r.

l
basic eclucatlon
Departmentl
Basic Education
RFPUBLIC OF SOUTH AFRICA

MATHE.MATICiS

EXAMTNATION G UID ELTNES

GRADE lO

2015

These guidelines consist of 1 1 pages.

Copyrighl reservcd
 Ma,lhelnatics./Crddc 1 C
2
DBD/2015
Examination Ouidelincs

C]O NTF]N TS
Page

CtlAPTER 1: Intrrxluction 3

CIIAI''IER 2; Assessmenr in Grade l0

2.1 Format of qui:stion papers for Grade l0
2.,2 Weighting of cognitive leveis

CHAI']ER 3: Iilaboration of Content for Grade I0 (CAPS) 6

CI{APTER 4: Acceptable reasons: Euclidean Geometn, a

CH.{PTER 5: Guidelines for marking ti

CTIU\,IYI.E,R 6: Conclusion

Copvrighr reserv.ed
Please lurn 0rcr
 \4athematics,i0riu.ic I O
3
Exam ination Guidelincs DBE4IO].J

I, INI"RODUC]'ION

The Curriculunr and A

l#,:;nirj,,}jil;;:,itlil4i'f#iT,:u.fi i,l,H##i"ff :fi ,::l,T:,i,..:f, ff ;t j

'fhe purpose
of these Exam jnation Guidelines
is tol

' content ro be assessed in the Gracie

r fi11';fiXLru-*:"j;oof,ffJ',:ll,,ll
Assist leachers
1o
""
adequalely preparct.ur"r,
10

flor the exarninations,

li;:,ffi:lt*3i:*li,'N| rurar Grade l0 examinarions. t ,coes nor dear in any depth with rhe

These Exanination Guidelines

should be read in conjun*ion ,witJ\:

' stotenent (NCS) curricutttm and

Asses.snrcnr r.tiq, srotenenr
i!;!t;:'{ir!Jn"lri{r',,lri'ttrnt
r J'he Narjonal protocol of Assessnlent:
An.Sdjendul n-le policlt a1,1gyn1ent,
senior certtficate",A quohfcatioi- the Natior,:nl
(h'QF), regarding the ")
L"rt 4 on thet llationot 'grotifcations Frrnewor*
iatioiat er:rr""t"1o, essessment (Grades
, fh. national polrcy pertaining to rhe
or"*^'*"1"^'"ii'i1,i'-i^1.
R_iZ;
Cuniculum , rrnme and prorn,otion requirernents of the
Sli.n,'rnt, Grades R_12 National

:,Ti::l''"i Ir:l'ti.",,','1fi:'iJ:,:JiT,ff,;T:ffif..'.nr. rerso,Ls which sbourd bc

used as a

Copy'rigfi1 ressrved

Pfeelse turn o\ci

 Mathenraics,rCrade l0
4
Exam jnation Guidelines DB Er'20 | 5

2, ASSESS,\{I])|T IN GRADN
1D

All candidates rvill w,rite two

extenral papers, as presonbed.

2,1 Ftrrmat of questioa papers

for Grade l0

Tqdql tlgn!g-!-l- roiair

i ljar:crns,;.,1s*offilil - -r -- '.-t f)ate
Finanue and Growth
I

'
j;11iffitllilo'iilir rnequarrties
z r'ou., II ,oo , o.r,,b",/No',,.,,o.,
f rnternar.v
,pr.rh,,I^iri*,
,'---*-'.liii'J''rir._ Iif ,
I
,_ I
I

'
1

anct Mio*i.re"f
j t;u;lidcan ceometrl + .-.-
,

.-__l-- ___
| 2 ,trnaly.ticatceomerry i t -+1 _

- ]Statistics
Statistirrs ' , I----
r-
lr-,_- -- l2hours I tor)
1 100
""
lle--oaoryetlv- __ :--_ I I
ionr.nho"rxr^,,".^.^_i,_
i^^*^,-.,-o,^_.-
..tctober.O{ov"rnber Internalll I
|

--- ---,---.i
_ l_ I 1

Questicns in both Papers I and 2 will assess performance at different cognitive revels with
;fri|i::'ih:;'Jl'i"ilJf'#::f;l,t'"oing, 'scilntiac .'^o";;;;;;i-,,*,.gi., ro invesrjsate
an
and

