Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.
In the text purpose statements, qualification rules, etcany references to NQF Levels are to the pre levels unless specifically stated otherwise. This unit standard does not replace any other unit standard and is not replaced by any other unit standard.
The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in: An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person.
The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen. People credited with this unit standard are able to: Estimate, measure and calculate physical quantities in practical situations.
Explore transformations of two dimensional geometric figures. Situations should preferably be related to the teenager, peer groups and the school or work community.
More detailed range statements are provided for specific outcomes and assessment criteria as needed. Specific Outcomes and Assessment Criteria: Quantities to estimate or measure to include length, mass, time and temperature The quantities should range from the low or small to the high or large Mass, volume and temperaure values are used in practical situations relevant to learners or the workplace Calculate lengths using Pythagoras' theorem Calculate perimeters and areas of rectangles, parallelograms, circles, trapesia, from measurements in practical situations Use rough sketches to interpret represent and describe situations.
Use and interpret scale drawings of plans e. SI units to be used but conversions from imperial to SI included. Scales on the measuring instruments are read correctly. Quantities are estimated to a tolerance acceptable in the context of the estimation.
The appropriate instrument is chosen to measure a particular quantity. Calculations are carried out correctly. Appropriate units are used in measurement and calculation. Rough sketches are interpreted or used correctly to represent and describe situations. Scales are used correctly in interpreting and describing situations through scale diagrams.
Make conjectures about mathematical relationships found in artifacts. Use transformations and symmetry in describing objects Use transformations and symmetry in designing patterns in 2 dimensions e.
Properties of symmetrical shapes are recognised and described. The concept of lines of symmetry in 2-dimensional figures is explored using paper folding and reflections in the lines of symmetry. The concept of transformation in terms of reflections, translations and rotations is identified and explained using concrete materials.
The descriptions are based on correct application of transformations and other geometrical properties. Designs, based on transformations and other geometrical properties are innovative, and correct geometrically. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge.
Gather, organise, and interpret information about objects and processes.
Use everyday language and mathematical language and drawing or geometrical diagrams to describe geometric and other physical properties, and processes relevant to the learner and the workplace.
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
The assessment criteria provide the specifications against which assessment judgements should be made.
In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again.
This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.support teaching and learning Unit Support numeracy development Outcome 1 Understand current national and organisational frameworks for mathematics /5(1).
Little Drummer Boy, Harry Chorale Simeone, Harry Simeone The Effective Reader, D. J Henry Competition and Development - The Power of Competitive Markets, Susan Joekes, Phil Evans Algebra 1 Study Guide and Intervention Workbook, McGraw-Hill Education.
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in.
Unit Support Numeracy Development Explain the benefits of good numeracy skills for children, and why it is important to teach children how to calculate and solve maths problems.
Maths is a key part of everyday life so it is important for children to develop good numeracy skills. They need to be aware of its purpose and be able to . priority for the Key Skills Support Programme, for three main reasons: • It has become clear that learners come to work-based learning with key skills and literacy and numeracy development needs.
Capiz Division Office of The Department of Education, Executive Orders, Memorandum, Administrative and other issuances.