getc-abet level 4 examination guidelines - … · web view1. introduction 3 2. the getc-abet level...

GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

MATHEMATICAL LITERACY L4

CODE: MLMS4

Reviewed 2013

Examinations and Assessment Guidelines: MLMS4

TABLE OF CONTENTS

1. Introduction 3

2. The GETC-ABET Level 4 Qualification 4

3. Unit Standards for MLMS4 Learning Area 7

4. LTSM in PALCs 18

5. Weighting of the Specific Outcomes and Assessment Criteria 18

6. Core Knowledge Areas 18

7. Taxonomies used in scaffolding questions 22

8. Site-Based Assessment (Formative) 23

8.1 Structure of SBA Tasks 23

8.2 Exemplar SBA Tasks 24

9. External Assessment (Summative) 49

9.1 Structure of a question paper 49

9.2 Exemplar question paper 49

10. Promoting the Principles of quality assessment practices 62

1. INTRODUCTIONGETC-ABET Level 4 ~ @ NQF Level 1 2 | P a g e


This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.

The MLMS4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the MLMS4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.

While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.

The document also contain the GETC - ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.

This examinations and assessment guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC - ABET Level 4 examinations and assessment has a bearing on this document.

All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the MLMS4 learning area will be greatly appreciated.

2. THE GETC-ABET LEVEL 4 QUALIFICATION



The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.

SAQA QUAL ID QUALIFICATION TITLE

71751 General Education and Training Certificate: Adult Basic Education and Training

ORIGINATOR REGISTERING PROVIDER

Task Team - Adult Basic Education and Training

QUALITY ASSURING ETQA

-

QUALIFICATION TYPE FIELD SUBFIELDNational Certificate Field 05 - Education, Training and

Development Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASS

ABET Level 4 120 Level 1 Regular-Unit Standards Based

REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2012-11-26 2015-11-26

The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale:

Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.

The achievement of the GETC: ABET qualification allow learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above. To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and workplace experience and learning.



The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work. Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights,

gender, development and change. Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental and

economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.

Recognition of Prior Learning:

The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.

The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.

Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 CREDITS

1. One Official Language: 23 Credits2. Mathematical Literacy: 16 Credits OR3. Mathematics and Mathematical Sciences: 16 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 51 CREDITS Academic Learning Areas:

1. Human and Social Sciences: 23 Credits2. Natural Sciences: 15 Credits3. Economic and Management Sciences: 21 Credits4. Arts and Culture: 17 Credits 5. Technology: 11 Credits6. One Additional Official Language (Excluding the language chosen as a Fundamental): 23



Credits

Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits8. Ancillary Health Care: 45 Credits9. Small, Medium and Micro Enterprises: 17 Credits10. Travel and Tourism: 38 Credits11. Information Communication Technology: 23 Credits12. Early Childhood Development: 26 Credits13. Wholesale and Retail: 37 Credits

OPTION 1( 5 Learning Areas)

OPTION 2( 6 Learning Areas)

OPTION 3( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and FOUR Electives

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING Work effectively with others as a member of a team, group, organisation and community.

UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments and health of others.

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.

3. UNIT STANDARDS FOR MLMS4 LEARNING AREA

The following Critical Cross-Field Outcomes (CCFO) underpin the entire Unit Standards:

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.

The MLMS4 Learning Area comprises 4 unit standards:

SAQA US ID US TITLE CREDITS119373 Describe and represent objects in terms of shape, space and measurement 5119364 Evaluate and solve data handling and probability problems within given

contexts5

119362 Work with numbers, operations with numbers and relationships between numbers

4

7450 Work with measurement in a variety of contexts 2Total 16

SAQA US ID US TITLE CREDITS119373 Describe and represent objects in terms of shape, space and measurement 5

PURPOSE OF THE UNIT STANDARD

People credited with this unit standard are able to: Describe and interpret the environment geometrically Use scales to interpret maps and to draw simple maps to scale Draw different views of objects in real life situations Solve measurement problems in the contexts of perimeter, areas and volumes by the selection and use of

appropriate formulae

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING



It is assumed that learners undertaking the learning of this unit standard have prior knowledge and skills for reading and writing, working with numbers, operations with numbers and relationships between numbers at ABET level 3. UNIT STANDARD RANGE N/A



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA FOR US ID 119373:

SPECIFIC OUTCOME 1 Recognize, identify, name, compare, sort and visualise geometric figures and solids, including cultural forms and products.

OUTCOME RANGE Includes regular and irregular shapes and polyhedra, spheres, cylinders, shapes of and decorations on cultural products such as drums, pots, mats, buildings, necklaces and architecture.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Basic geometric shapes are identified correctly.

ASSESSMENT CRITERION 2 Basic transformations are identified correctly.

ASSESSMENT CRITERION RANGE Translations, reflections and rotations.

SPECIFIC OUTCOME 2 Analyse properties of geometric figures and solids.

OUTCOME RANGE Include triangles, quadrilaterals, regular and irregular polygons and polyhedra.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Geometric shapes are drawn and models of solids are constructed in order to investigate and compare their properties.

ASSESSMENT CRITERION 2 Geometry of straight lines and triangles are used to solve problems and justify relationships in geometric figures.

ASSESSMENT CRITERION 3 Transformations, congruence and similarity are used to investigate, describe and justify properties of geometric figures and solids.

ASSESSMENT CRITERION 4 The theorem of Pythagoras is used to solve problems involving missing lengths in known geometric figures and solids.

ASSESSMENT CRITERION RANGE Include triangles, quadrilaterals, regular and irregular polygons and polyhedra.

SPECIFIC OUTCOME 3 Use scales to interpret maps and draw simple maps to scale.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1

Scales are used correctly to find distance and length.

ASSESSMENT CRITERION 2 Maps are drawn as accurately as the context requires.

SPECIFIC OUTCOME 4 Solve problems in a range of measurements contexts.

OUTCOME RANGE Include polygons, circles, triangular and rectangular based prisms and cylinders.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Appropriate formulae are selected and used correctly.

ASSESSMENT CRITERION 2 Solutions are given with appropriate SI units.

ASSESSMENT CRITERION 3 Perimeters of polygons and circles are calculated correctly from given dimensions.

ASSESSMENT CRITERION 4 Areas of triangles, rectangles and circles are calculated correctly from given dimensions.

ASSESSMENT CRITERION 5 Areas of polygons are calculated by decomposition into triangles and rectangles.

ASSESSMENT CRITERION 6 Volumes of triangular and rectangular prisms and cylinders are calculated correctly.

SPECIFIC OUTCOME 5 Draw different views of objects in real-life situations. ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Views from different viewing sites are given which are consistent with the shape of the object from that view.

ASSESSMENT CRITERION 2 Scales are used correctly.



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 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

SAQA US ID US TITLE CREDITS119364 Evaluate and solve data handling and probability problems within given

contexts5


People credited with this unit standard are able to: Collect data to answer questions related to human rights, social, economic, cultural, environmental and political

matters Summarise data into tables and summary statistics Display data in diagrams Critically analyse data in tables and diagrams in order to draw conclusions and make predictions Interpret and determine chance variation


It is assumed that learners undertaking the learning of this unit standard have prior knowledge and skill of reading and writing, working with numbers, operations with numbers and relationships between numbers and understanding of data handling and probability at ABET level 3.

UNIT STANDARD RANGE

N/A




SPECIFIC OUTCOME 1 Collect data to answer questions.

OUTCOME RANGE Data collection sheets; questionnaires; experiments; interviews Questions include: human rights, social, economic, cultural, environmental and political matters.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Appropriate sources of data (peers, family, newspapers, books, magazines, Internet) are identified.

ASSESSMENT CRITERION 2 A distinction between populations and samples is made.

ASSESSMENT CRITERION 3 The data that is collected (alone and/or as a member of a group or team) is appropriate to answer questions related to the investigation.

ASSESSMENT CRITERION 4 Data collection sheets are designed and used to collect data.

ASSESSMENT CRITERION 5 Questionnaires are designed and used to collect data.

ASSESSMENT CRITERION 6 Experiments involving random number generators, coins, spinners, dice and cards are designed and used to collect data.

ASSESSMENT CRITERION 7 Interviews are used to collect data.

SPECIFIC OUTCOME 2 Summarise data into tables and summary statistics.

OUTCOME RANGE Tally tables; frequency tables; two-way tables; stem-and-leaf diagrams; broken line-diagrams; mode (most frequently occurring score); median (middle number or number between two middle numbers of a data set arranged in size order); mean (sum of all the scores divided by number of scores); range (difference between largest and smallest scores)

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Data is organised and recorded in tally tables.

ASSESSMENT CRITERION 2 Data is organised and recorded in frequency tables.

ASSESSMENT CRITERION 3 Data is organised and recorded in two-way tables.

ASSESSMENT CRITERION 4 Data is organised and recorded in stem-and-leaf diagrams.

ASSESSMENT CRITERION 5 The mode is used as a measure of central tendency to summarise ungrouped data.

ASSESSMENT CRITERION 6 The median is used as a measure of central tendency to summarise ungrouped data.

ASSESSMENT CRITERION 7 The mean is used as a measure of central tendency to summarise ungrouped data.

SPECIFIC OUTCOME 3 Display data in diagrams.

OUTCOME RANGE Bar diagrams; double bar diagrams; pie diagrams in terms of proper fractions, decimals or percentages of circles; line diagrams.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1

Data is displayed manually or electronically in bar diagrams and double bar diagrams with appropriate scales and keys.

ASSESSMENT CRITERION 2 Data is displayed manually or electronically in pie diagrams in terms of proper fractions, decimals or percentages of the circle.

ASSESSMENT CRITERION 3 Data is displayed manually or electronically in line diagrams.

SPECIFIC OUTCOME 4 Critically analyse data in tables and diagrams in order to draw conclusions and make predictions.

OUTCOME RANGE Tally tables; frequency tables; two-way tables; stem-and-leaf diagrams; bar diagrams; double bar diagrams; pie diagrams; line diagrams.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Data in tally tables, frequency tables, two-way tables and stem-and-leaf diagrams is critically read and interpreted with an awareness of sources of error and data manipulation (e.g. grouping, scale, choice of summary statistics) to draw conclusions and make predictions.

ASSESSMENT CRITERION 2 Data in bar diagrams, double bar diagrams, pie diagrams and line diagrams (own and in the media) is correctly read and interpreted with an awareness of sources of error and data manipulation (e.g. grouping, scale, choice of summary statistics) to draw conclusions and make predictions.

ASSESSMENT CRITERION 3 The most suitable measure of central tendency is chosen correctly.

ASSESSMENT CRITERION 4 The misuse of scales in diagrams as a source of error and bias is understood and explained with examples.

ASSESSMENT CRITERION 5 The misuse of grouping in tables and

SPECIFIC OUTCOME 5 Interpret and determine chance variation.

