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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: |
| Solve simple realistic and abstract numerical problems |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 13488 | Solve simple realistic and abstract numerical problems | |||
| ORIGINATOR | ||||
| SGB Math. Literacy Mathematics and Math Sciences | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| - | ||||
| 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 | 3 |
| 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 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 |
| This unit standard is for people who have started to develop informal problem solving strategies. This unit standard recognises the ability to solve realistic and abstract problems by estimation and calculation involving sharing and grouping numbers and the combination, separation, comparison and equalisation of two numbers. People are able to use a variety of standard measures of time, size and quantity in everyday contexts. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| 'Demonstrate understanding of and use the number system' |
| UNIT STANDARD RANGE |
| Informal problem solving strategies for problems involving the combination, separation, comparison, equalisation, sharing and grouping of numbers. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Solve realistic and abstract problems by estimation and calculation. |
| OUTCOME NOTES |
| Solve realistic and abstract problems by estimation and calculation and demonstrate understanding of the processes used. |
| OUTCOME RANGE |
| Problems involving the combination, separation, comparison and equalisation of two numbers.
Numbers up to at least 1 000. Problems to be solved are abstract or realistic and come in the form of words and/or pictures and/or orally. Formal addition and subtraction strategies are not required. Simple equations involving addition and subtraction. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. The description of the problem situation contains words and/or symbols so that the description is consistent with the original problem. |
| ASSESSMENT CRITERION 2 |
| 2. The method is consistent with the problem and is justified in terms of the internal logic and application to the situation. |
| ASSESSMENT CRITERION 3 |
| 3. Mathematical symbols and symbols denoting quantity are in accordance with accepted conventions and non-standard symbols are explained or used so that the meaning is clear. |
| ASSESSMENT CRITERION 4 |
| 4. Numbers are combined, separated, compared or equalised in accordance with the problem context. |
| ASSESSMENT CRITERION 5 |
| 5. The solution makes sense in terms of the problem context. |
| ASSESSMENT CRITERION 6 |
| 6. Estimates of solutions are justified in terms of methods used and the closeness of estimates is justified in terms of the context, the need for speed and the purposes of the estimates. |
| SPECIFIC OUTCOME 2 |
| Solve realistic and abstract problems involving the sharing and grouping of quantities. |
| OUTCOME RANGE |
| Formal multiplication and division strategies are not required. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. The description of the problem situation contains words and/or symbols so that the description is consistent with the original problem. |
| ASSESSMENT CRITERION 2 |
| 2. The method is consistent with the problem and is justified in terms of the internal logic and application to the situation. |
| ASSESSMENT CRITERION 3 |
| 3. Sharing and grouping situations are discerned in terms of the problem context and strategies used for sharing and grouping are justified in terms of their internal logic. |
| ASSESSMENT CRITERION 4 |
| 4. Mathematical symbols and symbols denoting quantity are used in accordance with accepted conventions. |
| ASSESSMENT CRITERION 5 |
| 5. The solution makes sense in terms of the problem context. |
| ASSESSMENT CRITERION 6 |
| 6. Estimate of solutions are justified in terms of methods used and the closeness of estimates used is justified in terms of the context, the need for speed and the purposes of the estimates. |
| SPECIFIC OUTCOME 3 |
| Use a variety of standard measures of time in everyday contexts. |
| OUTCOME RANGE |
| Digital and analogue time.
12 hour and 24 hour clocks. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. The time on a digital and an analogue clock is read and written in at least 2 different ways and in accordance with recognised conventions. |
| ASSESSMENT CRITERION RANGE |
| 10 to 11; 10:50; 10h50; 10:50 am/pm |
| ASSESSMENT CRITERION 2 |
| 2. Estimates of time are appropriate in terms of context, the need for speed and the purpose of the estimates. |
| ASSESSMENT CRITERION 3 |
| 3. Units used accord with the context and measurement. |
| ASSESSMENT CRITERION 4 |
| 4. Unit names and abbreviations are correctly matched and used in accordance with the context. |
| ASSESSMENT CRITERION 5 |
| 5. The use of am or pm is justified by the context. |
| ASSESSMENT CRITERION 6 |
| 6. Calculations involving time take account of the fact that there are 60 minutes in an hour. |
| SPECIFIC OUTCOME 4 |
| Use a variety of standard and non-standard measures of size and quantity. |
| OUTCOME NOTES |
| Use a variety of standard and non-standard measures of size and quantity to estimate, compare and measure in everyday problem contexts. |
| OUTCOME RANGE |
| Height and length in millimetre (mm), centimetre (cm), and metre (m), distance in kilometre (km), capacity in millilitre (ml) and litre (l), mass in gram (g) and kilogram (kg). |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. Measuring instruments used are appropriate to the context. |
| ASSESSMENT CRITERION 2 |
| 2. Measurements are accurate to within the accuracy required by the context and the margin of error of the measuring instrument. |
| ASSESSMENT CRITERION 3 |
| 3. Estimates of size, length, distance, mass and capacity are appropriate in terms of context, the need for speed and the purpose of the estimates. |
| ASSESSMENT CRITERION 4 |
| 4. Unit names and abbreviations are correctly matched and used in accordance with the context. |
| ASSESSMENT CRITERION 5 |
| 5. Non-standard measurements are appropriate to the context and provide a good idea of the magnitude of the measurement. |
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| Evaluation of documentation and visit by SAQA or ETQA expert in the field of mathematics education.
Moderation: 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 IDENTIFYING |
| Solve problems. |
| 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 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. |