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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate and apply understanding of the number system 
SAQA US ID UNIT STANDARD TITLE
13490  Demonstrate and apply understanding of the number system 
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 2  Regular-Fundamental  Below Level 1  New Level Assignment Pend.  2 
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 formalised their intuitive understandings of number and the number system, and use numbers to make sense of life situations. People credited with this unit standard are able to work with numbers and number patterns through counting, estimating, generating and expanding numbers. This unit standard also recognises understanding of the concept of fractions and decimals and the ability to find fractional parts of shapes, lengths and quantities, People are also credited with the ability to explain the development of mathematics by humans over history. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that people starting the learning towards this unit standard can already read and write at ABET 1 level, and are able to work with numbers at a formative stage as represented by the unit standard: 'Demonstrate understanding of and use the number system in simple, everyday contexts'. 

UNIT STANDARD RANGE 
Whole numbers at least up to 100 000, fractions at least with denominators of 10, and decimals with up to 3 digit decimals. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Use relationships between numbers. 
OUTCOME NOTES 
Use relationships between numbers for counting, estimating quantities and sizes and generating and expanding numbers. 
OUTCOME RANGE 
Whole numbers up to at least 100 000.
Includes the breaking down and combination of numbers into equivalent forms. 

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

ASSESSMENT CRITERION 4 
4. The accuracy of estimates is appropriate in terms of the context, the need for speed and the purpose of the estimates. 

ASSESSMENT CRITERION 5 
5. The link between the number of items, the number names and number symbols is demonstrated. 

SPECIFIC OUTCOME 2 
Work with fractions and decimals in abstract and realistic situations. 
OUTCOME RANGE 
Working with fractions includes:
  • Demonstration of understanding of the concept of fractions and decimals;
  • Finding parts of shapes, lengths and quantities;
  • Ordering and comparing fractions and decimals;
  • Counting in fractions;
  • Combining fractions of denominators 2 to 10.
    Decimals are limited to 3 decimal places (digits).
    Comparison of fractions to only involve cases where simple drawings and comparisons can be made. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Drawings representing fractions are correct in terms of the number and size of parts, and clarify the role of the numerator and denominator. 

    ASSESSMENT CRITERION 2 
    2. Shapes, lengths and quantities are broken into fractional parts such that the size and names of parts are correct. 

    ASSESSMENT CRITERION 3 
    3. Ordering of fractions and decimals is correct according to relative size and position. 

    ASSESSMENT CRITERION 4 
    4. Fractions are compared in terms of relative size. 
    ASSESSMENT CRITERION RANGE 
    Bigger, smaller.
     

    SPECIFIC OUTCOME 3 
    Complete and generate simple number patterns. 

    ASSESSMENT CRITERIA     

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

    ASSESSMENT CRITERION 2 
    2. Completed patterns are internally consistent. 

    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 100 000.
    Fractions to include at least those with denominators 2 to 10. 

    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 key aspects of the use and development of mathematics over history. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The explanation centres on mathematics as a human activity. 

    ASSESSMENT CRITERION 2 
    2. The explanation shows that many systems have existed over time and our system is not the only one nor is it absolute. 

    ASSESSMENT CRITERION 3 
    3. The explanation indicates reasons why our system is used in terms of its economy, power to generalise and ease of use. 

    ASSESSMENT CRITERION 4 
    4. The explanation shows how systems are used to make sense of the world. 


    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 test the ability to apply numerical concepts 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.