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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Work with numbers; operations with numbers and relationships between numbers 
SAQA US ID UNIT STANDARD TITLE
119378  Work with numbers; operations with numbers and relationships between numbers 
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 2  Regular-Fundamental  Below Level 1  Level TBA:Pre-2009 BelowL1  5 
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, order, describe and compare numbers
  • Perform calculations to solve realistic and abstract problems
  • Use different techniques and strategies to calculate mentally and in writing
  • Solve problems in contexts (social, economic, environmental, human rights)
  • Describe and illustrate a historical number system 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that people starting the learning towards this unit standard can already read and write at ABET level 1, and are able to work with numbers at a formative stage as represented by the unit standard with the same title at ABET level 1. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Recognise, order, describe and compare numbers. 
    OUTCOME RANGE 
    Whole number to at least 9 digit; common fractions (proper and improper) with at least two-digit denominators; mixed numbers; decimal fractions (0,5; 1,5; etc.) in the context of measurement; equivalent forms of common fractions and decimal fractions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Quantities are expressed using the correct number names and symbols. 

    ASSESSMENT CRITERION 2 
    Place value of digits in at least 5 digit whole numbers is expressed correctly. 

    ASSESSMENT CRITERION 3 
    Number lines, diagrams and other representations are used to demonstrate the concept of decimal fractions. 

    ASSESSMENT CRITERION 4 
    Fractions given in words and symbols are read and written correctly. 

    ASSESSMENT CRITERION 5 
    Place value of decimal fractions with at least two places is expressed correctly. 

    ASSESSMENT CRITERION 6 
    Equivalent forms of common fractions with denominators that are multiples of each other are recognised and described correctly. 

    ASSESSMENT CRITERION 7 
    Equivalent forms of common fractions and decimal fractions are recognised and described correctly. 

    SPECIFIC OUTCOME 2 
    Perform calculations to solve realistic and abstract problems. 
    OUTCOME RANGE 
    Adding and subtracting whole numbers (at least 5 digit-numbers); adding and subtracting common fractions (same denominators); adding and subtracting mixed numbers; multiplying and dividing at least a whole 3-digit number by a whole 2-digit number; converting between equivalent fractions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The four operations to add, subtract, multiply and divide numbers are used correctly to solve problems. 

    ASSESSMENT CRITERION 2 
    The correct order of operations is used correctly. 

    ASSESSMENT CRITERION 3 
    The commutative and associative properties for addition and multiplication of numbers are used correctly. 

    ASSESSMENT CRITERION 4 
    The distributive property of numbers is used correctly. 

    ASSESSMENT CRITERION 5 
    Parts of shapes, lengths and quantities are found correctly when working with fractions. 

    ASSESSMENT CRITERION 6 
    The reciprocal relationship between multiplication and division is recognised and used correctly. 

    ASSESSMENT CRITERION 7 
    The equivalence of division and fractions is recognised and used correctly. 

    SPECIFIC OUTCOME 3 
    Use different techniques and strategies to calculate mentally and in writing. 
    OUTCOME RANGE 
    Rounding off and compensating; doubling and halving; building up and breaking down numbers; estimating answers; available technology, e.g. calculators, spreadsheet , etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Numbers are rounded off correctly to the nearest 10, 100 and 1000. 

    ASSESSMENT CRITERION 2 
    Techniques are chosen which are suited to the problem. 

    ASSESSMENT CRITERION 3 
    Estimates are made which are reasonably close to the answers. 

    ASSESSMENT CRITERION 4 
    Estimates are done to facilitate easy calculations. 

    ASSESSMENT CRITERION 5 
    Calculations on a calculator are done correctly. 

    SPECIFIC OUTCOME 4 
    Solve problems in contexts. 
    OUTCOME RANGE 
    Problems involving financial aspects e.g. buying, selling, profit and loss and budgets; other Learning Areas, e.g. measurement in Technology and Natural Sciences contexts
    Contexts include: social, economic, environmental, human rights. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The problem is expressed using words, mathematical expressions, equations and/or drawings. 

    ASSESSMENT CRITERION 2 
    Appropriate operations are used correctly. 

    ASSESSMENT CRITERION 3 
    Solutions are arrived at which make sense within the context of the problem. 

    ASSESSMENT CRITERION 4 
    The validity of the problem is checked in the context of the problem. 

    ASSESSMENT CRITERION 5 
    Methods to solve problems and check solutions are explained using examples. 

    ASSESSMENT CRITERION 6 
    Calculator answers are interpreted realistically in context. 

    ASSESSMENT CRITERION 7 
    Explanations of methods are given which are in line with practical considerations. 

    SPECIFIC OUTCOME 5 
    Describe and illustrate an historical number system. 
    OUTCOME RANGE 
    e.g. the Babylonian or Mayan number system. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An illustration of how the system works is given with examples. 

    ASSESSMENT CRITERION 2 
    The system is used in accordance with its logic to express a quantity correctly. 

    ASSESSMENT CRITERION 3 
    A quantity is expressed correctly within the system. 


    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 


    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.