SAQA

[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]

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.

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		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.	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 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 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 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