L'opyright rese'rvcd
Please turn ovtr
 Lf athematic.s,16rade
)0
5
Examinarion Guidelinc,; DIrE,20 t5
2.2 Wcighling of cognitive
levels

Papers I and 2 will

inclu< across four cognitive
l*els in rtre pape.s ;;il::ffi:i"ns re,ve]s. The distribrit,ion
of cognirivr:
----t*-
-- -ryrp*ii.i"i.:-
crgnitirere'et
_. r Dpscrinri^-^4,!r, . be
- demonstratert I
I -escriprion of skiils to
I *0,*0,,0*
I
I ;::1,;";,
I r,'^
{

t Use of'the corrcct formula (^n ero-^.:--

mula (no changirg-
subject) of the I l

Knowledge j t Use of rnathematical facts

: ffifrffi|.
use ormathematicarvocabuLlary
| zox 20 marks

i
f =-_[ t _iffi11ndappropnateroundingor I
i i
f---:;l--;*-----:
prescribed rh.;,.n;;ndGi*,iun r
.iilllf
I. j:rfo:, ',alt t.-...---,procedures
Pcrform well_kn.wn I
uppri*iion'ulil.",,li'*s which /
i
I
' ;',;ft"
*Routine /
,.rocedures ,
I

o.,,;',llJ""'Jlf;;f"o;r"_arion
J
Ironl grven information mev
may h: JI :s"t"
h. t
I . ;;;l"t;"
I 35 nrarkl;
I
j I jflj:,.,::lon and use (after changing
the
r,ry
subject) of co.r.rt rorrutu. -r,er,6,,,ri l

I I r

:ls:":#igruei_--
i -l+*4,3l
I t';"?:n:l*Pxcarcurat'|onsan'r'7or l -i l
I i ' ,H;"# often nor an Juious route ro rhe
I i
Compicx
prOCedUreS II
' context
ll:!]::r need not bc based on
a real-wortrl

. making significant connectic,ns

30% I 30 marks
f:ilj^::olvc
befween djfferenr repiesentation, I
o xequ)re conceptual understanding i
I

r Leamers are expected to solve

Il---- ' I l- I
$;run?H';ffillTrveproblemsbv
orohlemc h., i I

I I. ,r r1-on-routin"-,iffi-------_*-f---_ i

;";'1"'pffiffina;--f---- I
P-roblerns are rnain,l;. unfamiliar
1
!

. Hrgher-order reasoning and

processes are.
Problern Solving involved
. Might require the abilitl,to r5%
break the probler:n l5 rnarks
down into its constituenr
parts
and exrrapo at n g from
lllll1.ll,le
obtained
I

by so{ving pioblems based

sol ur i,rn
r
s

lr
Cop;,rigfit rescrved

Plcase turn crvcr

 lfarher::atixi,(jrade I 0
6
Examinati on 0urdelines I)B t1l0 I5

J, T.I,ABORATIONOFCON'TENT/TOPICS

1'he purpose of the clari{lcation

of the topics is to give guidance to the
c.ntent necessary lbr examination pury';es. teacher in rerms of depth of
lntegration or topirr-ir'e'couruged
understand lfafternatics as a hotlsiiciir.,piirr. as leamers should
ntu, q*rii,inr"i.Lgr"ri"g various ropics
can be

FUNC:UONS

I candidates rnust be able to. use and

interpret functional notation. [n lhe
t;J;*"t*o
how /(x) has been hansformed to
teaching process rearners

;1':;':il|! Eren,:rate - -{(x),./(.r) t o ancl

2 Trigonomerric functions will ONLY

be examined in paper 2.
l Not rnore than two transfbnnations wiil
u" nppri.a to a function si:murlaneousrv.
NTJI\TB]iR PATTETTNS

i fhe general term of the linerLr pattem should,be

obrained by inturtive prooesses
metjlcds similar to those used in obraining
the equarion 'r bylorrnula
u i;;;, tuncrion. -{-he
using
1, ". c + (tt - l)d , as tjiscussed in Grade I2, irould "i
not be used in cratje r0.
Reeursive patlerns rvill not be exantined
?
3 explicitly.