OUTCOME RANGE Possible outcomes (using two-way tables and tree diagrams) and their probability; actual outcomes and their relative frequencies.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The possible outcomes of simple experiments (of which the possible outcomes are equally likely) are determined by using two-way tables and tree diagrams.

ASSESSMENT CRITERION 2 The list of possible outcomes is used to calculate the probability of each possible outcome.

ASSESSMENT CRITERION 3 Simple experiments are performed and the frequencies of the actual outcomes are counted correctly.

ASSESSMENT CRITERION 4 The frequencies of the actual outcomes are used to calculate the relative frequency of each actual outcome (the number of times the outcome happens divided by the number of trials in the experiment).

ASSESSMENT CRITERION 5 The probability of an outcome (calculated on the basis of equally likely events) is compared with its relative frequency (determined after many trials) and possible differences are explained.

ASSESSMENT CRITERION 6



ASSESSMENT CRITERION 8 The range is used as a measure of dispersion (spread) to summarise ungrouped data.

diagrams as a source of error and data manipulation is explained with examples.

ASSESSMENT CRITERION 6 Predictions are made about social, environmental and political issues (e.g. crime, national expenditure, conservation, HIV/AIDS), characteristics of target groups (e.g. age, gender, race, socio-economic), attitudes or opinions of people on issues (e.g. smoking, tourism, sport) and other human rights and inclusivity issues.

The probability of an outcome of an experiment is used to predict the relative frequency of that outcome.





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

SAQA US ID US TITLE CREDITS119362 Work with numbers, operations with numbers and relationships between

numbers4


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 efficiently and accurately Solve problems in contexts (social, economic, environmental, human rights) Describe and illustrate the development of number systems in different cultures e.g. Babylonian (base 60) or Mayan (base 20)


It is assumed that learners undertaking the learning of this unit standard have prior knowledge and skills for working with numbers, operations with numbers and relationships between numbers and reading and writing at ABET level 3.

UNIT STANDARD RANGE N/A.




SPECIFIC OUTCOME 1 Recognise, order, describe and compare numbers.

OUTCOME RANGE Rational numbers including: common fractions; decimal fractions and percentages; numbers in exponential forms; large and small numbers in scientific notation; irrational numbers in context of measurement ( ; square and cube roots where applicable).

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

ASSESSMENT CRITERION 2 Place value of digits in any number is used correctly.

ASSESSMENT CRITERION 3 Multiplicative inverses are recognised, described and used correctly.

ASSESSMENT CRITERION 4 Equivalent forms of rational numbers are recognised and used correctly.

ASSESSMENT CRITERION 5 The difference between rational and irrational numbers is recognised.

SPECIFIC OUTCOME 2 Perform calculations to solve realistic and abstract problems.

OUTCOME RANGE Multiple operations with rational numbers; approximations of rational numbers; finding exponents; finding squares of natural numbers; finding square roots of natural numbers.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Appropriate operations are used to find squares and square roots of numbers.

ASSESSMENT CRITERION 2 Rational numbers are converted to equivalent forms, e.g. recurring decimals to proper fractions.

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

ASSESSMENT CRITERION 4 The meaning of exponents in numerical examples is recognised and used correctly.

ASSESSMENT CRITERION 5 The laws of exponents are used correctly in numerical examples.

SPECIFIC OUTCOME 3 Use different techniques and strategies to calculate efficiently and accurately.

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.

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

ASSESSMENT CRITERION 3 Estimates are reasonably close to the answers.

ASSESSMENT CRITERION 4 Estimates made 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.; ratio, rate and proportion (direct and indirect). 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 correctly.

ASSESSMENT CRITERION 3 Solutions are offered which make sense within the context of the problem and the validity of solutions is checked.

ASSESSMENT CRITERION 4 Methods to solve problems and check solutions are explained.

ASSESSMENT CRITERION 5 Calculator answers are interpreted realistically in context.

ASSESSMENT CRITERION 6

SPECIFIC OUTCOME 5 Describe and illustrate the development of numbers by using a different number base than base 10.

OUTCOME RANGE e.g. binary.

ASESSMENT CRITERIA ASSESSMENT CRITERION 1

How the system works is illustrated correctly.

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

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

SPECIFIC OUTCOME 6 Understand the use of conventions and structures in texts.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Type of text (formal, informal, factual, persuasive, narrative, practical etc) and genre (poem, advertisement, article etc) are identified.

ASSESSMENT CRITERION 2 Format (report, letter, CV, dialogue, signed narrative, etc) and its functions are identified.

ASSESSMENT CRITERION 3 Layout features and their functions are recognised.

ASSESSMENT CRITERION 4 Grammatical structures are identified and used to extract meaning (effect of tense on meaning; use of passive or active voice, etc).

ASSESSMENT CRITERION 5 Structuring devices, typographical, graphic or visual features (table of contents, indices, graphs, titles, headings and sub-headings, captions, use of paragraphs etc) are recognised and used to extract meaning.



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





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.

SAQA US ID US TITLE CREDITS7450 Work with measurement in a variety of contexts 2


People credited with this unit standard are able to:

Demonstrate understanding of the relationships between common quantities in various contexts; Use measuring instruments to measure and calculate quantities in various contexts; and Solve measurement problems in various contexts.


The following competency at ABET Numeracy level 3 is assumed to be in place:

Demonstrate understanding of appropriate measurements and relationships between different units of measure, solve problems involving measurement, perimeter, area, volume and time.




SPECIFIC OUTCOME 1 Apply relationships between common quantities in various contexts.

OUTCOME RANGE Mass and weight, distance and displacement, speed and velocity, volume and density, volume and surface area, area and perimeter, distance and time, volume and capacity.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Terms are used in the proper context.

ASSESSMENT CRITERION 2 Comparisons between quantities are made and differences and relationships described.

ASSESSMENT CRITERION 3 Formulae and units are described in context to show the relationships and differences.

SPECIFIC OUTCOME 2 Use measuring instruments to measure and calculate quantities in various contexts.

OUTCOME RANGE Quantities include all of: length, distance, mass, time, temperature, volumes of regular prisms, perimeter, area, weight, surface area, density, displacement and angles. Measuring instruments include all of: rulers, tape measures, scale, clocks, thermometers, capacity measuring instruments, and protractors.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Measuring instruments are used correctly.

ASSESSMENT CRITERION 2 Readings are recorded and reported within the margin of error as limited by the instrument and as is appropriate within the context.

ASSESSMENT CRITERION 3 Measuring instruments are chosen to comply with the accuracy requirements of the context.

SPECIFIC OUTCOME 3 Solve measurement problems in various contexts.

OUTCOME RANGE Practical and non-practical processes, trigonometric right-angled heights and distances.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Solutions are correct within margins of error allowed within the context.

ASSESSMENT CRITERION 2 Units are used correctly.

ASSESSMENT CRITERION 3 Methods and solutions are justified.


4. LTSM IN PALCs

The recommended Learning and Teaching Support Materials for this learning area are listed in the catalogue provided by the AET Directorate of the Department of Higher Education and Training.

A variety of LTSM is used in various contexts in ABET Centres across the country and these are sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use their own discretion and creativity in the selection of materials, but it must be reiterated that the choice must be informed by the applicable Unit Standards.

5. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA

Unit standard title Credits Approx Marks Weighting

Describe and represent objects in terms of shape space and measurement.

5 ±31 ±31%

Evaluate and solve data handling and probability problems within given contexts.

5 ± 31 ± 31 %

Work with numbers; operations with numbers and relationships between numbers

4 ± 25 ± 25 %

Work with measurement in a variety of contexts. 2 ± 13 ± 13%Total: 16 100 100%

6. CORE KNOWLEDGE AREAS

This section unpacks the Unit Standards and their Specific Outcomes, summarising the core knowledge areas of each, and suggesting activities and applicable assessment tools, as well as the skills tested or practiced in each activity. It then locates each US and SO in either the Summative or Formative Assessment, specifying which question or task in the assessment will be covered.

The unpacking of the US & SO is done sequentially here, in order to provide educators with a broad overview of the total scope of the US in the learning area (as circumscribed by the Range Statements of each SO), in preparation for the assessments. Examiners will make any selection of these activities to include in both the question paper as well as the SBA tasks. By working through them, the educator is thus preparing learners for the full range of possible tasks in the assessment.

Unit Standard Title: Describe and represent objects in terms of shape, space and measurement.

Specific Outcome Assessment Criteria Core KnowledgeRecognize, identify, name, compare, sort and visualise geometric figures and solids, including cultural forms and products.

Basic geometric shapes are identified correctly. Identification of basic geometric shapes, for example triangles, quadrilaterals, circles, cylinders, prisms and spheres.

Basic transformations are identified correctly. Identification of translations, reflections and rotations.

Analyze properties of geometric figures and solids

Geometric shapes are drawn and models of solids are constructed in order to investigate and compare their properties.

Draw basic geometric shapes, for example triangle, quadrilaterals, circles, cylinders, prisms and spheres.Build models, for example a box, a pyramid and a cylinder to compare and investigate their properties.

Geometry of straight lines and triangles are used to solve problems and justify relationships in geometric figures.

Draw angles of specific sizes.Indicating perpendicular and parallel lines.Identification and usage of different types of

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MLMS4 19 SBA-Task: Assignment 2012triangles to solve problems.

Transformations, congruency and similarity are used to investigate, describe and justify properties of geometric figures and solids.

Understand and apply the concepts of congruency, similarity and transformations (Reflections, Rotation and translation) within real life situations.

The theorem of Pythagoras is used to solve problems involving missing lengths in known geometric figures and solids.

Application of the theorem of Pythagoras to solve problems.

Use scales to interpret maps and draw simple maps to scale.

Scales are used correctly to find distance and length.

Use of scales to find the real distance and length on maps.

Maps are drawn as accurately as the context requires.

Draw simple maps.

Solve problems in a range of measurements contexts.

Appropriate formulae are selected and used correctly.

Selection and use of appropriate formulae to solve problems.

Solutions are given with appropriate SI units. Knowledge of Correct SI units. Perimeters of polygons and circles are calculated correctly from given dimensions.

Calculate perimeters of polygons and circles from given dimensions.

Areas of triangles, rectangles and circles are calculated correctly from given dimensions.

Calculate areas of triangles, rectangles and circles.

Areas of polygons are calculated by decomposition into triangles and rectangles.

Calculate areas of polygons by decomposing them into triangles and rectangles.

Volumes of triangular and rectangular prisms and cylinders are calculated correctly.

Calculate volumes of triangular and rectangular prisms and cylinders.

Draw different views of objects in real-life situations.

Views from different viewing sites are given which are consistent with the shape of the object from that view.

Give views on the shape of objects from different viewing sites.

Scales are used correctly. Correct choice and use of scales.

Unit Standard title: Evaluate and solve data handling and probability problems within given contexts

Specific Outcome Assessment Criteria Core KnowledgeCollect data to answer questions.

Appropriate sources of data (peers, family, newspapers, books, magazines, Internet) are identified.

