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:

Solve realistic and abstract problems involving rates and direct and indirect proportion

SAQA US ID	UNIT STANDARD TITLE
13498	Solve realistic and abstract problems involving rates and direct and indirect proportion
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 3	Regular-Fundamental	Below Level 1	Level TBA:Pre-2009 BelowL1	1
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 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

This unit standard is for people who solve realistic and abstract problems involving rates and direct and indirect proportion. People credited with this unit standard are able to estimate and calculate solutions to applied problems and computations. People are recognised for their ability to express the problem situation using words, mathematical expressions, equations and/or drawings, devise and implement strategies to solve mathematical problems and interpret, verify and justify solutions in terms of practical considerations.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

'Demonstrate and apply understanding of the number system';
'Solve realistic and abstract problems involving whole numbers, fractions, decimals and percentages'.

UNIT STANDARD RANGE

Problems involve rates and direct and indirect proportions.
Any one of the quantities involved in the situation may be unknown and the numbers may be whole numbers or fractions expressed as fractions, decimals or percentages.
Fractions can be expressed as simple fractions, percentages or decimals.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Estimate the answers to applied problems and computations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Estimates are reasonably close to the exact figures as can be justified within the context.

ASSESSMENT CRITERION 2

2. Estimates chosen facilitate easy calculations.

ASSESSMENT CRITERION 3

3. The accuracy of estimates is justified by the context, need for speed and purposes of estimating.

SPECIFIC OUTCOME 2

Express the problem situation using words, mathematical expressions, equations and/or drawings.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Mathematical symbols are correct and used in the proper context.

ASSESSMENT CRITERION 2

2. The description is consistent with the original statement of the problem.

ASSESSMENT CRITERION 3

3. The layout is clear and structured so that it can be easily read.

SPECIFIC OUTCOME 3

Devise and/or implement strategies to solve mathematical problems.

OUTCOME RANGE

Algorithms used can be standard or self-generated.
Calculations with and without the use of a calculator.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Appropriate operations are used.

ASSESSMENT CRITERION 2

2. Algorithms are logical, internally consistent and justified by the context.

ASSESSMENT CRITERION 3

3. Mathematical symbols are correct and used in the proper context.

ASSESSMENT CRITERION 4

4. Procedures used lead to correct solutions that make sense in terms of the context.

SPECIFIC OUTCOME 4

Interpret, verify and justify solutions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The solution is checked to ensure it makes sense in terms of the problem context.

ASSESSMENT CRITERION 2

2. Calculator answers are interpreted realistically in context.

ASSESSMENT CRITERION 3

3. Rounding up or down is appropriate to the context and follows established conventions in terms of the number of decimal places.

ASSESSMENT CRITERION 4

4. Explanations of solutions take into account practical considerations.

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 the ability to solve problems must cover the full range of problem 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:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	49013	National Certificate: Mining Operations: Underground Hard Rock	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2007-08-16	Was MQA until Last Date for Achievement

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.

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