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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate understanding of and use the number system in simple everyday contexts 
SAQA US ID UNIT STANDARD TITLE
13487  Demonstrate understanding of and use the number system in simple everyday contexts 
ORIGINATOR ORIGINATING PROVIDER
SGB Math. Literacy Mathematics and Math Sciences   
QUALITY ASSURING BODY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Mathematical Sciences 
ABET BAND UNIT STANDARD TYPE OLD NQF LEVEL NEW NQF LEVEL CREDITS
ABET Level 1  Regular-Fundamental  Below Level 1  New Level Assignment Pend.  1 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2003-07-01  2006-06-30  SAQA 1043/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-06-30   2010-06-30  

In all of the tables in this document, both the old and the new NQF Levels are shown. In the text (purpose statements, qualification rules, etc), any reference to NQF Levels are to the old 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 
This unit standard is for people who have started to formalise their intuitive understanding and use of numbers at a formative stage. This unit standard recognises their ability to make use of counting and estimating strategies, order and compare numbers, identify and complete simple number and visual patterns, work with fractions, and use mathematical language, symbols and notation to represent and communicate mathematical relations, concepts and generalisations. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Open 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Count, estimate and record amounts and numbers of items. 
OUTCOME RANGE 
Counting in 1s, 2s, 4s, 5s, 10s, 20s, 25s, 5Os, 100s, 200s in ascending and descending order, starting at any number up to at least 1 000. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The quantity or amount expressed and recorded is correct in terms of number names and symbols used. 

ASSESSMENT CRITERION 2 
2. The form of written numbers is in accordance with the conventions for writing numbers. 

ASSESSMENT CRITERION 3 
3. Money is written in accordance with established conventions. 
ASSESSMENT CRITERION RANGE 
Including but not limited to the following forms:
R5,86; R5:86; 586c.
 

ASSESSMENT CRITERION 4 
4. The language of estimation is used where appropriate. 
ASSESSMENT CRITERION RANGE 
Including to but not limited to: about, more-or-less, close to, less than, more than, approximately, nearly.
 

ASSESSMENT CRITERION 5 
5. The accuracy of estimates is appropriate in terms of the context, the need for speed and the purpose of the estimates. 

ASSESSMENT CRITERION 6 
6. The link between the number of items, the number names and number symbols is demonstrated. 

SPECIFIC OUTCOME 2 
Generate, order and compare numbers, and identify and complete simple number and visual patterns. 
OUTCOME RANGE 
The emphasis here is on the ability to use the continuous, recurring, patterned nature of the whole number system. Number patterns could be based on doubling, halving, fixed differences, increasing or decreasing differences. Patterns do not include squared or cubed numbers, or those based on ratios. Numbers and money are generated or expanded by groupings of 1s; 10s; 100s and 1 000s. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Identified patterns are consistent throughout the pattern. 

ASSESSMENT CRITERION 2 
2. Completed patterns are internally consistent. 

ASSESSMENT CRITERION 3 
3. Numbers are correctly sequenced according to size or identified patterns. 

ASSESSMENT CRITERION 4 
4. Numbers generated or expanded using groupings of 1s; 10s; 100s and 1 000s equate to the original numbers. 

ASSESSMENT CRITERION 5 
5. The language of comparison is used where appropriate and demonstrates the relationship between numbers. 
ASSESSMENT CRITERION RANGE 
Including but not limited to: more than, less than, bigger, smaller, the same as, equal to, nearly, fewer, least, different.
 

SPECIFIC OUTCOME 3 
Work with fractions. 
OUTCOME NOTES 
Work with fractions and demonstrate understanding of the size, concept and use of fractions and the link between fractions, decimals and percentages. 
OUTCOME RANGE 
The following scope and contexts:

Read fractions in words and symbols.
Find and explain how to find fractions of shapes, lengths and quantities and generalise specific cases.
Link fractions, decimals and percentages in cases limited to 10%, 25%, 50%, 75% and 100%.
Compare and order fractions according to size.
Calculations with fractions are limited to finding fractional parts of shapes, lengths or amounts. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Drawings indicating the size of fractional parts of shapes are close enough to exact sizes to make the fraction denoted clear. 

ASSESSMENT CRITERION 2 
2. The sizes of fractional parts of quantities and lengths are exactly correct. 

ASSESSMENT CRITERION 3 
3. The relative sizes of fractions are displayed through correct sequencing and direct comparisons. 

ASSESSMENT CRITERION 4 
4. Symbolic representations of fractions, decimals and percentages accord with recognised conventions. 
ASSESSMENT CRITERION RANGE 
Includes the following conventions:
  • ; 3/4; 0,75; 75%; 75/100.
     
    		•

    ASSESSMENT CRITERION 5 
    5. Explanations of how to find fractions of shapes, lengths and quantities; clarify the role of the denominator and numerator. 

    ASSESSMENT CRITERION 6 
    6. The language of fractions is used correctly. 
    ASSESSMENT CRITERION RANGE 
    Language includes half, third, quarter, halves, thirds, quarters, whole, equal parts, divide between, share.
     

    ASSESSMENT CRITERION 7 
    7. Descriptions of the uses of fractions, decimals and percentages are in line with everyday examples. 

    SPECIFIC OUTCOME 4 
    Demonstrate understanding of and use mathematical language, symbols and notation. 
    OUTCOME NOTES 
    Demonstrate understanding of and use mathematical language, symbols and notation to represent and communicate mathematical relations, concepts and generalisations. 
    OUTCOME RANGE 
    Numbers at least up to 1 000, words 0-20
    Fractions to include ?; 1/3; ?; 1/8
    Ordinals up to at least 100th.
    Symbols include at least: +, -, = 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Numbers in word and symbolic form are read and written according to accepted conventions. 

    ASSESSMENT CRITERION 2 
    2. Ordinals in word and abbreviated form are read and written according to accepted conventions. 

    ASSESSMENT CRITERION 3 
    3. Fractions in words and symbols are read and written according to accepted conventions. 

    ASSESSMENT CRITERION 4 
    4. The ordinal and cardinal value of numbers are linked correctly using the language and abbreviations for ordinal and cardinal numbers. 

    SPECIFIC OUTCOME 5 
    Explain the origin and logic of, and use, an alternative means of counting and recording quantity. 
    OUTCOME RANGE 
    Ancient, self-generated or cultural number systems.
    Logic to be explained only in terms of how it works and how it is generalised.
    The system should be used to count at least 3 different quantities in the range of whole numbers 1 to 100. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The explanation describes the origin of the system, how the system works, and demonstrates how it can be generalised. 

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


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Evaluation of documentation and visit by SAQA or ETQA expert in field of mathematics education.

    Moderation option:
    According to system devised by the NSB. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Embedded knowledge is addressed as part of assessment criteria.
    Assessment of candidates must include testing in realistic and abstract situations. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and language skills in the modes of oral and written presentations. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems. 

    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 unit standards 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.