Identification of sources of data for example from newspapers, the internet, etc.

A distinction between populations and samples is made.

A definition of the difference between a sample and a population should be defined.

The data that is collected (alone and/or as a member of a group or team) is appropriate to answer questions related to the investigation.

Collection of appropriate data.

Data collection sheets are designed and used to collect data.

Design and use of data collection sheets.

Questionnaires are designed and used to collect data.

Design and use of questionnaires to collect data.

Experiments involving random number generators, coins, spinners, dice and cards are designed and used to collect data.

Design and use of experiments involving random number generators, coins, spinners, dice and cards.

Interviews are used to collect data. Conduct interviews to collect data.Summarise data into tables and summary statistics.

Data is organised and recorded in tally tables. Organise and record data in tally tables.Data is organised and recorded in frequency tables.

Organise and record data in frequency tables.

Data is organised and recorded in two-way tables.

Organise and record data recorded in two-way tables.

Data is organised and recorded in stem-and-leaf diagrams.

Organise and record data in stem-and-leaf diagrams.

The mode is used as a measure of central tendency to summarise ungrouped data.

Calculation of the mode.

The range is used as a measure of dispersion (spread) to summarise ungrouped data.

Calculation of the range.

Display data in diagrams. Data is displayed manually or electronically in bar diagrams and double bar diagrams with appropriate scales and keys.

Drawing of bar diagrams and double bar diagrams using appropriate scales and keys. Manually for exam purposes and SBA’s, but electronically only for SBA’s only.

Data is displayed manually or electronically in pie diagrams in terms of proper fractions, decimals or

Drawing of pie diagrams. Manually for exam purposes and SBA’s, but electronically only for


MLMS4 20 SBA-Task: Assignment 2012percentages of the circle. SBA’s only)

Data is displayed manually or electronically in line diagrams.

Drawing of straight line graphs using appropriate scales and keys. Manually for exam purposes and SBA’s, but electronically only for SBA’s only)

Critically analyse data in tables and diagrams in order to draw conclusions and make predictions.

Data in tally tables, frequency tables, two-way tables and stem-and-leaf diagrams is critically read and interpreted with an awareness of sources of error and data manipulation (e.g. grouping, scale, choice of summary statistics) to draw conclusions and make predictions

Read an interpret data in the given tables with an awareness of the sources of error.

Data in bar diagrams, double bar diagrams, pie diagrams and line diagrams (own and in the media) is correctly read and interpreted with an awareness of sources of error and data manipulation (e.g. grouping, scale, choice of summary statistics) to draw conclusions and make predictions.

Read and interpret data in diagrams, double bar diagrams, pie diagrams and line diagrams to draw conclusions and make predictions.

The most suitable measure of central tendency is chosen correctly.

Choose the most suitable measure of central tendency.

The misuse of scales in diagrams as a source of error and bias is understood and explained with examples.

Recognize and explain the misuse of scales in diagrams as a source of error and bias.

The misuse of grouping in tables and diagrams as a source of error and data manipulation is explained with examples.

Explain with examples the misuse of grouping in diagrams as a source of error and data manipulation.

Predictions are made about social, environmental and political issues (e.g. crime, national expenditure, conservation, HIV/AIDS), characteristics of target groups (e.g. age, gender, race, socio-economic), attitudes or opinions of people on issues (e.g. smoking, tourism, sport) and other human rights and inclusivity issues.

Make use of the given data and graphs to make predictions about social, environmental and political issues.

Interpret and determine chance variation.

The possible outcomes of simple experiments (of which the possible outcomes are equally likely) are determined by using two-way tables and tree diagrams.

Determine the possible outcomes of simple experiments by using two way tables and tree diagrams.

The list of possible outcomes is used to calculate the probability of each possible outcome.

Calculate the probability of each possible outcome.

Simple experiments are performed and the frequencies of the actual outcomes are counted correctly.

Count the frequencies of actual outcomes.

The frequencies of the actual outcomes are used to calculate the relative frequency of each actual outcome (the number of times the outcome happens divided by the number of trials in the experiment).

Calculate the relative frequency of each actual outcome.

The probability of an outcome (calculated on the basis of equally likely events) is compared with its relative frequency (determined after many trials) and possible differences are explained.

Compare and explain the possible differences between the probabilities of an outcome with its relative frequency.

The probability of an outcome of an experiment is used to predict the relative frequency of that outcome.

Predict the relative frequency of an outcome using its probability.

Unit Standard title: Work with numbers; operations with numbers and relationships between numbers

Specific Outcome Assessment Criteria Core KnowledgeRecognise, order, describe and compare numbers.

Numbers are expressed using the correct number names and symbols.

Write numbers in symbols and in words.

Place value of digits in any number is used correctly.

Determine the place value of digits.

Multiplicative inverses are recognised, described and used correctly.

Give the multiplicative inverse of a number.

Equivalent forms of rational numbers are recognised and used correctly.

Give the equivalent form of a rational number.

The difference between rational and irrational Recognise the difference between rational and


MLMS4 21 SBA-Task: Assignment 2012numbers is recognised. irrational number.

Perform calculations to solve realistic and abstract problems

Appropriate operations are used to find squares and square roots of numbers.

Find squares and square roots of numbers.

Rational numbers are converted to equivalent forms, e.g. recurring decimals to proper fractions.

Convert rational number to their equivalent forms.

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

Recognise the difference between the distributive, associative and commutative properties

The meaning of exponents in numerical examples is recognised and used correctly.

Recognise and apply exponents.

The laws of exponents are used correctly in numerical examples.

The laws of exponents.

Use different techniques and strategies to calculate efficiently and accurately.

Numbers are rounded off correctly Rounding off numbers within its context.

Techniques are chosen which are suited to the problem

Correct techniques within the context are used to solve problems.

Estimates are reasonably close to the answers. Estimations.Estimates made facilitate easy calculations. Use estimations to ease calculations.Calculations on a calculator are done correctly. Use of a calculator.

Solves problems in contexts. The problem is expressed using words, mathematical expressions, equations and/or drawings.

Changing of a word problem to a mathematical expression, equation or drawing or vice versa to solve the problem.

Appropriate operations are used correctly. Appropriate use of correct operations (+;-;×;÷) to solve problems.

Solutions are offered which make sense within the context of the problem and the validity of solutions is checked.

Check the validity of solutions within the context.

Methods to solve problems and check solutions are explained.

Exposure to solve a problem using different methods.

Calculator answers are interpreted realistically in context.

Realistic interpretation of calculator given answers.

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

Practical considerations of the given context in solving problems.

Describe and illustrate the development of numbers by using a different number base than base 10

How the system works is illustrated correctly. Correct application of a number system other than base 10 e.g. the Roman numerals IV; XII

Counting and recording is done in accordance with the logic of the system.

Count and record using the given number system.

A quantity is expressed correctly within the system.

Expression of numbers within a number system e.g. 8 = VIII or IIII III = 8

Unit Standard title: Work with measurement in a variety of contexts Specific Outcome Assessment Criteria Core Knowledge

Apply relationships between common quantities in various contexts

Terms are used in the proper context. Concepts in the context of measurement.Comparisons between quantities are made and differences and relationships described.

Comparisons within the given context between quantities are made and their relationships described.

Formulae and units are described in context to show the relationships and differences.

Correct use of formulae and units within given contexts.

Use measuring instruments to measure and calculate quantities in various contexts

Measuring instruments are used correctly. Correct use of measuring instruments.Readings are recorded and reported within the margin of error as limited by the instrument and as is appropriate within the context

Appropriate use of measuring instruments and allowance for the margin of error within the given contexts.

Measuring instruments are chosen to comply with the accuracy requirements of the context.

Correct choice of measuring instruments as required within the context.

Solve measurement problems in various contexts.

Solutions are correct within margins of error allowed within the context.

Define the allowance for the margin of error within the given contexts.

Units are used correctly. Application of the correct units within the context.

Methods and solutions are justified. Verification of solutions.


MLMS4 22 SBA-Task: Assignment 2012

7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS

In setting the examination question paper and the SBA Tasks, Bloom’s Taxonomy is used to scaffold the degrees of complexity of questions and tasks. Each question in a Mathematical Literacy question paper is scaffolded according to Bloom’s Taxonomy in the following order.

Level of question Description Approximate Weighting per question

Level 1 Low order questions 40%Level 2 Middle order questions 30%Level 3 Higher order questions 30%

Mark allocation according to levels of Questions:

Question Approximate total marks per question

Level of question Approximate marks per level of question

1 251 102 83 7

2 201 82 63 6

3 251 102 83 7

4 101 42 33 3

5 151 62 53 4

6 51 22 1

3 2

C

8. SITE-BASED ASSESSMENT (FORMATIVE)

The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site based assessment in all PALCs across the country. In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks. The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be


MLMS4 23 SBA-Task: Assignment 2012completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.

It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended.

The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”.

8.1 STRUCTURE OF SBA TASKS

The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.

Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year.

Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.The following section provides an overview of the nature of the tasks for the Site-based Assessment Tasks, preceded by a few guidelines to educators on how to prepare their learners for each task. More detailed instructions on how to execute each task are provided in the Learners’ tasks, while detailed guidelines on how to prepare learners for each task are provided in the accompanying educator guide.

EXAMPLE OF A LEARNING AREA ASSESSMENT PLAN

LEARNING AREA: MATHEMATICAL LITERACY

LEARNING AREA CODE: MLMS4

YEAR: 2009

Assessment Tasks 1 2 3 4 5

Form(s) of assessment

Test Assignment / Tutorial

Project Investigation Worksheet

Unit Standard ID/’s

119362 119362 119362 19368 119373

SO’s and AC’s SO2 (AC 1,2,3)SO3 (AC 3 & 4)SO4 (AC 1 & 3)

SO2 (AC 1,2,3)SO3 (AC 1 & 2)

SO4 (AC 1)

SO2 (AC 1)SO3 (AC 1,2 &4)SO4 (AC 1 &3)

SO1 (AC 1,2,&4)

SO2 (AC 1; 2 &3)

SO3 (AC 1,2,3 & 4)

SO (AC 1)SO2 (AC)

SO3(AC1,2,3&4)

Unit Standard ID/’s

119364

SO’s and AC’s SO 5 (AC 1 &2)


MLMS4 24 SBA-Task: Assignment 2012Tools of assessment Memorandum Rubric Memorandum Memorandum MemorandumDates to be completed

8.2 EXEMPLAR SBA TASKS

INSTRUCTIONS AND INFORMATION

1. Answer ALL the questions.

2. Calculators may be used but ALL calculations must be shown.

3. Number the answers correctly according to the numbering system used in this question paper.

4. All answers must be rounded off to two decimal places, unless otherwise stated

QUESTION 1


GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:MATHEMATICAL LITERACYCODE :MLMS4

TASK:TESTTIME:90 MINUTES

MARKS:50This assessment task consists of 5 pages.

