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: 

Work with numbers; operations with numbers and relationships between numbers 
SAQA US ID UNIT STANDARD TITLE
119370  Work with numbers; operations with numbers and relationships between numbers 
ORIGINATOR ORIGINATING PROVIDER
SGB Math. Literacy Mathematics and Math Sciences   
QUALITY ASSURING BODY
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2012-07-01  2015-06-30  SAQA 0695/12 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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
  • 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 learners are competent in reading and writing skills 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Recognise, order, describe and compare numbers. 
    OUTCOME RANGE 
    Whole numbers to at least 3 digits; proper fractions (one-digit denominators) 

    ASSESSMENT CRITERIA
     

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

    ASSESSMENT CRITERION 2 
    Place value of digits in at least 3 digit whole numbers is correct. 

    ASSESSMENT CRITERION 3 
    Numbers are ordered correctly according to size. 

    ASSESSMENT CRITERION 4 
    Relationships between numbers are correctly described, e.g. greater than; less than; equal to. 

    ASSESSMENT CRITERION 5 
    Fractions are correctly expressed in words and symbols. Correct terms are used e.g. half (halves), third(s), fourth(s) or quarter(s). 

    ASSESSMENT CRITERION 6 
    The role of the numerator and the denominator is understood and clarified in the choice of drawings that represent fractions. 

    ASSESSMENT CRITERION 7 
    Fractions are represented on given drawings that show the fractional parts of shapes. 

    ASSESSMENT CRITERION 8 
    Use number lines and diagrammatic representations to compare whole numbers and fractions. 

    SPECIFIC OUTCOME 2 
    Perform calculations to solve realistic and abstract problems. 
    OUTCOME RANGE 
    Adding and subtracting whole numbers (at least 3 digit-numbers); multiplying at least a 2-digit number by a 2 digit number; dividing at least a whole 2-digit number by a whole 1-digit. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Symbols and notation are used Correctly. 

    ASSESSMENT CRITERION 2 
    Numbers are correctly added, subtracted and multiplied in the context of the problem. 

    ASSESSMENT CRITERION 3 
    Numbers are divided in the context of sharing and grouping. 

    ASSESSMENT CRITERION 4 
    The solutions make sense in terms of the context of the problem. 

    ASSESSMENT CRITERION 5 
    The commutative property for addition and multiplication of numbers is used correctly. 

    ASSESSMENT CRITERION 6 
    The associative property for addition and multiplication of numbers is used correctly. 

    SPECIFIC OUTCOME 3 
    Use different techniques and strategies to calculate. 
    OUTCOME RANGE 
    Rounding off; estimating answers; doubling and halving; building up and breaking down numbers; number lines and diagrams; available technology, e.g. calculators, spreadsheets, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Numbers are rounded off correctly. 

    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 are done on a calculator correctly. 

    SPECIFIC OUTCOME 4 
    Solve problems in contexts. 
    OUTCOME RANGE 
    Problems involving financial problems that include buying and selling, profit and loss, budgets; problems in other Learning Areas, e.g. measurements 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 to solve problems. 

    ASSESSMENT CRITERION 3 
    Solutions are arrived at which and which are valid. 

    ASSESSMENT CRITERION 4 
    Methods to solve problems and check solutions are explained using the context of the problem. 

    ASSESSMENT CRITERION 5 
    Calculator answers are interpreted realistically in context. 

    ASSESSMENT CRITERION 6 
    Explanations of methods are given which are in line with practical considerations. 

    SPECIFIC OUTCOME 5 
    Describe and illustrate an historical number system. 
    OUTCOME RANGE 
    A basic number system, e.g. the Egyptian or Roman system. 

    ASSESSMENT CRITERIA
     

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

    ASSESSMENT CRITERION 2 
    Counting and recording are done in accordance with the logic of the system. 

    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. 

  • 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 Quality Assuring Bodies 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 Quality Assuring Body 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.