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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  
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  PRE2009 NQF LEVEL  NQF LEVEL  CREDITS 
ABET Level 1  RegularFundamental  Below Level 1  Level TBA:Pre2009 BelowL1  6 
REGISTRATION STATUS  REGISTRATION START DATE  REGISTRATION END DATE  SAQA DECISION NUMBER  
Reregistered  20150701  20180630  SAQA 10105/14  
LAST DATE FOR ENROLMENT  LAST DATE FOR ACHIEVEMENT  
20190630  20220630 
In all of the tables in this document, both the pre2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre2009 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:

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 (onedigit 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 digitnumbers); multiplying at least a 2digit number by a 2 digit number; dividing at least a whole 2digit number by a whole 1digit. 
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 Crossfield 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:

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. 