MLMS4 25 SBA-Task: Assignment 20121.1 Calculate the following and write your answers in the simplest form. Show all your calculations:

1.1.1 326 + 262 432 (1)

1.1.2 (12)(7) – (30)(2) (2)

1.1.35 - 2 (3)

1.1.4 What fraction of the whole is shaded?

(1)

1.1.5 Write 0,25 as a proper fraction. (1)

1.1.6Write as a


(a) (b) Decimal fraction Percentage


(2)

1.1.7 3 3 (2)

1.1.8 (2)

1.1.9 75% of R1000 = … (1)

1.1.10 Which of the following is a bigger fraction?

37 out of 50 or44 out of 60 (1)

1.2 Arrange the following from smallest to biggest:

0,75 ; ; 60% (3)

1.3 Replace the * with > ; < or =

1.3.1 * 0,8 (1)

1.3.2450 - * 750 (1)

1.4 Replace the box with the correct number:

↓multiply by 4

↓subtract 6

↓multiply by 10

↓answer = 100

(1)

1.5 Write down the fourth number.

1 4 9 ……. (1)[23]

QUESTION 2

2.1 The table below represents the marks of learners in a Science test.

45 36 25 15 3015 38 37 49 5020 37 48 45 3623 17 18 23 36


?


2.1.1 Calculate the average (mean) mark of the learners. (2)

2.1.2 Arrange the marks in a stem and leaf diagram. (2)

2.1.3 Determine the median. (1)

2.1.4 Determine the mode. (1)

2.1.5 Calculate the range. (2)

2.2 The ABET level 4 class of Dinokaneng did a survey amongst the University students on their favourite brand of sneakers. The following were the results:

Nike All Star Nike All StarReebok Cavella Nike NikeCavella Puma Cavella NikeAll Star Cavella Nike PumaPuma Puma Cavella Reebok

2.2.1 Use the results of the survey to complete the following tally table:(Draw the complete table over in your answer book and complete it.)

Type of Sneaker Tally Frequency

All Star / / / 3

Cavella

Nike

Reebok

Puma(4)

2.2.2 Complete the following bar graph which indicates the results of the survey. Redraw the entire bar graph in your answer book and complete.

Choice of Sneakers

0123456

All Star Cavella Nike Reebok Puma

Types of sneakers

Tota

l

(3)

2.2.3 Which sneaker is the most popular? (1)[16]


MLMS4 28 SBA-Task: Assignment 2012QUESTION 3

3.1 Simplify the following ratios:

3.1.1 R 50 000 : R 100 000 (1)

3.1.2 4 weeks : 21 days (1)

3.2 Ryan and Abel travelled from Pretoria to the Kruger National Park by car. The total distance of their single trip was 485 km. They left Pretoria at 04:00 in the morning and arrived at the Kruger National Park at 08:45 the same morning. During the journey they stopped for 45 minutes for refuelling and a short rest.

3.2.1 How long did their journey take? (1)

3.2.2 What was their actual driving time? (1)

3.2.3 Calculate their average speed. (2)

3.2.4 If their vehicle used 8 litres of diesel for every 100km driven, calculate the total amount of fuel they used for their journey. (2)

3.2.5 The cost of diesel at the time of their trip was R9,25 per litre. If the toll fees amounted to R 168,00 calculate the total cost of their trip. (3)

[11]

TOTAL: 50

TASK 2: ASSIGNMENT


1. Answer ALL the questions in the ANSWER BOOK.


3. Number the answers correctly according to the numbering system used in this question paper.

QUESTION 1

1.1 Calculate the following and write your answers in their simplest form. Please show all your calculations.

1.1.1 625 – 70 + 300 (1)

1.1.2 480 (50 – 42) 30 + 2 (2)

1.1.33 - 2 + 1 (3)

1.1.4 1,2 - 0,66 + 0,37 (1)

1.1.5 - (2)

1.1.6 8 2 (2)

1.2 Two people’s bank balances are reflected as follows. Which one is in debt?a = R 10 000 and b = –R750

(1)

1.3 Fill in the missing number:



30% of ……………… = R750 (1)

1.4 Arrange the following in descending order.

0,73 ; ; 78% (3)

1.5 Express 0,037 as a proper fraction. (1)

1.6Convert to a percentage. (1)

1.7 Calculate the percentage profit (or loss) if an article that costs R200 is sold for:

1.7.1 R 135 (2)

1.7.2 R 300 (2)

1.8 Replace the empty box with the correct number:

↓multiply by 5

↓divide by 25

↓add 30

↓answer = 40 (1)

[23]

QUESTION 2

2.1 Simplify the following ratios.

2.1.1 2 km : 100 m (1)

2.1.2 2 hours : 30 seconds (2)

2.2 Sandile and his family travelled from George to Paarl to spend the Easter Weekend with their relatives. They left George at 08:00 in the morning and arrived in Paarl at 12:00 the same day. The distance from George to Paarl is 390 km. During their journey they stopped in Worcester to have lunch. They paid R312 for the lunch. They spent 30 minutes in the restaurant.

2.2.1 How long did Sandile and his family take to drive from George to Paarl? (1)

2.2.2 What was their actual driving time? (1)

2.2.3 Calculate their average speed. (2)

2.2.4 Do you think Sandile was complying to the speed limit on South African roads during their journey? Give a reason for your answer. (2)

2.2.5 If their vehicle used 8 litres of petrol for every 120 kilometres travelled, calculate the total amount of fuel used for their journey. (2)

2.2.6 The cost of fuel at the time of their trip was R 9,18 per litre. The toll fees at the Huguenot Copyright reserved Please turn over

?

MLMS4 30 SBA-Task: Assignment 2012Toll Plaza was R25,00. Calculate the total cost of their single trip to Paarl excluding the cost of lunch. (3)

2.3 The ratio of male to female in a certain AET centre is 2:8.

2.3.1 What is the fraction of females attending at that centre? (1)

2.3.2 If the centre has 100 learners, calculate the total number of females attending at that centre. (2)

2.3.3 How many males attend that centre? (2)[19]



QUESTION 3

3.1 Jakes realized that there was a leak on his roof. He decided to fix the roof, but needed to hire a ladder to get to the roof. Use the theorem of Pythagoras to determine the length of the ladder.

(4)

3.2 Theo’s mother wanted to bake him a T-shaped cake for his birthday. She found the following picture of the cake in a recipe book.

3.2.1 Theo’s mother wanted to colour Section A with green icing. Calculate the area of Section A.(Use the formula : Area of a rectangle = length breadth.) (2)

3.2.2 She decided to put a racing track border around Section B. Calculate the perimeter of Section B.

(2)[8]

TOTAL: 50


3 m

4 m

House

Roof

ladder

40 cm

10cm

20cm

10cm

Section A

Sect

ion

B


TASK 3: PROJECT


1. This project must be completed over a period of one week – one hour per day.


BE CREATIVE... DETERMINING THE SUM OF INSIDE ANGLES OF POLYGONS WITHOUT USING A PROTRACTOR

We are often faced with tasks to do, but do not have the desired tools to do them. The easiest option is thus to leave the entire task, but if we really put our thoughts in the correct order, we might be able to do it.In the following project, you are tasked to determine the total sum of the interior angles of polygons, without using a protractor.

Let us start by defining the following terminology:Polygon: Figure with three or more sides.Regular polygon: All the sides of the polygon are of the same lengthVertices: The corners/angles of the polygonThe project will guide you step by step and eventually make general conclusions. Enjoy it.

STEP 1 : Defining Angles

1.1 Draw the following angles:

1.1.1 An acute angle. (1)

1.1.2 A right angle (1)

1.2 Name the following types of angles.

1.2.1

(1)

1.2.2

(1)[4]

STEP 2 : Adding degrees to the angles

2. Complete:



2.1

The size of the angle above = ……..º (1)

2.2 If we duplicate the angle in 2.1, to form a new angle it will look as follows:

The size of the angle above = ……..º (We have now determined the size of an angle by using known information.)

(1)

2.3 Let us take it a step further and add another right angle to the one in 2.2



The size of the angle above = ……..º (1)

2.4 Lastly add another right angle.

The size of the angle above = ……..º (1)[4]



STEP 3: Triangles

3.1 You will now need a clean page. Draw any triangle on the page and carefully cut it out.

Now carefully tear off the three corners and paste the three angles next to one another in your answer book.



(4)

3.2 Complete the following:

3.2.1 The three angles of a triangle will form a …………………….. when pasted next to each other. (1)

3.2.2 Thus the sum of the interior angles of a triangle = ……….º (1)

3.2.3

Â + Ĝ + Ĉ = ……º

(1) [7]

STEP 4: Quadrilaterals

4.1 What is the definition of the word quadrilateral? (2)

4.2 Draw the following square in your answer book.

(2)

4.3 Draw a single line from A to C to divide the square into triangles. (1)

4.4 Now complete the following:

A square can be divided into ………(a)…………… triangles. The sum of the interior angles of a square are thus equal to 2 180º = …(b)..º. (2)

4.5 Now repeat the process by drawing any other quadrilateral for example a rectangle. Do you observe the same? (2)


A

G C

10cm

10cm

A B

CD


4.6 Complete the following:

The sum of the interior angles of any quadrilateral = ……..º (1)[10]

STEP 5: Polygons in general.

5.1 Let us see what happens if we divide the following polygon in triangles.

Complete the following: A ……(a)…….. can be divided into…(b)……

triangles. The sum of the interior angles of a …(a)… are thus equal to

3 180º = ……(c)……..º(3)

5.2 Now do the same with the following polygon.



Complete the following: An octagon can be divided into …(a)…….triangles. The sum of the interior angles of a octagon are thus equal to

……(b)…….. 180º = …(c)……..º (3)[6]

STEP 6: Drawing conclusions.

6.1 Redraw the following table in your answer book and complete:

Number of sides Name of polygon Number of triangles formed

Sum of the interior angles of the

polygon.

3 triangle 1 1 180º = 180º

4 square 2 2 180º = 360º

5

6

8

10(12)

6.2 Also complete the following:

Number of sides Number of triangles formed

Number of sides – Number of triangles formed

3 1 3 – 1 = 2

4 2

5 Answer from Question 5.1



(4)

6.3 Now you will be able to determine the interior angles of any polygon. Let us just finally check:

6.3.1 Let n represent the number of sides of any polygon. Now write down a formula in terms of n to calculate the sum of the interior angles of any given polygon (2)



6.3.2 Use your formula from 6.3.1 to determine the sum of the interior angles of a polygon with 21 sides

(1)[19]

TOTAL: 50

TASK 4: INVESTIGATION


1. Answer ALL the questions in the given spaces on the investigation.


3. You will need an A4 – size paper, ruler (mm), a calculator and a pair of scissors.

4. Round off answers to 2 decimal places, unless otherwise stated.



Look at the following advertisement: ABC Stationers 14 South Street, George Tel 044-314554 Hurry Hurry….

