
Does your answer appear as one of the options? Do the units match what was asked (m, N, J, °)? If you put the number back into the original equation, does it still hold? Estimate: is the size sensible?
7. A trap first-timers fall into
First-timers often grab the first formula they remember, mix units (cm with m, minutes with seconds), or drop a minus sign. Write the formula in words first: “this equals that, because…”
30 · 2 Marks · SASL language structures
SASL language structures. What is the answer?
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: SASL language structures. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: In SASL language structures, name the job of each word. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
4. Step-by-step working
1. 01 / 08
  Step A — Read the question twice
  Slow down. Circle the word that names the unknown. Underline every number and its unit. Do not grab a formula yet — first decide what the paper is actually asking.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
2. 02 / 08
  Step A2 — Hunt: Given, Missing, Find, Calculate
  Given: Numbers and units already in the sentence: no numbers yet — only a name, a diagram, or a worded unknown. Copy each one into a column. A name without a number is not given. Missing: After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable. Find: We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula. Calculate: What we need to calculate: In SASL language structures, name the job of each word. Then substitute the given, one line at a time, to get What is the answer.
  Why this step: Do not name the letters yet. First hunt: what already has a number (Given), what has no number (Missing), the word the paper wants (Find), and which formula still contains the missing letter (Calculate).
3. 03 / 08
  Step B — Write the given in a column
  Rule, five examples written for this topic, one common mistake, then a short quiz.
  Why this step: A column with units stops you mixing cm with m, or minutes with seconds. Markers can also see you started correctly.
4. 04 / 08
  Step C — Name the method in words
  In SASL language structures, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
  Why this step: If you can say the method in a sentence, you will pick the right formula. First-timers skip this and grab the first equation they remember.
5. 05 / 08
  Working
  Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
  Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
6. 06 / 08
  Step G — Sense-check the size
  Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
  Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
7. 07 / 08
  Step F — Box the answer with its unit
  Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
  Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
8. 08 / 08
  Step H — What the marker is looking for
  On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
  Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: CHECK. Describing word: ALERT. How-word: CAREFULLY. Example 3 must not copy example 1. If the doer becomes plural, say what happens to CHECK.
6. Check it like a marker
Does your answer appear as one of the options? Do the units match what was asked (m, N, J, °)? If you put the number back into the original equation, does it still hold? Estimate: is the size sensible?
7. A trap first-timers fall into
First-timers often grab the first formula they remember, mix units (cm with m, minutes with seconds), or drop a minus sign. Write the formula in words first: “this equals that, because…”