SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Demonstrate an understanding of patterns, functions and algebra

SAQA US ID	UNIT STANDARD TITLE
119374	Demonstrate an understanding of patterns, functions and algebra
ORIGINATOR
SGB Math. Literacy Mathematics and Math Sciences
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority
FIELD			SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences			Mathematical Sciences
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
ABET Level 1	Regular-Fundamental	Below Level 1	Level TBA:Pre-2009 BelowL1	2
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

People credited with this unit standard are able to:

Recognise, create and describe various patterns and functional relationships

Investigate observed patterns and analyse mathematical situations and structures

Identify and describes number and geometric patterns in real-life situations

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that people starting to learn towards this unit standard are competent in working with numbers, operations with numbers and relationships between numbers and that they are able to read and write.

UNIT STANDARD RANGE

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Recognise, create and describe various patterns and functional relationships.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Simple patterns are extended using physical objects and drawings.

ASSESSMENT CRITERION 2

Simple increasing number patterns are extended to at least 1000.

ASSESSMENT CRITERION 3

Numbers, physical objects and picture drawings are created using own patterns.

SPECIFIC OUTCOME 2

Investigate observed patterns and analyse mathematical situations and structures.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Comparisons are made between objects and change is described qualitatively (e.g. less than ; taller than).

ASSESSMENT CRITERION 2

Appropriate symbolic notations are used to describe mathematical situations (e.g. addition and subtraction).

ASSESSMENT CRITERION 3

General mathematical principles are illustrated using specific numbers, (e.g. commutativity).

SPECIFIC OUTCOME 3

Identify and describe number and geometric patterns in real-life situations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Patterns are identified in printed media.

ASSESSMENT CRITERION 2

Information is extracted and recorded from simple tables.

ASSESSMENT CRITERION RANGE

Tables should include but are not limited to calendars and timetables.

ASSESSMENT CRITERION 3

Patterns found in natural and cultural artefacts of different cultures and times are identified, described and explored e.g. patterns in beadwork.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of this Unit Standard must be accredited by the relevant Education and Training quality Authority (ETQA) before they can offer training against this unit standard.

Moderation option:
Moderation will be overseen by the relevant ETQA according to moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

N/A

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems and make decisions using critical and creative thinking.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation and community.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, symbolic and/or language skills in various modes.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically showing responsibility towards the environment and the health of other.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full personal development of the learner and the social and economic development of the society at large, by making individuals aware of the importance of:

Reflecting on and exploring a variety of strategies to learn more effectively;

Participating as responsible citizens in the life of local, national and global communities;

Being culturally and aesthetically sensitive across a range of social contexts;

Exploring education and career opportunities;

Developing entrepreneurial opportunities.

UNIT STANDARD ASSESSOR CRITERIA

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

N/A

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

NONE