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 THAT HAS PASSED THE END DATE: 

Work with numbers; operations with numbers and relationships between numbers 
SAQA US ID UNIT STANDARD TITLE
119367  Work with numbers; operations with numbers and relationships between numbers 
ORIGINATOR
SGB Math. Literacy Mathematics and Math Sciences 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority 
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 3  Regular-Fundamental  Below Level 1  Level TBA:Pre-2009 BelowL1  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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:
  • Recognise, order, describe and compare numbers
  • Perform calculations to solve realistic and abstract problems
  • Use different techniques and strategies to calculate mentally and in writing
  • Solve problems in contexts (social, economic, environmental, human rights)
  • Describe and illustrate the development of numbers, e.g. by using a different number base than 10 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners learning towards achieving this unit standard have prior knowledge and skills of working with numbers, operations with numbers and relationships between numbers at ABET level 1 and can demonstrate an understanding of patterns, functions, algebra and read and write at ABET level 2. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Recognise, order, describe and compare numbers. 
    OUTCOME RANGE 
    Integers (including multiples and factors); common fractions; decimal fractions at least to 3 decimal places; percentages; mixed numbers 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Quantities are expressed using the correct number names and symbols. 

    ASSESSMENT CRITERION 2 
    Place value of digits is expressed correctly in at least 6 digit whole numbers as well as decimal fractions to at least two decimal places. 

    ASSESSMENT CRITERION 3 
    Two or more different integers are compared and ordered correctly. 

    ASSESSMENT CRITERION 4 
    Additive inverses are recognised, described and used correctly. 

    ASSESSMENT CRITERION 5 
    Equivalent forms of common fractions, decimal fractions, percentages and mixed numbers are recognised and used correctly. 

    SPECIFIC OUTCOME 2 
    Perform calculations to solve realistic and abstract problems. 
    OUTCOME RANGE 
    Uses appropriate operations to perform calculations that involve adding, subtracting and multiplying integers; adding, subtracting and multiplying common fractions; adding and subtracting and multiplying decimals; dividing decimals (3 places) by a whole number; finding percentages 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The additive inverse is used correctly in operations with integers. 

    ASSESSMENT CRITERION 2 
    Negative numbers are multiplied and divided correctly. 

    ASSESSMENT CRITERION 3 
    The commutative, associative and distributive properties are recognised and used correctly. 

    ASSESSMENT CRITERION 4 
    The equivalence of division and fractions is recognised and used correctly. 

    ASSESSMENT CRITERION 5 
    Parts of a whole are expressed as fractions, percentages and decimals of a whole correctly. 

    ASSESSMENT CRITERION 6 
    A quantity is expressed as a common fraction, decimal fraction and/or percentage of another quantity. 

    ASSESSMENT CRITERION 7 
    Common fractions, decimal fractions and/or percentages of a quantity or shape is found. 

    ASSESSMENT CRITERION 8 
    A quantity or shape is changed by increasing or decreasing it by a fraction, percentage or decimal correctly. 

    SPECIFIC OUTCOME 3 
    Use different techniques and strategies to calculate mentally and in writing. 
    OUTCOME RANGE 
    Working in columns; long division e.g. repeated subtraction of the divisor; estimating answers; available technologies e.g. calculators, spreadsheets, etc.; algorithms to find equivalent fractions 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Numbers are rounded off correctly to the nearest 10, 100 and 1000. 

    ASSESSMENT CRITERION 2 
    Techniques are chosen which are suited to the problem. 

    ASSESSMENT CRITERION 3 
    Estimates are made which are reasonably close to the answers. 

    ASSESSMENT CRITERION 4 
    Estimates are made to facilitate easy calculations. 

    ASSESSMENT CRITERION 5 
    Calculations on a calculator are done correctly. 

    SPECIFIC OUTCOME 4 
    Solves problems in contexts. 
    OUTCOME RANGE 
    Problems involving financial aspects e.g. budgets, accounts, loans, simple interest, hire purchase; other Learning Areas, e.g. measurement in Technology and Natural Sciences contexts
    Contexts include: social, economic, environmental, human rights. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The problem is expressed using words, mathematical expressions, equations and/or drawings. 

    ASSESSMENT CRITERION 2 
    Appropriate operations are used to solve the problem. 

    ASSESSMENT CRITERION 3 
    Solutions are arrived at which make sense within the context of the problem. 

    ASSESSMENT CRITERION 4 
    The validity of solutions is checked. 

    ASSESSMENT CRITERION 5 
    Methods to solve problems and check solutions are explained with examples. 

    ASSESSMENT CRITERION 6 
    Calculator answers are interpreted realistically in context. 

    ASSESSMENT CRITERION 7 
    Explanations of methods are given which are in line with practical considerations. 

    SPECIFIC OUTCOME 5 
    Describe and illustrate the history of the introduction of zero and the Hindu-Arabic system. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    How the system works is illustrated correctly with examples. 

    ASSESSMENT CRITERION 2 
    Counting and recording are done in accordance with the logic of the system. 

    ASSESSMENT CRITERION 3 
    A quantity is expressed correctly within the system. 


    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  58739   National Certificate: Mining Operations for Underground Hard Rock  Level 2  NQF Level 02  Passed the End Date -
    Status was "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. ADCORP TECHNICAL TRAINING (PTY) LTD 
    2. ALLOYS HEAD OFFICE 
    3. Anglo American Platinum Amendelbult Concentrators 
    4. ASSMANG (PTY) LTD 
    5. AVENG (AFRICA) (PTY) LTD 
    6. BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD 
    7. BANA BA THARI MINING TRANING AND DEVELOPMENT ACADEMY 
    8. BARBERTON MINES (PTY) LTD 
    9. COLLIERY TRAINING COLLEGE (PTY) LTD 
    10. CONCOR PROJECTS PTY LTD 
    11. DWARSRIVER CHROME MINE (PTY) LTD 
    12. EASTERN CHROME MINES 
    13. EASTERN CHROME MINES SAMANCOR 
    14. FINSCH DIAMOND MINE(PTY) LTD 
    15. FOSKOR (PTY) LTD 
    16. GEOSTRAT TRAINING 
    17. HARMONY GOLD MINING CO LTD 
    18. MANCAS CONSULTINGS CC 
    19. MARULA PLATINUM PTY LTD 
    20. MATHOME TRAINING AND DEVELOPMENT (PTY) LTD 
    21. MMTI Holdings 
    22. MODIKWA MINING PERSONNEL SERVICES PTY L TD 
    23. NORTHAM PLATINUM LTD 
    24. PALABORA COPPER (PTY) LTD 
    25. PRISMA TRAINING SOLUTIONS (PTY) LTD 
    26. RICHARDS BAY MINING PTY LTD 
    27. SASOL GLOBAL LEARNING 
    28. SENZEKO EXECUTIVE RISK CC 
    29. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    30. SIBANYE RUSTENBURG PLATINUM MINES PTY LTD 
    31. TAU LEKOA GOLD MINING COMPANY (PTY) LTD 
    32. TWO RIVERS PLATINUM (PTY) LTD 
    33. XTRACT TRAINING SERVICES (SA)(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.