i;ilil"#r1;,T;,Xil:ffi,il1,'f #ilfii*:" wiri be consi'rered probrem sorving and

FINANCI d\D GROWTH

t. In lhe case of comLround intcrest, the

compounding period will be,irnnual,only,
1 wjth thc'exception of calculating x jn the formula:
,a = p0 +l),, crLndidates are expecreci
re
calcuiate rhe value ofany,ofrhe other varjables.
3 Hire purchase should be seen as an application
of simpre inter.st ch,argr:d in arr'arce.
',| lnflation is def'jned as year-on-year growth and
shouli rh.;;i;;;;;;:";;;'^ an application
crimprlund grou,th. ,f
,5. cognisance is nrade of the fact that.the exchange
rate lluctuates several times in a
conte)(ts of petrol price, cxports and overseas rlay. In the
tiavel, it will be assunr*o-,irr,,r,. exchange
quotcd rvill be an average rate ever a given rale
time neriod,

ALGEBIiI^

l' Simplifilation.of algebraie fractions using factorisation

of Iinear, quadratic and cubic
denotrrir:'ators is exarninable. In the case
Jf cubic denominators, irrir,, *iri be linrited
and thr: difference of two cubes. to the sum
2 EquatiorLs wirh fractions rvhere the
<jenominators are linear, quadrati,:
3 word pr'rblems involving rinear, quadratrc or siniurtanrorrri"*r or cubic are examinable,
rf rrrion, u* examinabje.

( upr righl rc!,1.r\ ed

Piease lurn ove,
 ,tvlarhematjcs/Grade I 0 ,l
Examinati on Guidelin,:s DlJE,t0t5

PIIOtsABILITI'

wi' be resrricred r. a maxinrum of rwo events thaf ma),

' ;il:.lfframs or mav nor ha'e an

EUC1.1PP 4* GEOMI'I]I V & MEASUREJ\fENT

I ' M easurement canr in the rnain,
be tested in ths confext of r,rigonometry
Geometry'. This does not precrucre and Euc'idean
2 r"u*r.,n.r, being tcsted in olher sections.
..Jili;,H
oould ue fonneo ifclmuining.;;i,_;^;iiio shapes prescribeci i11ne
"apes
3' candidates must know the formulae
for the surface area anrlvolurne
'J I1'a question is based on rhe
surface a*o
of the right prisrns.
^ndior-volurne of er cone, sphere andlor py,ramici, a lisr
rhar quesrion. candidares wir
,xlj:il:;,u|H:ffi:Ttl:belrovideain be expected ro sere ct
jt' Alfhough the curriculum requires candidatcs
to revise thr: simirarify and congruence
placed on the congru."r. oriri.rgr.;;,htr';i of trianeres
:,T3lilLt*:ldte vital in solving geom*t._.,
6;' (landidates must
hierarcny:i:1. definitions of rhe spec:ialquadriraterals.
the
regard' 1afe.n^ore^of
candidutt',1ltl rn thrs
refrain from apptying the properr.ies
higher in the development hierarchv. of a quadrilateral that is deflned
t" . q""otir.tJ;;ffi;;jrffin'Jo
,oru., in the hierarchy, F,
e xample candidates. may not apply
ihe properties of a rhombus ro
acceprable for..ng,-11r:,, ro^apply the properties u iarurt.rogram. However, ir: is
7' candidatcs must know ttre romrutae ru,
of
"
p.rr;i;;;;;;rhombus.
'l"he "
th'e urea of the di;fferent quadrilaterals.
8. following proofs of theo.ern, ar..-^uJnubt.,
r The opposite sides and angles ofa para)lelogram
. The djagonal.s of a paralleiograrn bisecr each are equai
other
' opposite sides of a quadrilateral are
equal and paraflel the quadrilareral
lffi|.ruof i.s a
. Jlre diagonals ofa rectangle are equal
' ot" rhombus bisect each other at right a:ngrr:s
;:t ilH;l:" and bisect rhe interior angres
of

ora rriangre is parailer to the rhird

tl. :
sides
JffJffii:5ffilil?H?,.|:nittf,'ffi;iyo side
and corollaries aiivea i;;;';l;;."terns and artions thar are necessary
!;;rerses in sorvi'g
t Ifthe opposite sides ofa quadrilateral
are equal then ther quadrilaleral is a parallelograrn
Ifthe
r'
opposite angles ofa quadrilateral
u,. .quul then the quadrirarerar is a
If the diagonars of a quadriiarerat pararleJogram
bisect each other rhe
. pair of opposites angles of a ;;ilil;ffi
is a paragerogram
9n:. krte ,r. .qrut
r A diagonal ofa kjte bisects the.other
diagonal at rigfit angles
' berween rhe equar oi? rit. bh;;;;;;res
H*H:fri 'ra., at rhe verrices and is a rinc

