SAQA 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: 

Evaluate and solve data handling and probability problems within given contexts 
SAQA US ID UNIT STANDARD TITLE
119364  Evaluate and solve data handling and probability problems within given contexts 
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 4  Regular-Fundamental  Level 1  NQF Level 01  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
People credited with this unit standard are able to:
  • Collect data to answer questions related to human rights, social, economic, cultural, environmental and political matters
  • Summarise data into tables and summary statistics
  • Display data in diagrams
  • Critically analyse data in tables and diagrams in order to draw conclusions and make predictions
  • Interpret and determine chance variation 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners undertaking the learning of this unit standards have prior knowledge and skill of reading and writing, working with numbers, operations with numbers and relationships between numbers and understanding of data handling and probability at ABET level 3. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Collect data to answer questions. 
    OUTCOME RANGE 
    Data collection sheets; questionnaires; experiments; interviews
    Questions include: human rights, social, economic, cultural, environmental and political matters. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Appropriate sources of data (peers, family, newspapers, books, magazines, Internet) are identified. 

    ASSESSMENT CRITERION 2 
    A distinction between populations and samples is made. 

    ASSESSMENT CRITERION 3 
    The data that is collected (alone and/or as a member of a group or team) is appropriate to answer questions related to the investigation. 

    ASSESSMENT CRITERION 4 
    Data collection sheets are designed and used to collect data. 

    ASSESSMENT CRITERION 5 
    Questionnaires are designed and used to collect data. 

    ASSESSMENT CRITERION 6 
    Experiments involving random number generators, coins, spinners, dice and cards are designed and used to collect data. 

    ASSESSMENT CRITERION 7 
    Interviews are used to collect data. 

    SPECIFIC OUTCOME 2 
    Summarise data into tables and summary statistics. 
    OUTCOME RANGE 
    Tally tables; frequency tables; two-way tables; stem-and-leaf diagrams; broken line-diagrams; mode (most frequently occurring score); median (middle number or number between two middle numbers of a data set arranged in size order); mean (sum of all the scores divided by number of scores); range (difference between largest and smallest scores) 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Data is organised and recorded in tally tables. 

    ASSESSMENT CRITERION 2 
    Data is organised and recorded in frequency tables. 

    ASSESSMENT CRITERION 3 
    Data is organised and recorded in two-way tables. 

    ASSESSMENT CRITERION 4 
    Data is organised and recorded in stem-and-leaf diagrams. 

    ASSESSMENT CRITERION 5 
    The mode is used as a measure of central tendency to summarise ungrouped data. 

    ASSESSMENT CRITERION 6 
    The median is used as a measure of central tendency to summarise ungrouped data. 

    ASSESSMENT CRITERION 7 
    The mean is used as a measure of central tendency to summarise ungrouped data. 

    ASSESSMENT CRITERION 8 
    The range is used as a measure of dispersion (spread) to summarise ungrouped data. 

    SPECIFIC OUTCOME 3 
    Display data in diagrams. 
    OUTCOME RANGE 
    Bar diagrams; double bar diagrams; pie diagrams in terms of proper fractions, decimals or percentages of circles; line diagrams. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Data is displayed manually or electronically in bar diagrams and double bar diagrams with appropriate scales and keys. 

    ASSESSMENT CRITERION 2 
    Data is displayed manually or electronically in pie diagrams in terms of proper fractions, decimals or percentages of the circle. 

    ASSESSMENT CRITERION 3 
    Data is displayed manually or electronically in line diagrams. 

    SPECIFIC OUTCOME 4 
    Critically analyse data in tables and diagrams in order to draw conclusions and make predictions. 
    OUTCOME RANGE 
    Tally tables; frequency tables; two-way tables; stem-and-leaf diagrams; bar diagrams; double bar diagrams; pie diagrams; line diagrams. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Data in tally tables, frequency tables, two-way tables and stem-and-leaf diagrams is critically read and interpreted with an awareness of sources of error and data manipulation (e.g. grouping, scale, choice of summary statistics) to draw conclusions and make predictions. 

    ASSESSMENT CRITERION 2 
    Data in bar diagrams, double bar diagrams, pie diagrams and line diagrams (own and in the media) is correctly read and interpreted with an awareness of sources of error and data manipulation (e.g. grouping, scale, choice of summary statistics) to draw conclusions and make predictions. 

    ASSESSMENT CRITERION 3 
    The most suitable measure of central tendency is chosen correctly. 

    ASSESSMENT CRITERION 4 
    The misuse of scales in diagrams as a source of error and bias is understood and explained with examples. 

    ASSESSMENT CRITERION 5 
    The misuse of grouping in tables and diagrams as a source of error and data manipulation is explained with examples. 