Did you ever wonder why they call the size of paper we write on A4-size? The paper this task is copied on is A4-size. Our answer books are A4- size. In this task we want to investigate the sizes of paper and where the metric names come from.

ACTIVITY 1

1. Take an A4 paper and carefully measure the length and the breadth. Write your answer in millimetres.

1.1 Length : …………………mm (1)

1.2 Breadth : ………………...mm (1)

1.3 Now write the ratio of the length to the breadth

…………… : …………… (1)

1.4 Use your calculator and simplify the ratio by dividing both values with the value of the breadth.

: = ……….. : ………….. ≈ …………..: …………… (2) [5]

ACTIVITY 2

Now fold your A4 paper in the middle, to half its length. After this, use a pair of scissors to cut the paper in two sections as indicated below.


A4 Paper

R29,90 PER REAMValid till 31 March 2011

12A4

A5


Now you have two pieces of paper in front of you. The sizes of these pieces are called A5.

2. Now use one of the A5 papers, carefully measure the length and the breadth. Write your answer in millimetres.

2.1 Length : …………………mm (1)

2.2 Breadth : ………………...mm (1)

2.3 Now write the ratio of the length to the breadth…………… : …………… (1)


: = ……….. : ………….. ≈ …………..: …………… (2)[5]

ACTIVITY 3

Fold your A5 paper in the middle, to half its length. After this use a pair of scissors to cut the paper in two sections as indicated below.


3. Now use one of the A6 pieces of paper. Carefully measure the length and the breadth. Write your answer in millimetres.

3.1 Length : …………………mm (1)

3.2 Breadth : ………………...mm (1)

3.3 Now write the ratio of the length to the breadth…………… : …………… (1)


: = ……….. : ………….. ≈ …………..: …………… (2)[5]

ACTIVITY 4

Now fold your A6 paper in the middle, to half its length. After this use a pair of scissors to cut the paper in two sections as indicated below.


1A5

A52 A6

2 1A6A7



4. Now use one of the A7 pieces of paper. Carefully measure the length and the breadth. Write your answer in millimetres.

4.1 Length : …………………mm (1)

4.2 Breadth : ………………...mm (1)


…………… : …………… (1)

4.4 Use your calculator and simplify the ratio by dividing both values with the value of the breadth. Round your answer off to two decimals.

: = ……….. : ………….. ≈ …………..: …………… (2)[5]

ACTIVITY 5

Fold your A7 paper in the middle, to half its length. After this use a pair of scissors to cut the paper in two sections as indicated below.


5. Now use one of the A8 pieces of paper. Carefully measure the length and the breadth. Please write your answer in millimetres.

5.1 Length : …………………mm (1)

5.2 Breadth : ………………...mm (1)


…………… : …………… (1)



2 1A7

A8


: = ……….. : ………….. ≈ …………..: …………… (2) [5]

ACTIVITY 6

Write all the measurements for A4 to A8 papers in the table below

Please Note: Before you carry on with the rest of the investigation, please arrange all the paper sizes from A4 to A8 as follows. Staple it together and attach it to your investigation.

Paper Length Breadth Length : BreadthCopyright reserved Please turn over


A4

A5

A6

A7

A8

6. Now answer the following questions in the spaces provided.

6.1 What do you notice about the ratios of the length : breadth (2)

6.2 What is the ratio of the length of the A4 paper to the length of the A5 paper? ……………………………………………………………………………… (2)

6.3 Now write a very short summary of your findings in 6.1 and 6.2. (2) [6]

ACTIVITY 7

7. An A4 paper can be made by folding an A3 paper in two and cutting it, thus two sheets of A4 will make an A3 size page.

7.1 Show by means of calculations what the length and the breadth of an A3 size of paper will be. Also add these values to your table in Activity 6. (2)

………………………………………………………………………………

……………………………………………………………………………….

7.2 What will the measurements of an A2 and A1 paper be? Also add these values to your table in Activity 6.

………………………………………………………………………………

……………………………………………………………………………….

……………………………………………………………………………….

……………………………………………………………………………….

……………………………………………………………………………….

7.3 Lastly now calculate the length and the breadth of an A0 paper. Add these values to your table in Activity 6. (2)

………………………………………………………………………………

……………………………………………………………………………….

………………………………………………………………………………. [8]Copyright reserved Please turn over


ACTIVITY 8

8. In this last activity we will make important conclusions.

8.1 Refer to your table in Activity 6. In the open top right column next to the ratio, write the word area.(1)

8.2 Now use your calculator and determine the areas of each of the metric paper sizes. Write your answers in mm² in their appropriate spaces. (3)

8.3 What do you see regarding the ratio between the areas of each of the consecutive paper sizes for example A1 : A2? (2)

………………………………………………………………………………

………………………………………………………………………………

8.4 1 000 000 mm² = 1m². Determine the area of an A0 sheet of paper in square meter (m²).(3)

……………………. ≈ …………………..

8.5 Refer to your table in Activity 6 and complete the following:

The people that developed the metric paper sizes, started with a rectangular sheet of paper of 1 square metre. They called it an A ......- size paper. They chose the length and the breadth so that when it is folded it will form the next paper metric size namely an A…..-size and so it carries on.And so the family of the metric sizes of paper was developed – Interesting hey! (2)

[11]

TOTAL : 50

TASK 5: WORKSHEET


1. Answer ALL the questions on the worksheet.


Probability

Probability is the measure of how likely an event will occur. If something is definite to happen, we use the word certain. If something will definitely not happen we use the word impossible. If we are not sure that something will happen, we use the word uncertain.

ACTIVITY 1

1. To start, answer the following questions by using one of the following: certain impossible uncertain



1.1. If today is Monday, tomorrow will be Tuesday. (1)

1.2 If I don’t work, I shall earn a salary. (1)

1.3 Tomorrow will rain. (1)

1.4 I shall swim on Saturday. (1)

1.5 Bafana Bafana will win the next soccer world cup. (1)[5]

ACTIVITY 2

Now let us add some numbers. Before we start to work with probability let us first just sharpen your knowledge with a few fraction questions.

2.1 Draw a circle and shade half of it. (1)

2.2 Draw a rectangle and shade two thirds of it. (1)



2.3 What fraction and percentage of this equally divided circle is shaded?

(1)

2.4 What fraction and percentage of the triangle is shaded?

(1)[4]

ACTIVITY 3

Let us now investigate probability on a scale.

3. Answer the following by drawing a circle around your choice. For example,

If today is Monday, tomorrow will be Wednesday.

3.1 The time is now 11:00. After 30 minutes from now it will be 11:30.

(1)

3.2 The weather chart shows 80 percent chance for rain in Francisbaard at night. The chances of rain at night in Francisbaard is ……………

(1)

3.3 It will snow in Johannesburg.


0 ½ 1

impossible uncertain certain

0 ½ 1


0 ½ 1


0 ½ 1


Fraction Percentage

Fraction Percentage


(1)

Conclusion: If an event is certain to happen, the probability is 1. If there is no chance of the event to happen, the probability is 0.

* Probability is thus measured on a scale from 0 to 1.

Now answer the following with a 0 or a 1.

3.4 It is currently raining and I have to walk home. The probability that I will get wet is …..(1)

3.5 Mr De Wet, our centre manager was injured in a soccer match this evening and is currently being hospitalised. The probability of him coming to the centre tomorrow is …… (1)

[5]

ACTIVITY 4

Possible outcomes: When there is no reason why the outcome of an experiment should occur more frequently than another, we say that the outcomes are equally likely.

4. Let us explain: When a coin is tossed it can either land on head or tail. We therefore say this experiment has two outcomes.

The probability of the coin landing on head is thus one out of two. We write it as ½The probability of the coin landing on tail is thus one out of two. We write it as ½

4.1 Your turn. You throw a die. Let us look at the possible outcomes:Draw the other possible outcomes


tail

head


(3)

Now complete the following:

4.1.1 When throwing a single die it has ….. possible outcomes. (1)

4.1.2 The probability of the die landing on two is …… out of …….. (2)

4.1.3The probability of the die landing on four is (1)

4.1.4The probability of the die landing on five is (2)

4.2 Now let us move to the next experiment: Sandile spins the following spinner.

4.2.1 How many possible outcomes are there? (1)

4.2.2 What is the probability that the spinner will stop on blue? (1)

____


Yellow

Purple

Blue


4.2.3 What is the probability that the spinner will stop on yellow? (1)

____

[12]

ACTIVITY 5

Now let us add the theory:

To calculate the probability of a situation or experiment, take the number of outcomes of the event and divide it by the total number of possible outcomes.

Probability =

Just for fun: Divide yourselves into groups of four. Use a coin and let each member toss the coin for five times. Record the outcomes. Make it more interesting and let the member predict the outcome before the coin is tossed. How many times were the members correct?

5. Now answer the following:

5.1 A spinner is numbered as shown:

5.1.1 What is the probability of getting a 2? (2)

5.1.2 What is the probability of getting an 8? (2)

5.1.3 What is the probability of getting a 4? (2)


Did you realize: You have already done this?

In the previous example the spinner had a chance of landing on the yellow, blue or purple. Wow !

2

4 1

4

8

24

0


5.2 A bag contains 20 pens. Five of the pens are blue. What is the probability that a pen selected at random is blue? (2)

5.3 An unbiased die is rolled. What is the probability that it will land on:

5.3.1 An odd number (2)

5.3.2 The number five (2)

5.3.3 A zero (2)[14]

ACTIVITY 6

In this last section we will touch on more advanced problems. You are also requested to know about tree diagrams and two way tables. Two way tables and tree diagrams are also ways to determine the probability. Let us investigate:

Two coins are tossed simultaneously. Use a two way table to determine the probability that the coins will land on Tail Tail (TT).

H TH HH THT

HTTT

Seeing that there are four possible outcomes and TT is just one of them, the probability of the coins

landing on TT is .

We will now look at how tree diagrams can be used to determine probability.

A single coin is tossed twice. Use a tree diagram to determine the possibility that the coin will land on Heads Heads (HH)


Coin 1

Coin 2

Possible outcomes

H

T

H

T

TH

HH

HTTH

TT

The probability of the coin thus landing twice on HH is


6.1 Now you can try:Two dice are thrown together. All the possible outcomes are shown in the two-way table below. (The sum of the possible outcomes is indicated in brackets.)

1 2 3 4 5 61 1,1 (2) 2,1 (3) 3,1 (4) 4,1 (5) 5,1 (6) 6,1 (7)2 1,2 (3) 2,2 (4) 3,2 (5) 4,2 (6) 5,2 (7) 6,2 (8)3 1,3 (4) 2,3 (5) 3,3 (6) 4,3 (7) 5,3 (8) 6,3 (9)4 1,4 (5) 2,4 (6) 3,4 (7) 4,4 (8) 5,4 (9) (b)5 1,5 (6) 2,5 (7) 3,5 (8) 4,5 (9) 5,5 (10) 6,5 (11)6 1,6 (7) (a) 3,6 (9) 4,6 (10) 5,6 (11) 6,6 (12)

6.1.1 Complete the two way table by giving the values of (a) and (b) (2)

(a) ……………….