' .l,f:tf; same base (orequar ba.ses)and

f}:;5i';':,1fljlfi:i:?Jhe r-ving between rhe
' ii'lrianglcs (or paralleJograms) lying
on the'same base (or equar
.
thereof havc equal areas, they.lic
t*j*..n tn. sarne two pararrel bases)
lines
and on the sanre side
rhe midpoint of one side oru
;::i;fir?T;ffJ1,;,r, t iunsir,, p;,u.i,*, u, anorher sicre,
l(), ,Concunency (heor,v is
exciuded.
Csrp)'righl reserved

Plca-se turn over

 lr{arhernat. ;s i(i'ade I0
8
DBEI2OJ5
F.xamrnatiun Cuidelines

TITIGO]\0NIli'rRY

I The reciprocal ratios cosec ( sec dancicot

d wiilbe explicitly terstec in all aspecrs: definitions,
function values and equations.
2 WhiJp the fcrcus of trigonometric graphs is on the relalionshios,
th.e characteristics ol the graphs
will also be examined.

ANAL I"fIC {I. GEOMI]TRY

Prove rhe properlies of pol;.gons by, using analyrical rnethods,
]
2. 'l'he
ci)ncepl of'crillinearit_y musr bc undeistood,
I' candidates are expected to be abie to integrate Fluclidean Geometry,aixioms
and theorems inio
Ana.lyri cal Geometry problems.
4 Conci:pts tnvolved rvith concurrency will not be cxarnined.

S1'ATIS'IiICS

l Candidates shoulo be encouraged to use their calculators to

calculilts the nrean for ungroupcd and
eror-rpr:d data,
2 canci'cates shoulcJ be al-rle to manually identify the quarljles fi'om
lhe set of data. whilst formulae
are avaiJable to identi$r rhe posltion of the quartiles ln
data sets, these shou1d on)y be used in
very large data sels,
3 Candirlates are expected to identi$ outliers inruitive ly in
the box and whisker diagram.
In th's case of the box and whisker diagram, observations that
[e orrtsirje the interval
(lowr:r quartiie -
IQR ; upper quarrile + 1,5 IeR), are consiclerc,d to be oufliers.
1.5
Horver,cr,
oandid;ltes willnot be penalised if they do not usethis formula
in i,ieniirying outiicrs.

Copyright reserved
P.lease turjt 0!cr
 llarh:maricsiOrade I 0
9
Exarn inat)on Cuidelines l)B[:/2015
1, ACCEPTABLEREASONS;
f,tJCLIDEAi\GErfMtETRf

i;ffil l';'r:i:::iJ:d orunirbrmitv, rhe use of rhe ro]rorvins shoftened versions orthe rh.orem

l-l-_; j*ru-ltw;;-l-_rqe,rr-e.@"re_
,
+lrl[mil*.'{;1,{r
ulgtl ro"n rrr"ii,i ti* r arms of
.-la-"ri' r,;-
tn.*t--aai,:r;rpp-----.-...- ' -- - - - --' I

rIii6;Q;-#:,".1;H ttus 'r, - - - - - ir_. -.t, " piirc,z,-jn,,., -- l

--
lf ,1! -qr'enlrairi.n'ai*;st.;ie;q;J -- l:-..1:fq1;:
'
It'^-?--q1l:nll.e."ii"spo"r;a1;a,.rt*#.*;i *----.. icii - -- -- - ' 1

",.t-,
r -.
r'-f_-_t*.:.r,.a." 'h.
;lnG.r";."G:1d:'#.,), **- l:::l:ii:,_olig=_'-- ]-lr'-t.-^n
_ _
-_,
rrd alrcrnale an8'cs
ang,cs het*eeirr*
r''t*"en .uu rii-.r..-.iur,
tii-.r..-.quut, t'.,.
il. ii.*
*. il..s ,i" J l,.
,r,*,. t_ 59- - _' _
; ,.:rT;r'lt"'""e ^r.I ";*::
I]
_

