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:

Construct and use tables and graphs to organise and interpret information

SAQA US ID	UNIT STANDARD TITLE
13503	Construct and use tables and graphs to organise and interpret information
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	3
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 collect, analyse, interpret and represent data using graphs. People credited with this unit standard are able to describe, analyse and interpret tables and graphically represented quantitative information, describe trends, patterns, and make predictions, and construct simple tables and graphs to represent quantitative data. This unit standard also recognises the ability to evaluate graphs for appropriate representations of data and for possible misleading representation of data.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

'Extract and use information from simple tables and graphs and represent numeric information onto tables and graphs'.

UNIT STANDARD RANGE

Tables, bar graphs, line graphs, pie charts and pictographs.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe quantitative information represented graphically.

OUTCOME RANGE

Representations include bar graphs, line graphs, pie charts and pictographs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The amount or quantity represented by each component of the graph is correctly read and communicated in accordance with the given data, key or scale.

ASSESSMENT CRITERION 2

2. Sizes of quantities are described in relation to other items displayed.

ASSESSMENT CRITERION 3

3. The amount or quantity is attributed to the correct item being displayed.

ASSESSMENT CRITERION 4

4. Correct units of measure are used in accordance with the given data, key or scale.

SPECIFIC OUTCOME 2

Describe, analyse and interpret tables and graphs.

OUTCOME NOTES

Describe, analyse and interpret tables and graphs to determine and describe trends and patterns, and make predictions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Descriptions of trends follow the pattern set by the graphs.

ASSESSMENT CRITERION RANGE

Increase, decrease, constancy, variations, maxima, minima.

ASSESSMENT CRITERION 2

2. Explanations forwarded to explain the patterns are plausible and relate to real situations.

ASSESSMENT CRITERION 3

3. Predictions can be justified in terms of the patterns set by the graphs and relate to real situations.

SPECIFIC OUTCOME 3

Construct simple tables and graphs.

OUTCOME NOTES

Construct simple tables and graphs to represent quantitative data and select appropriate graphs according to the type of data.

OUTCOME RANGE

Bar and line graphs to be drawn on partially completed axes.
Pie graphs to be drawn in terms of simple fractions of circles.
The information displayed on graphs and tables comes from 2 sources:

collected by candidates;

given to candidates.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The vertical (or horizontal) scale of bar and line graphs is chosen so that it adequately displays the quantities represented, but is not too large so as to distort the differences, has linear, equidistant gradations, and covers the range of the data.

ASSESSMENT CRITERION 2

2. The horizontal (or vertical) scale is drawn to include the range of items and the items are spaced equally.

ASSESSMENT CRITERION 3

3. Axes are clearly labelled so as to clearly describe the type of information displayed.

ASSESSMENT CRITERION 4

4. Data keys or scales are clearly shown and the data represented corresponds to this scale.

ASSESSMENT CRITERION 5

5. The points plotted or bar heights correspond to the data being represented.

ASSESSMENT CRITERION 6

6. The size of sectors of pie charts match the corresponding size of the data such that a clear visual picture of the differences and relative sizes of the data is displayed.

ASSESSMENT CRITERION 7

7. Tables have clear headings that cover the range of items represented.

ASSESSMENT CRITERION 8

8. Information represented on graphs or in tables is consistent with the provided information and the overall picture accords with the information given.

ASSESSMENT CRITERION 9

9. The graph selected for representing the information is appropriate in terms of the type of the data displayed.

SPECIFIC OUTCOME 4

Explain the use of tables and graphs and evaluate graphs.

OUTCOME NOTES

Explain the use of tables and graphs and evaluate graphs for appropriate representations of data and for possible misleading representation of data.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Explanations about different types and the use of tables and graphs describe the power of these instruments to represent a lot of information in short, economic, easily readable ways and distinguishes between situations where graphs or tables may or may not be appropriate.

ASSESSMENT CRITERION 2

2. Graphs appropriate to the data to be represented are chosen.

ASSESSMENT CRITERION 3

3. The effect of alterations to the vertical or horizontal scale is explained in terms of visual distortions, over-emphasis, under-emphasis and exaggerations.

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.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Collect, organise and critically evaluate information.

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