(b) ……………….

6.1.2 What is the probability of throwing a sum that equals 7? (2)

__

6.2 A married couple decided to have three children. Copy and complete the following tree diagram by filling in the two boxes, where B represents a boy and G represents a girl.


B

G

B

G

B

B

B

B

B

G

G

G

BBB

BBG

BGB

BGG

GGB

GGG

G GBG


(2)

6.2.1 What is the probability that the couple will have three boys? (2)

__

6.2.2 What is the probability that the couple will have two girls and one boy in any order?

(2)

__

[10]

Closing remarks. Another word for probability is likelihood. The probability of an event occurring can be written in a fraction form, a decimal or as a

percentage.

TOTAL : 50



RUBRIC FOR ASSESSING THE ASSIGNMENT:

UNIT STANDARDS: 119373(SO. 3, 4) & 119362 (SO. 2, 3, 4)COMPETENCIES 1 2 3 4 5 Scores

Measurements done No or unrealistic dimensions

little work done Floor plan and measurements not completed

Floor plan drawn up. But no measurements given

All measurements

indicated on floor plan

X2

10

Calculations No or incorrect formulae Just formulae given Formulae (F) and substitution (S) done.

F, S and answer (A) given F, S, A and unit (U) given 5

Quotations for paint No or unrealistic 1 or no Quotation 2 Quotations 3 Quotations 4 Quotations 5

Decision on paint No or unrealistic choice Decision and no motivation

Decision and reasonable motivation

Decision and good motivation

Decision and very good motivation

5

Quotations for labour No or unrealistic choice 1 or no Quotation 2 Quotations 3 Quotations 4 Quotations 5

Decision on labour No or unrealistic choice Decision and no motivation

Decision and reasonable motivation

Decision and good motivation

Decision and very good motivation

5

Analysis of advertisement on various paints

No or incorrect analysis Incorrect/ incomplete analysis of paints

Minor errors in analysis of paints

Correct analysis of advertisements

Detailed analysis of advertisements

5

Final calculations No or incorrect calculations

No final calculations done Total cost for one of above criteria

Total cost for two of above criteria

Total cost for paint and labour

X2

10

TOTAL SCORE FOR ASSIGNMENT 40


QUESTION 1

1.1.1 156 (1)

1.1.2 84 - 60 = 24 (2)

1.1.3 -

=

=

= 2 (3)

1.1.4 = (1)



NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:MATHEMATICAL LITERACYCODE :MLMS4ASSESSMENT TOOL:TESTTIME:90 MINUTESMARKS:50This assessment tool consists of 4

pages.

1.1.5 = (1)

1.1.6 (a) 0,75 (1)

(b) 75% (1)

1.1.7 27 9 or= 3

3 = 3 (2)

1.1.8 5 8 = 40 (2)

1.1.9 R750 (1)

1.1.10 37 out of 50 (1)

1.2 ; 60% ; 0,75 (3)

1.3.1 < (1)

1.3.2 < (1)

1.4 4 (1)

1.5 16 (1)[23]

QUESTION 2

2.1.1

= 32,15 (2)

2.1.2 1 5 5 7 8 2 0 3 3 5 3 0 6 6 6 7 7 8

4 5 5 8 95 0

(2)

2.1.3

=36 (1)

2.1.4 36 (1)

2.1.5 50 – 15 = 35 (2)

2.2.1 Type of Sneaker Tally Frequency

All Star / / / 3

1 mark if all stems are correct.

1 mark if all leaves are correct.

Cavella / / / / 5

Nike / / / / / 6

Reebok / / 2

Puma / / / / 4 (1 Mark for each correct tally and frequency)

(4)

2.2.2Choice of Sneakers

01234567

All Star Cavella Nike Reebok Puma

Types of sneakers

Tota

l

(3)

2.2.3 Nike (1)[16]

QUESTION 3

3.1.1 1 : 2 (1)

3.1.2 4 weeks : 3 weeks = 4 : 3 or28 days : 21 days = 4: 3 (1)

3.2.1 4 hours and 45 minutes (1)

3.2.2 4 hours (1)

3.2.3Average speed =

= 121,25 km/h (2)

3.2.4 8 litres per 100km

Total number of litres =

= 38,8 litres (2)

3.2.5 Total amount spent on the roadR38,8 R9,25 + R168= R 358,90 + R168 = R 526,90 (3)

[11]

TOTAL : 50

TOOL 2: ASSIGNMENT

QUESTION 1

1.1.1 855 (1)

1.1.2 480 8 30 + 2= 60 30 + 2 = 1802 (2)

1.1.3 - +

=

=

= 2

= 2 OR 2,875

(3)

1.1.4 0,91 (1)

1.1.5 12 – 4 = 8 (2)

1.1.6 64 8 = 512 (2)

1.1.7 b = - R750 or just b (1)

1.1.8 R2500 (1)

1.278% ; 0,73 ; (3)

1.3 (1)

1.4 60% (1)

1.5.1 R200 – R135 = R65

100

=32,5% loss (2)

1.5.1 R300 - R200 = R100

100

50% profit (2)

1.6 50 (1)[23]

QUESTION 2

2.1.1 2000 m : 100m= 20 : 1 or

2km : 0,1km= 2 : 0,1 or

(1)

2.1.2 2 hours : 0,5 hours or= 2 : 0,5

240 seconds : 30 seconds= 240 : 30= 8 : 1 (2)

2.2.1 4 hours (1)

2.2.2 3 hours and 30 minutes (1)

2.2.3

= 111,43 km/h (2)

2.2.4 YesThe acceptable speed on South African freeways/national roads is 120km/h.

(2)

2.2.58 390 120 OR x 8litres

= 26 litres = 26 litres(2)

2.2.6 R 9,18 26 litres + R25= R 238,68 + R25= R263,68 (3)

2.3.1 or or 0,8 (1)

2.3.2 100

= 80 females (2)

2.3.3 100 OR 100 – 80

= 20 males = 20 males (2)[19]

QUESTION 3

3.1 Ladder² = Wall² + Base² = 4² + 3² = 16 + 9 = 25

Ladder = = 5 metres (4)

3.2 3.2.1 Area of Section A = length breadth = 10 cm 40 cm = 400 cm² (2)

3.2.2 Perimeter of Section B = 2(length) + breadth

= 2 (20cm) + 10 cm = 50 cm

(2)[8]

TOTAL : 50

TOOL 3: PROJECT

STEP 1

1.1.1 Any acute angle drawn (1)

1.1.2 A right angle (90º) drawn

(1)

1.2.1 Reflex angle (1)

1.2.2 Revolution (1)[4]

STEP 2

2.1 90º (1)

2.2 180º (1)

2.3 270º (1)

2.4 360º (1)[4]

STEP 3

3.1 Criteria Score

Triangle drawn Triangleneatly cut out

All three angles torn off

Angles pasted to form a straight

line4

Triangle drawn Triangle neatly cut out

All three angles torn off

Angles don’t form a straight line 3

Triangle drawn Triangle neatly cut out

Only two angles torn off Not pasted 2

Triangle drawn Triangle untidy One angle torn off Nothing pasted 1

Wrong figure drawn Nothing cut out No angles torn off Nothing pasted 0

(4)

3.2.1 Straight line/Straight angle (1)

3.2.2 180º (1)

3.2.3 180º (1) [7]

STEP 4

4.1 A quadrilateral is any four sided figure. (2)

4.2

1 Mark for correct length of 10cm 1 Mark for correct breadth of 10 cm

(2)

4.3

1 Mark for connecting A to C

(1)

4.4 (a) two (b) 360º (2)

4.5

Yes 1 Mark for drawing a quadrilateral1 Mark for observation (2)

4.6 360º (1)[10]

STEP 5

5.1 (a) Pentagon (1)

(b) 3 (1)

(c) 540º (1)

5.2 (a) 6 (1)

(b) 6 (1)

(c) 1080º (1)[6]

STEP 6

6.1Number of sides Name of polygon Number of triangles

formedSum of the interior

angles of the polygon.

3 triangle 1 1 180º = 180º4 square 2 2 180º = 360º5 Pentagon 3 3 180º = 540º6 Hexagon 4 4 180º = 720º8 Octagon 6 6 180º = 1080º10 Decagon 8 8 180º = 1440º (12)

6.2 Number of sides Number of triangles formed Number of sides – Number of triangles formed

3 1 3 – 1 = 24 2 4 – 2 = 25 5 – 3 = 26 6 - 4 = 28 8 – 6 = 2

(4)

6.3

6.3.1 ( n – 2) 180 º (2)

6.3.2 ( 21 – 2) 180 º= 3420 º

(1)[19]

TOTAL : 50

TOOL 4: INVESTIGATION

ACTIVITY 1

1.1 297 mm (1)

1.2 210 mm (1)

1.3 297 : 210 (1)

1.4 : = 1,41 : 1 (2)

[5]

ACTIVITY 2

1.1 210 mm (1)

1.2 149 mm (1)

1.3 210 : 149 (1)

1.4 : = 1,41 : 1 (2)

[5]

ACTIVITY 3

1.1 149 mm (1)

1.2 105 mm (1)

1.3 149 : 105 (1)

1.4 : = 1,42 : 1 (2)

[5]

ACTIVITY 4

1.1 105 mm (1)

1.2 75 mm (1)

1.3 105 : 75 (1)

1.4 : = 1,40 : 1 (2)

[5]

ACTIVITY 5

1.1 75 mm (1)

1.2 53 mm (1)

1.3 75 : 53 (1)

1.4 : = 1,41 : 1 (2)

[5]

ACTIVITY 6

6.1 They are more or less the same (2)

6.2 297mm : 210mm = 1,41mm : 1 (2)

6.3 The ratio of the length to the breadth of any size of paper is more or less the same as the ratio of the length of any metric paper size to the length of its immediate smaller size. (2)

[6]

ACTIVITY 7

7.1 The length of an A3 paper = Double the breadth of an A4 sheet = 2 210 = 420mmThe breadth of an A3 paper = Length of an A4 sheet = 297mm (2)

7.2 The length of an A2 paper = Double the breadth of an A3 sheet = 2 297 = 594mmThe breadth of an A2 paper = Length of an A3 sheet = 420 mm

The length of an A1 paper = Double the breadth of an A2 sheet = 2 420 = 840mmThe breadth of an A1 paper = Length of an A2 sheet = 594 mm (4)

7.3 The length of an A0 paper = Double the breadth of an A1 sheet = 2 594 = 1188mmThe breadth of an A0 paper = Length of an A1 sheet = 840 mm

(2)[8]