' .lt lhe rorrcspondj,rg aneJei-f..r"r.n

r"".-1,*rlr.l __.__-__:_ ^:t *
parallel. i''rss are equal' rhen *--_- * -
f ,o,r.sf2*,_-.--=^
I ljnes are Pa)dtlcl. th. I wurr LrlJ -5 -- l
-, .---:- -
-
r Jl thc cD-inidr;or
ar.[Giienrin two rines ,rerur"l*;.__i_;i:*_r* _.
,ppr.'fi.x;ii"l1*inJ-irpp '-^--
are pa,allet ttten co-int ,-, .- -* _---,_
sr,pp
[!9JY _ .---- _.::_'=-
1

r,i,iii".*".lgt;.ioi';ungril;;#,r$C:].;;;.;;r:;_l
i n. .ii".,., -_el";,a lrrangre ,;;q;m
r"a"gl, is -;-;__ __f oR in z, a
i.o;rposrteangles. ll;;*sum-ot-.,tr.
equar ro rhe _ *_ __i
I re angles or-)posireli;cqror-ruf.r;
^"r;.;f._,ail-._-.-
; ir"; _ _j-* -- *: _
l ec,ual
L
"' 'll ':i:l_: _l'1,'gie a'e 1 2s* .,*, ria.-, ---- -'--'* i
l
, Ti:c.s.dei onp*ir. :fr? ec"J"^gie. in
-i'-
on ,i* *rt' t,,=ngl. ,.,, t',;;;r;o;;1
I

,-e.lul .,

; n: :i,'i:
mct"n u
"ri cq ., a'i i;i-it*g ir --
-|1':,,il.iffi.il'$f;y:,
r,f hc stuare or t,. rons.sG,:lTr*Trl,
o, o-. n-

r rhe squa:es ofthe

other 1*,o .sicles. then the
.qir ,: ,r* ;r; ;-';;l"l# : el,thagc,rai-
;r,HtS
triangie is righr-angled.
I cln )

irii,t* ;i,rc,;r.*;;tr. ;";".E;t*"ry .o;.t-lo; -=:= ]- s:i.^.Jtreorern or pl rhg,-fa

-:9"'--'-_
I

, 11:$tlilttlg,e,the rriangles are c()ngrrenr.

threc sides of - - - Sis - -'' _

1
i,, .ln", :"[:
t.angJe.s are
il,f ,; l*f " or o"' t';ns].-*;;.;t .ti,,l, f to.r.;*iz s
an included
gr

a'gle of alother triangle,

the
- i
--. -

con:{ruent,
'trr,ir,,u'gr.i;d
";,T^T-"j;i",;i-";;.sp..r,r-ry.qrrr* ,{,{s oR
1i,/D an8res and
rhe conesporrding r'uc
fd{roR
Its -*-
zt_s
_*__.___ _j
r1-arsleSlcTy-.nr --r- 'vr"5 ,,0. .*in.r';:*:::t:j:,,
, ,n
'|Il anolner triangic, the
,

I
li i;l lwo rii:lrr-angtec
triang{,h" ll*G^*ina.:: - -_^.'--,i*,
i:'.:::t::r,"",rro.i'u.,r'J.,uo, ,othehyporenuscuno'-nut'oltrt*iRlsnneo'-n.s--.- ----* * ]
o'e sjde ot'lhe
+.! tr 'l"ngl.L1'a.o.qruer1r
i lre jrc .egnerrr__,oinrrrg
,

tt,e-,ridprilri *. ,ia*
paraileJ to rh€ rhrrd
sjde_Td_equ1r hlf "iftli "iihe^ rr,*,gri i_ n,,.iilf6."."_
.r"1,.
r*o
L*r-ri", thir"d side
Coplright reserved

Plga5g 1116 O1,gr

 Mathemati;s,C.arie l0
IO
Exam jnali on Cuidelines DBF.t20\5

i--. 't'HIiORn)t
xr. --'-,,=, iTaTr:rif ---r----i.:_:
i1'nJ'',, ii;;;;-i,ilil;,r;;.i,r*;";#*;;-; -
trianglc' parallel l-1s9!ruq!,r.rs'irN{sf
i;"i' lh'ough rnidiu;r
-'
-'- -! r
' 10 a,'lolr)ei sjde, bjsecrs:he thjrcl
.sjdc, lu i-";,d"'
lllt-"f ;ul;' ^;;q*;"s"'r* ** *;,*p."aG *aiJilTfi .\. on ----]
-l:?"n?'l '-t'!-''"t:-q::ntl1 tl-.e r.-.:rngte: are sinilar). I
"qi""e,r^. e*_-r
the corrc'spon,irng siJesiit* rr;^-tgr.it u," p""p",r;"*L rh." rh;I - .-- --
, -lf
urangles are irquiiinqular (and rv,iruvuFnilv
consequenlly th
i,.r,..-"r.,1 ," piop - l