    ASSESSMENT CRITERION 6 
    Predictions are made about social, environmental and political issues (e.g. crime, national expenditure, conservation, HIV/AIDS), characteristics of target groups (e.g. age, gender, race, socio-economic), attitudes or opinions of people on issues (e.g. smoking, tourism, sport) and other human rights and inclusivity issues. 

    SPECIFIC OUTCOME 5 
    Interpret and determine chance variation. 
    OUTCOME RANGE 
    Possible outcomes (using two-way tables and tree diagrams) and their probability; actual outcomes and their relative frequencies. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The possible outcomes of simple experiments (of which the possible outcomes are equally likely) are determined by using two-way tables and tree diagrams. 

    ASSESSMENT CRITERION 2 
    The list of possible outcomes is used to calculate the probability of each possible outcome. 

    ASSESSMENT CRITERION 3 
    Simple experiments are performed and the frequencies of the actual outcomes are counted correctly. 

    ASSESSMENT CRITERION 4 
    The frequencies of the actual outcomes are used to calculate the relative frequency of each actual outcome (the number of times the outcome happens divided by the number of trials in the experiment). 

    ASSESSMENT CRITERION 5 
    The probability of an outcome (calculated on the basis of equally likely events) is compared with its relative frequency (determined after many trials) and possible differences are explained. 

    ASSESSMENT CRITERION 6 
    The probability of an outcome of an experiment is used to predict the relative frequency of that outcome. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of this Unit Standard must be accredited by the relevant Education and Training quality Authority (ETQA) before they can offer training against this unit standard.

    Moderation option:
    Moderation will be overseen by the relevant ETQA according to moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and the health of other. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full personal development of the learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively;
  • Participating as responsible citizens in the life of local, national and global communities;
  • Being culturally and aesthetically sensitive across a range of social contexts;
  • Exploring education and career opportunities;
  • Developing entrepreneurial opportunities. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2020-09-16  As per Learning Programmes recorded against this Qual 
    Fundamental  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Reregistered  2023-06-30  UMALUSI 
    Fundamental  66029   General Education and Training Certificate: Chemical Operations  Level 1  NQF Level 01  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58493   General Education and Training Certificate: Equine and Equestrian Practices  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Fundamental  58026   General Education and Training Certificate: Food and Beverage Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  FOODBEV 
    Fundamental  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Fundamental  66269   General Education and Training Certificate: Lumber Milling  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Fundamental  58267   General Education and Training Certificate: Mining and Minerals Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  MQA 
    Fundamental  59300   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Reregistered  2023-06-30  TETA 
    Fundamental  58760   National Certificate: Rock Breaking Underground Hard Rock  Level 3  NQF Level 03  Reregistered  2023-06-30  MQA 


    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.
     
