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 fractions, percentages and decimals to describe situations and calculate change situations |
SAQA US ID | UNIT STANDARD TITLE | |||
13501 | Work with fractions, percentages and decimals to describe situations and calculate change situations | |||
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 | 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 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 problems involving fractional parts in various forms. People credited with this unit standard are able to describe situations in terms of fractional parts, increases and decreases, and calculate with fractions, decimals and percentages in a variety of change situations. |
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 changing quantities by addition, subtraction, multiplication and division'. |
UNIT STANDARD RANGE |
Working with fractions includes:
The following situation is excluded at this level: A quantity is changed by multiplication and the result is given. What is the original quantity e.g. An item sells for R40,00 including VAT, how much VAT was paid? |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Describe situations or changes. |
OUTCOME NOTES |
Describe situations or changes by expressing and calculating one quantity as a fractional part of another quantity, and recognise situations for using such descriptions. |
OUTCOME RANGE |
Fractional parts are expressed in the form of fractions, decimals and percentages. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Symbolic representations of fractions, percentages and decimals obey recognised conventions. |
ASSESSMENT CRITERION 2 |
2. The description is clear and consistent with the situation. |
ASSESSMENT CRITERION 3 |
3. Descriptions involving decimals have the correct number of decimal places as justified by the context. |
ASSESSMENT CRITERION 4 |
4. The description includes correct matching of fractions, percentages and decimals where required. |
ASSESSMENT CRITERION 5 |
5. Descriptions involving the use of fractions, percentages and decimals are appropriate to the situation. |
ASSESSMENT CRITERION 6 |
6. The fractions, percentages or decimals calculated are correct and make sense in terms of the situation. |
SPECIFIC OUTCOME 2 |
Describe and calculate situations involving parts of a whole. |
OUTCOME NOTES |
Describe and calculate situations involving parts of a whole and recognise situations for using such descriptions. |
OUTCOME RANGE |
Parts of a whole are expressed in the form of fractions, decimals and percentages. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Symbolic representations of fractions, percentages and decimals obey recognised conventions. |
ASSESSMENT CRITERION 2 |
2. The description is clear and consistent with the situation. |
ASSESSMENT CRITERION 3 |
3. Descriptions involving decimals have the correct number of decimal places as justified by the context. |
ASSESSMENT CRITERION 4 |
4. The description includes correct matching of fractions, percentages and decimals where required. |
ASSESSMENT CRITERION 5 |
5. Descriptions involving the use of fractions, percentages and decimals are appropriate to the situation. |
ASSESSMENT CRITERION 6 |
6. Parts of the whole are correctly described in terms of fractions, percentage, or decimals. |
ASSESSMENT CRITERION 7 |
7. Justification is given in the form of diagrams, descriptions or mathematical symbols. |
SPECIFIC OUTCOME 3 |
Find a given simple fractional part of a quantity or shape and change a quantity or shape. |
OUTCOME NOTES |
Find a given simple fractional part of a quantity or shape and change a quantity or shape by increasing or decreasing it by a fractional amount. |
OUTCOME RANGE |
Fractional parts and amounts are expressed in the form of fractions, decimals and percentages. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The fractions, percentages or decimal calculated is correct and makes sense in terms of the situation. |
ASSESSMENT CRITERION 2 |
2. Quantities of shapes are increased or decreased by the correct amounts in accordance with the increase or decrease required. |
ASSESSMENT CRITERION 3 |
3. Justification is given in the form of diagrams, descriptions or mathematical symbols. |
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 must include realistic and abstract 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. |
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. |
NONE |
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. |