ACTIVITY 8

8.1 Word area is written in its correct column. (1)

8.2 Paper Length Breadth Length : Breadth Area

A0 1188mm 840mm 1,41 : 1 997920mm²

A1 840mm 594mm 1,41 : 1 498960mm²

A2 594mm 420mm 1,41 : 1 249480mm²

A3 420mm 297mm 1,41 : 1 124740mm²

A4 297mm 210mm 1,41 : 1 62370mm²

A5 210mm 149mm 1,41 : 1 31290mm²

A6 149mm 105mm 1,42 : 1 15645mm²

A7 105mm 75mm 1,40 : 1 7875mm²

A8 75mm 53mm 1,42 : 1 3975mm²

1 Mark each for any three correct area values : Maximum of 3 marks

(3)

8.3 The ratios are in most instances the same 2 : 1. This shows us that the area of each metric size is double its immediate smaller size. (2)

8.4 = 0,997 920 m² 1 m² (3)

8.5 A0A1 (2)

[11]

TOTAL : 50

TOOL 5: WORKSHEET

ACTIVITY 1

1.1 certain (1)

1.2 impossible (1)

1.3 uncertain (1)

1.4 uncertain (1)

1.5 uncertain (1)[5]

ACTIVITY 2

2.1

(1)

2.2 Or

Any other correct rectangular fraction shaded

(1)

2.3 Fraction Percentage

20%

(1) (1 Mark for correct fraction and percentage)

2.4 Fraction Percentage

100%

(1)[4]

ACTIVITY 3

3.1

(1)

3.2

(1)

(1 Mark for correct fraction and percentage)

0 ½ 1


0 ½ 1


3.3

(1)

3.4 1 (1)

3.5 0 (1)[5]

ACTIVITY 4

4.1

(3)

4.1.1 6 (1)

4.1.2 1 out of 6 (2)

4.1.3 (1)

4.1.4 (2)

4.2.1 3 (1)

4.2.21 out of 3 or (1)

4.2.31 out of 3 or (1)

[12]

ACTIVITY 5

5.1.1 2 out of 8 or or or 0,25 (2)

5.1.2 1 out of 8 or or 0,125 (2)

0 ½ 1


5.1.3 3 out of 8 or or 0,375 (2)

5.2 5 out of 20 or or or 0,25 (2)

5.3.1 3 out of 6 or or or 0,5 (2)

5.3.2 1 out of 6 or or 0,167 (2)

5.3.3 0 (2) [14]

ACTIVITY 6

6.1.1 (a) 2 ; 6 (8) (1)

(b) 6 ; 4 (10) (1)

6.1.2 6 out of 36 or or or 0,167 (2)

6.2

(2)

6.2.1 1 out of 8 or or 0,125 (2)

6.2.2 3 out of 8 or or 0,375 (2)

[10]

TOTAL : 50

9. EXTERNAL ASSESSMENT (SUMMATIVE)

The summative assessment component of the MLMS4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes

B

G

B

G

B

B

B

B

B

G

G

G

BBB

BBG

BGB

BGGGBB

GGB

GGG

G

G GBG

like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.

9.1 STRUCTURE OF A QUESTION PAPER

This section provides an overview of the structure of the question paper as a summative assessment tool. It indicates the nature of an assessment task or activity in each section and question of the paper, the mark allocation of each question/section, and what US & SOs are covered in each question/section.Educators are advised to refer to section 8 of this document, to view the broad overview of the Core Knowledge Areas to be covered in each US & SO, so that the selection for the different questions/sections of the question paper can be contextualised. In addition, educators are provided with some guidelines on how best to prepare learners for each question/section of the paper. The final paper will consist of three sections:

The general layout of the Mathematical Literacy examination paper consists of:

A front page (cover page) giving clear indication of the learning area, the code of the learning area, the date, the time allocation for writing the paper and the total marks. At the bottom of the page an indication is also given of the number of pages the paper consists of. If a formula sheet is attached, it will also be indicated on the front page. The logo of the examining body, DoE is also very prominent in the centre of the cover page.

All instructions and other information are specified on page two. This should be regarded as very important and learners should be advised to thoroughly study this page before attempting the paper.

Question 1 usually starts on page 3, followed by the rest of the questions. All diagrams and sketches are within the question itself. The numbering order is as follows :

Example: Question 2 2.1………………………. 2.1.1…………………….. 2.1.2 (a)…………………

A header, indicating the code of the learning area and the date of the examination is on each page. A footer on each page, indicating the copyright of the paper as well as the instruction to please turn over,

giving an indication that more questions follow on the next page. All marks are indicated next to each question. The total marks are indicated at the end of the question,

bolded and in square brackets. A formula sheet might be included as an annexure.

9.2 EXEMPLAR QUESTION PAPER

An exemplar of a sample question paper and marking memorandum is included below for reference. Educators are advised to study the mark allocation and instructions, so they can coach their learners on how to answer questions more effectively. This will hopefully inform individual assessment and marking practice.




3 Round off your answers to TWO decimal places.__________________________________________________________________________________

QUESTION 1

1.1 Calculate the following. Answers must be written in their simplest form. Show all your calculations.

1.1.1 677 + 248 (1)


NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:MATHEMATICAL LITERACYCODE :MLMS4DATE:NOVEMBER 2011

TIME:3 HOURS MARKS:100

This question paper consists of 11 pages.

1.1.2 17,68 – 3,1 (1)

1.1.3 6(2+3) – 20 (1)

1.1.46 + 4 (3)

1.1.5 35% of R350 (2)

1.1.6 5 10 (2)

1.1.7 - (2)

1.1.8 Which one of the following is heavier?

(1)

1300 g1,4 kg

1.2 Arrange the following from smallest to largest.

; 0.75 ; (3)

1.3Convert to a percentage. (1)

1.4 Express 0,73 as a proper fraction. (1)

1.5 Peter an entrepreneur, bought cans of cola drink at a wholesaler at a special price. The cans are packed in sealed packs of 6. The usual price per pack of cola drinks is R24,90 per pack. On that specific day it was offered on a special price of R18,60 per pack.

1.5.1 How much did Peter save per pack on that specific day? (1)

1.5.2 Peter bought 25 packs of cola drinks. How much did he pay in total? (1)

1.5.3 What is the wholesale price per can of cola drink at the special price? (Round off your answer to two decimal places) (1)

1.5.4 Peter wants to make 5 % profit on each can of drink. How much must he sell each can of Cola drink for? (Round off your answer to the nearest cent) (2)

1.5.5 Calculate his total profit on the 25 packs of cola drinks. (2)

1.6 Which fraction of the whole is shaded?

1.6.1 1.6.2

(2)

per pack

[27]

QUESTION 2

2.1 Simplify the following ratios.

2.1.1 11:33 (1)

2.1.2

(Pictures : edp.or.kr) (2)500 ml 2 liters

:

2.2 The following pamphlet was recently distributed in Kimberley.

2.2.1 According to a certain recipe, Mrs Morris needs 1kg of samp and beans to cook a pot of food. How many 500g packets of samp and beans must she buy to make this pot of food? (1)

2.2.2 Mrs Morris sends her son, Thabo to buy the following at Cheap Grocers: 2 kg of potatoes 3 loaves of white bread 1 kg of samp and beans

21 Second Avenue, Kimberley – Tel 053 44324

Potatoes

R4,99 per kg

Fresh White Bread

R5,99 per loaf

Samp and Beans

R5,49 per 500 g

Instant Coffee

R19,99 250 g

1 tin of Pero instant coffee which is on specialHow much will this grocery cost in total? (4)

2.2.3 Thabo pays with a R100 note. How much change will he get? (1)

2.3 On Sunday mornings Babu and Peter practice on their bicycles. Every Sunday morning they meet at 06:00 at Babu’s house.

2.3.1 How long is Chestnut Street? (1)

2.3.2 Which one of the streets, on the practice route, is the shortest? (1)

2.3.3 Calculate the total distance they travel. (2)

2.3.4 They left Babu’s house at 6:00 in the morning and arrived back there at 9:15 the same morning. How long did their journey take? (2)

2.3.5 On the corner of Chestnut and Jakaranda Streets is a big tree. The two cyclists always stop and rest for 10 minutes there. What was their actual cycling time?

(1)

2.3.6 Calculate the average speed of their actual cycling time. (2)

2.4 A certain bottle of cordial drinks indicates the diluting ratio of 1:3. This means that for every 1 part of cordial syrup 3 parts of water should be added.

Jakaranda Street

2 km

Babu’s House

Orleans Street 5 km

Gwarri Street 3 km

1st S

treet

1 k

m

Ches

tnut

Stre

et 4

km

Boel

kenh

out S

treet

3 k

m

2.4.1 Sofia throws 50 ml of cordial syrup in a glass. How much water must she add?(1)

2.4.2 How much diluted cool drink can be made from a 1 litre of cordial syrup? (2)

2.4.3 A glass can hold 200 ml of cool drinks. How many glasses of cool drink can be filled if the entire bottle of cordial syrup is diluted?

(2)[23]

QUESTION 3

3.1 The headmaster of Ikaya Primary School wanted to increase the profit of their tuck shop. The best selling item at this school is potato chips. He then tasked the head boy and head girl to determine which flavour of chips sold the best during the two breaks. They recorded the following:

Tomato Cheese & Onion Mexican Chilli BeefPlain Salt & Vinegar Cheese & Onion TomatoCheese & Onion Salt & Vinegar Beef Salt & VinegarTomato Tomato Cheese & Onion TomatoSalt & Vinegar Cheese & Onion Salt & Vinegar Salt & VinegarCheese & Onion Plain Tomato TomatoCheese & Onion Cheese & Onion Cheese & Onion BeefSalt & Vinegar Cheese & Onion Beef Salt & VinegarTomato Plain Tomato BeefPlain Salt & Vinegar Cheese & Onion Tomato

3.1.1 Complete the following frequency table. (Draw the entire table over in the answer book.)

TYPE OF CHIPS TALLY FREQUENCYPlain / / / / 4Cheese & OnionMexican ChilliBeefTomatoSalt & Vinegar

(5)

3.1.2 Draw a bar graph to illustrate your findings from your frequency table. (5)

3.1.3 Which type of chips was the most popular? (1)

3.1.4 What should the headmaster do to increase the profit of their tuck shop? (1)

3.2 The Dare Devils rugby team of East-London played 7 rugby matches during the past rugby season. Their scores against their opponents were as follows:

Dare Devils 13 25 8 30 10 18 13Opponents 15 18 0 23 13 10 8

3.2.1 What did the Dare Devils score in their first match? (1)

3.2.2 How many matches did the Dare Devils win? (1)

1:3

1 liter

3.2.3 Determine the average (mean) score of the Dare Devils. (3)

3.2.4 Determine the range of their opponent’s scores. (2)

3.3 At a fundraising event of Ikwezi CLC they held a lucky draw. One hundred cards were numbered 1 to 100 and thrown into a hat.

