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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 problems involving the combination, separation, comparison, equalisation, sharing and grouping of numbers |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 14083 | Solve simple realistic and abstract problems involving the combination, separation, comparison, equalisation, sharing and grouping of numbers | |||
| 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 "Registered" |
2002-08-14 | 2005-08-14 | SAQA 0643/02 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2006-08-14 | 2009-08-14 | |||
| 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 |
| Persons credited with this unit standard are able to:
Solve realistic and abstract problems by estimation and calculation involving the combination, separation, comparison and equalization of two numbers and demonstrate understanding of the processes used. Solve realistic and abstract problems involving the sharing and grouping of quantities. Use a variety of standard measures of time in everyday contexts. Use a variety of standard and non-standard measures of distance, length, capacity and mass to estimate, compare and measure in everyday problem contexts. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Solve realistic and abstract problems by estimation |
| OUTCOME NOTES |
| Solve realistic and abstract problems by estimation and calculation involving the combination, separation, comparison and equalisation of two numbers and demonstrate understanding of the processes used. |
| OUTCOME RANGE |
| 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 equalized 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. |
| SPECIFIC OUTCOME 3 |
| Use a variety of standard measures of time in everyday contexts. |
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 recognized 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 |
| OUTCOME NOTES |
| Use a variety of standard and non-standard measures of distance, length, capacity and mass to estimate, compare and measure in everyday problem contexts. |
| OUTCOME RANGE |
| height and length in millimetre (mm), centimetre (cm) or metre(m), distance in kilometre (km), capacity in millilitre (ml) or litre (l) mass in gram (g) or 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. |
| 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.
Assessments of candidates must include testing in realistic and abstract situations. |
| 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. |
| 1. | DOMESTIC BLISS HOUSEKEEPING |
| 2. | FIDELITY SUPERCARE CLEANING SERVICES (PTY) LTD |
| 3. | GEHARD POTIGIETER MAINTENANCE CLEANING SERVICE |
| 4. | KHOKELA TRAINING |
| 5. | SUNCLEANING SERVICES CC |
| 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. |