    1. Aldabri 106 Institute for Quality Pty Ltd 
    2. ALLOYS HEAD OFFICE 
    3. Amasiko Trading Enterprise 
    4. Andebe Training and Skills Development 
    5. Anglo American Platinum Amendelbult Concentrators 
    6. ANGLOGOLD ASHANTI LTD (V/R) 
    7. Arden School of Management 
    8. Assured Vocational Skills Institute (Pty) Ltd 
    9. Aubrey Nyiko Business Enterprise cc 
    10. AVENG (AFRICA) (PTY) LTD 
    11. BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD 
    12. BARBERTON MINES (PTY) LTD 
    13. Bev Short Training Consultants 
    14. BOKONI PLATINUM MINES (PTY) LTD 
    15. BOLAND COLLEGE 
    16. Boland College Head Office 
    17. CAPE COLLEGE 
    18. Careerlinx Business Services (Pty) Ltd 
    19. CBR Education and Training for Employment 
    20. Cedars Academy for Technical 
    21. College of Cape Town - Athlone Campus 
    22. CONCOR PROJECTS PTY LTD 
    23. Contra-Lit Pty Ltd 
    24. CULLINAN DIAMOND MINE PTY LTD 
    25. D Z D TRADING AND PROJECTS 24 
    26. Dee-Bravo Training Centre 
    27. DIGGERS TRAINING AND DEVELOPMENT SERVICES 
    28. DIONYSUS SKILLS DEVELOPMENT INITIATIVE PTY LTD 
    29. Driving Sense 
    30. EASTERN CHROME MINES 
    31. EASTERN CROME MINES SAMANCOR 
    32. Edutel Wholesale & Retail Academy 
    33. ERGO BUSINESS DEVELOPMENT ACADEMY NPC 
    34. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    35. FINSCH DIAMOND MINE(PTY) LTD 
    36. FOSKOR (PTY) LTD 
    37. GEOSTRAT TRAINING 
    38. GLENCORE OPERATIONS SOUTH AFRICA PTY LTD 
    39. Global Star Trading (Pty) Ltd 
    40. GNBR Solutions (Pty) Ltd 
    41. Golden Ratio College 
    42. GPR Training Academy (Pty) Ltd 
    43. Guest Resource Services (Pty) Ltd 
    44. HARMONY GOLD MINING CO LTD 
    45. He and She Driver Training Centre 
    46. HEARTLINES COLLEGE 
    47. HHO Enterprise 
    48. IMPALA PLATINUM SERVICES LTD 
    49. Imperial Logistics & Transport A Div Of Imper 
    50. Imperial Logistics Group t/a Dedicated Contracts 
    51. Inafrica General Trading Pty LTD 
    52. Innovative Shared Services 
    53. Jasintha Pty Ltd 
    54. JED Skills Academy 
    55. KDS Centre for Skills Development and Training Pty Ltd 
    56. Khula KL Development Services (Pty) Ltd 
    57. KHUTALA MINING SERVICES PL 
    58. KINGSBURY INTERNATIONAL COLLEGE SA PTY LTD 
    59. KLM Empowered Human Solution Specialists 
    60. KROONDAL OPERATIONS (PTY) LTD 
    61. KSV Marketing and business services Pty Ltd 
    62. Kumba Sishen HRD Centre 
    63. Learning Exchange Pty (Ltd) 
    64. Leronsa Trading Enterprise 
    65. LYNAZY RESOURCES 
    66. Makwedeng Training 
    67. MANCAS CONSULTINGS CC 
    68. Marematlou Training Institute 
    69. MASITHUTHUKE HOLDINGS PTY LTD 
    70. MATHOME TRAINING AND DEVELOPMENT (PTY) LTD 
    71. Mentor Me Corporate Foundation 
    72. MINERAL MINING TRAINING INSTITUTE(PTY) LTD 
    73. MURRAY & ROBERTS CEMENTATION (PTY)LTD 
    74. Ncameni Kasizane Skills Development PTY LTD 
    75. Ndikho Ndinani Protection (Pty) Ltd 
    76. NOFESA cc 
    77. NORTHAM PLATINUM LTD 
    78. Northlink College 
    79. NOSA LOGISTICS PTY LTD 
    80. Nqothu Projects (PTY) LTD 
    81. Operational Process Improvements (Pty) Ltd 
    82. OSR Trading 
    83. PALABORA COPPER (PTY) LTD 
    84. People Upliftments t/a POPUP Upliftment 
    85. Platorand Training Centre 
    86. Professional Development and Training Institute (Pty) Ltd 
    87. Progressive School of Business and Engineering (Pty) 
    88. PROGRESSIVE TRAINING DEVELOPMENT AND PROJECTS (PTY) LTD 
    89. Project Literacy 
    90. Quantum Leap College Pty Ltd 
    91. RCH Investments (Pty) Ltd 
    92. Retshetse Training Project 
    93. RICHARDS BAY MINING PTY LTD 
    94. Rustenburg Platinum Mines - Union Section 
    95. SA Campus on the Go 
    96. SAMANCOR CHROME LTD 
    97. Sea Harvest Corporation (Pty) Ltd 
    98. Seacrest Investments 156 (Pty) Ltd 
    99. SENZEKO EXECUTIVE RISK CC 
    100. SEOPOSENGOE TRAINING CONSULTANCY CC 
    101. SHAFT SINKERS MINING PTY LTD 
    102. SHIRS VISION COMPLEADEV PTY LTD 
    103. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    104. SIBANYE GOLD LIMITED - BEATRIX DIVISION 
    105. SIBANYE GOLD LIMITED - KLOOF DIVISION 
    106. SIBANYE RUSTENBURG PLATINUM MINES PTY LTD 
    107. SIYANDA BAKGATLA PLATINUM MINE 
    108. SIYAYA SKILLS INSTITUTE EASTERN CAPE 
    109. Skills For Life 
    110. Solar Salt 
    111. South Cape Public FET College - George Campus 
    112. Southern African Institute of Learning (SAIL) 
    113. Staffing Logistics 
    114. TAU LEKOA GOLD MINING COMPANY (PTY) LTD 
    115. Tembe Service Providers 
    116. TIBZA Consulting (Pty) Ltd 
    117. Tirhani SkillsTraining Pty Ltd 
    118. TRAIN THE NATION AND ASSOCIATES (PTY) LTD 
    119. Training Force 
    120. Umbuso Training Services 
    121. Umgano Foundation (NPC) 
    122. VENETIA MINE 
    123. Visionary Skill Academy 
    124. WESTERN PLATINUM MINE 
    125. World Pace Development and Training Institute 
    126. York Timbers Pty Ltd 


    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.