lne Etang,(.s are

sunilalr I

ii '.a"g,i" ic': t"'iiJtctnri-.i.r i" ou ii,Jiim. urr. 1,,, 0,, bor;, * *

equal iength) and betu'ecn ilre same "f r;;. brrse ,iii,e neig;rr t1n
t*o pruiriie) rines, then rhe cqual birses: equar freight
I t-ri1ry]e1!1119i11.Sel,:tave equa-l areas I
quaoRU,A,r.r,RILs--* *
I

-;,__.__ -_ ___-____
-ll: nt'l1I lne L:::
i
t !@iL't.*t'aa,p * 3601 -* --- -*r--. - .:;:-;-: ---.-
o",.o
-Tl.;Ee:[.ig:ll6gl@-,.**rh#;"--
It trrc .ip-posir;r,dil"r t q.;tii*ffi'p-ur.r,
f ]391:''' l
rr,* tr'.fffijji:::F;-- ]
'q
yd:!ll::y.Lis
]]:jptll,l]._li
a_para i

:r,' olioar,,lf"f,igr.,n *.
I c I oerzun
----r;.;.,.,:. ;;;-
-_-
Tr in. -i,ppu,
i;; a;;'; n'C#ffifl# "<'t,,oj
,n
n iengrh.
".srL
#;h
equal. ;",,
rhen;.+ -
:!: :.+l,ju;j ;;. --' -- --
:P:']s,iG,,rf
ttr.i-pp --l
"
quadliiater,r j is a para.lleJograr:t,
OR
i.rn
converse opp s:dcs of a par.in
Th:jpf:tl! oii *l
-l*:--:----:--
ongti,
prrrrrer,rgi",n *e
iue equal [url. -
if -
:he o'p|os;r" angte. Z,ll a qioarif .**f *. E,r"l -tt*"
then the
rh opp zls of'quad are .- OR
luadri later;rl is a paral lelogram.
:,- .:- .,i:.arit.irog,a.
lL._d,_.r, y," r;".ii.a.i,
lii-t ni ii i us,
""
ui ;:;ffi ;: ; " :--:::'.;, nrGr

Hn ",* ;, ;^,#*iilj]l
I diags oicluaC bisecr eaih orher
c;uadrilaterral i s a p::ral i.loqralN
OR
-if
*i pri,li;p,,i;,rela;;Gq,ad;G;: ,, .q*r *,u [",;r.,joli,jffiif:l::=1#L-_- - -,

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 \lathematics/Grade
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1I
Exam ination G uidelines DBEi20t5

5. GE,YF,RAL GUTDELTNIS
I'OR MARKNG
. lfa lcarnerrnai

'h' ";;;;;,'#;',il1:jr':r.."J;,ffiriJffi?::::::ilJ,i;;,:?i
be the co'ect answer. e narked irreslrective 1r1.d:::
of which
no,cance, .1v o,
ortle- utr.mptiJ;r.,
r consistenl accurac\ fiarlrinn -"""'vrr r/ rrr
-
.
F^^^-r:--
airy;l clrat; ons'pi I I be fo
su oq u,,t-#? T.l,fr l:J''ff I ro wt in the following cas.s:
,ubquestion and needs
to be sr_rbstitl.acertairr
u'rulr. ll'intd
awarded into a;;;;;;,:,;o;:.frectiy calcurared in cne
..,T"0":;:::,,:"-,b:.subquestions
:"-b"iluted
calcularions jirr;*:::*nt provided ,h; ;;;il:,r*:";j
' Assurning varues/answ'er.s
:f.: ;;j,,i:
in order to solve a probrern
is unaccepiable,
6. CONCI,USION

lhis_J::dlrnarjon Guiclelines docurnent is meanr

documenr rr ;s thererore,;;;ffiilf il'il:'[iiiH:]'#:,'1,ffrJiiHil;:i:ti:i;
r

H.f i,tt
Qualitative curriculum coverage
as enunciated in the
CApS cannot be over-enrphasisecJ.

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