3.3.1 What is the probability of drawing a card numbered 30? (1)

3.3.2 What is the probability of drawing a card with a number that is a multiple of 10?(2)

3.3.3 What is the probability of drawing a card with the number 120? (1)[23]

QUESTION 4

4.1 Identify the shapes of the following road signs:

Road Sign Shape of sign

WELCOME TOSOWETO 4.1.1____________________________

4.1.2 ____________________________

4.1.3 ____________________________

4.1.4 ____________________________(4)

4.2 Calculate the perimeter of the following painting.Use the formula : Perimeter of rectangle = 2 (length + breadth)

60

(Pic: redsky.com.au) (2)

4.3 Study the following floor plan (not drawn according to scale) of a cricket field.

4.3.1 Calculate the area of the cricket pitch. Use the formula: Area of a rectangle = Length breadth. (3)

4.3.2 Calculate the Area of the entire lawn and the cricket pitch. Use the formula: Area of a circle = r where = 3,14. (3)

4.3.3 Calculate the area of the field excluding the cricket pitch. (2)

4.3.4 Bloemfontein Green Lawn Suppliers is selling roll on lawn for R39,90 per m including labour. How much will the municipality pay for new lawn of the cricket field excluding the cricket pitch? (2)

4.4 Patrick decided to buy a water tank to store rainy water in winter and use it in summer to wet his garden. He visited the local hardware store and saw the following water tank:

3 m

20 m 65 m

Cricket Pitch

Lawn

80 cm

1200 cm

4.4.1 Calculate the volume of the water tank. Use the formula: Volume of a cylinder = r h.(3)

4.4.2 The price of the tank is R2 999,00. If he pays an average of R200 to the municipality for water every month, do you think it is advisable for him to buy the tank if he will use it for only one year?

(2)[21]

WATER

STORAGE

TANK

40 cm

120 cm

QUESTION 5

5.1 Study the following illustration and answer the questions that follow:

5.1.1 What is the length of this soccer field? (1)

5.1.2 Player A is about to kick the ball to player B. In which direction must he kick the ball?(1)

5.1.3 If player B, who wants to score a goal by kicking the ball in the goal post, marked C, in which direction must he kick the ball? (1)

5.1.4 Calculate the distance that the ball will move along the ground in a straight line from player A to player B. (Hint: Use the theorem of Pythagoras)

(3)[6]

TOTAL: 100

of 88

40 m 40 m

30 m

A

B

60 m

60 m

N

E

S

W

C


Symbol ExplanationM MethodCA Consistent accuracyA AccuracyC ConversionS SimplificationRT/RG Reading from a table / Reading from a graphF Choosing correct formulaSF Substitution in formulaJ JustificationP Penalty, e.g. for no units, incorrect rounding off etc.



NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:MATHEMATICAL LITERACYCODE :MLMS4

DATE:NOVEMBER 2011TIME:3 HOURS

MARKS:100

This memorandum consists of 6 pages.

Examinations and Assessment Guidelines: MLMS4R Rounding off / reason

QUESTION 1 [27]Question Solution Explanation Marks1.1.1 925 1 A for Solution (1)1.1.2 14,58 1 A for Solution (1)1.1.3 10 1 A for Solution (1)1.1.4

6 + 4

= 10

= 10

= 11

= 11

Or

+

=

=

=11

1 A for Conversion

1 Simplification of Conversion

1 CA for simplest form

1 A for Conversion

1 Simplification of Conversion

1 CA for simplest form

(3)1.1.5

350

=R122,501A for writing % as fraction1A for AnswerAnswer only :Full Marks

(2)

1.1.6 125 100=12 500

1 A Simplification1 A AnswerAnswer only :Full Marks (2)

1.1.7 12 – 11 =1

1 A Square Roots1 CA for Answer (2)

1.1.8 1,4 kg 1 A Answer (1)1.2

0,75; ; 1 A mark per correct placing

(3)

1.3 72% 1 A Answer (1)1.4

1 A Answer (1)

1.5.1 R24,90 – R18,60= R6,30 1 A Answer (1)

1.5.2 25 R18,60= R465 1 A Answer (1)

1.5.3 R18,60 6R3,10 1A Answer (1)

1.5.4R3,10

= 16c1A Calculating 5%

1 CA AnswerGETC-ABET Level 4 ~ @ NQF Level 1 83 | P a g e

Examinations and Assessment Guidelines: MLMS4R3,10 + 16cR3,26

Answer only :Full Marks (2)

1.5.5 25 6 0,16= R24,00

1A Calculation1CA AnswerAnswer only :Full Marks (2)

1.6.1 1 A Answer (1)

1.6.2 = 1 A Answer in simplest form

(1)

QUESTION 2 [23]Question Solution Explanation Marks2.1.1 1 : 3 1 A Simplification (1)2.1.2 500 ml:2000 ml or 0,5l ; 2l

= 1 : 41 A Conversion1 A Simplification (2)

2.2.1 2 packets 1 A Answer (1)2.2.2 2 kg of potatoes @ 4,99 = R 9,98

3 loaves of white bread @ 5,99 = R17,97 1 kg of Samp and beans (2 5,49) = R 10,98 1 tin Pero instant Coffee R19,99 = R19,99

Total = R 58,92

1 A Calculation Potatoes1 A Calculation Bread1 A Calculation Samp

1 CA Addition (4)2.2.3 R 41,08 1 A Answer (1)2.3.1 4 km 1 A Answer (1)2.3.2 1st Street 1 A Answer (1)2.3.3 2 km + 3 km + 1 km + 5 km + 4 km

= 15 km1 A Addition1 A Answer (2)

2.3.4 9:15-6:00 = 3hours and 15 minutes Or 195 minutes

1 A Calculation1 A AnswerAnswer only :Full Marks (2)

2.3.5 3 hours and 5 minutes185 minutes 1 A Answer (1)

2.3.6 15 km 3.083 or 15 km 185/60 h= 4,86 km/h 15 km 60/185h = 4,86 km/h

1 A Calculation1 CA AnswerAnswer only :Full Marks (2)

2.4.1 150 ml 1 A Answer (1)2.4.2 1 litre of cordial syrup + 3 litres of water

= 4 litres of diluted cool drinks1 A Calculation1 A AnswerAnswer only :Full Marks (2)

2.4.3 4000 ml 200 ml= 20 glasses

CA from 2.4.21 CA for conversion1 CA for calculation (2)

QUESTION 3 [23]Question Solution Explanation Marks3.1.1 TYPE OF CHIPS TALLY FREQUENCY

Plain / / / / 4Cheese & Onion / / / /

/ / / / / 11Mexican Chilli

/ 1Beef / / / / 5Tomato / / / /

/ / / / 10Salt & Vinegar / / / /

/ / / / 9

1 A each for correct tally and frequency

(5)


Examinations and Assessment Guidelines: MLMS43.1.2 1 CA Each

Correct bar

(5)

3.1.3 Cheese and Onion 1 A Answer (1)3.1.4 Reduce/Replace chips that dont sell good

Special sale price on chipsBuy direct from supplier at good priceImprove marketing strategyAny other correct reasonable answer. 1 Reason (1)

3.2.1 13 1 A RT (1)3.2.2 5 matches 1 A RT (1)

3.2.3Average score =

=

= 16,71

1 A Calculation1 CA Simplification1 CA Answer

(3)

3.2.4 23 – 0 = 23

1 A Calculation1 A Answer

(2)

Question Solution Explanation Marks3.3.1

or 0,01 1 A Probability (1)

3.3.2 or 0,1 1 A Probability (2)

3.3.3 0 or no probability 1 A Probability (1)

QUESTION 4 [21]Question Solution Explanation Marks4.1.1 Rectangle or quadrilateral or rectangular or parallelogram 1 A Shape (1)4.1.2 Triangle or triangular 1 A Shape (1)4.1.3 Circle or circular 1 A Shape (1)4.1.4 Octagon or octagonal 1 A Shape (1)4.2 Perimeter = 2(length + breadth)

= 2 (1200 + 80) = 2560 cm

1 A Calculation1 CA AnswerAnswer only :Full Marks (2)

4.3.1 Area of rectangle = Length breadth = 20 m 3 m = 60 m2

1 A Calculation1 CA Answer1 A unitAnswer only :Full Marks (3)

4.3.2 Area of a circle = r = 3,14 65

1 SF1 A Calculation1 CA Answer


Chips sold

0

2

46

8

10

12

Plain Cheese &Onion

MexicanChili

Beef Tomato Salt &Vinegar

Flavours

Number of packets

Examinations and Assessment Guidelines: MLMS4 = 3,14 4225 = 13 266,5 m

Answer only :Full Marks (3)

4.3.3 Actual surface area for lawn 13 266,5 – 60 = 13 206,5 m

1 CA Calculation1 CA Answer (2)

4.3.4 Payment for new lawn = 13 206,5 R 39,90 = R 526 939,35

1 CA Calculation1 CA Answer (2)

4.4.1 Volume of a cylinder = r h = 3,14 20 120 = 3,14 400 120 = 15 0720 cm

1 SF1 CA Calculation1 CA Answer (3)

4.4.2 No. It would be cheaper to continue paying the municipality because he will pay about R2400 in a year instead of R2999.00

1 Statement 1 Reason

(2)

QUESTION 5 [6]Question Solution Explanation Marks5.1.1 120 m 1 A Answer (1)5.1.2 North West 1 A Answer (1)5.1.3 South or southerly 1 A Answer (1)5.1.4 (30m)2 + (40m)2 = (AB)2

900 m2 + 1600 m2 = (AB)2

2500 m2 = (AB)2

AB2 = m2

AB = 50 m

1 A SF1 CA Simplification

1 CA Square RootAnswer only :Full Marks (3)

TOTAL: 100

HINTS FOR MARKING OF THE ANSWER SCRIPTS:

A good practice at marking centres is to actually conduct a thorough marking memorandum discussion before the actual marking starts. After the marking memorandum discussion it is also advised that the markers mark a few scripts and submit these scripts for moderation. Markers should also fully adhere to the concept of CA marking where applicable. Two different methods of marking that could be used in the provincial-based marking are as follows:

1. Marking a full script per marker :

Scripts were distributed equally at the beginning of the marking session between all markers. The specific marker marks the entire script and after marking the entire batch, the scripts are submitted for moderation to the chief marker and the moderator. The marker is liable for the entire script.

2. Parallel marking:

The scripts are divided between groups of three or four members. Each marker marks specific allocated questions. The amount of questions that needs to be marked amongst members in a group is distributed on a more or less equal mark allocation e.g. three in a group, approximately thirty three marks per marker or four in a group, approximately 25 marks per marker, depending on the mark allocation per question in the set paper. The first marker marks his/her questions and moves the entire batch of scripts to the next marker in the group etc. Once the scripts have moved between all the members in the group, it is deemed to be completed and is then sent for moderation.

Following this way of marking usually ease the whole process of marking because the marker get acquainted to the memorandum of his/her questions very quickly, hence less mistakes in the marking of the paper.



10. PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES

The Department views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following:

Validity Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related assessment criteria into account in setting appropriate types of questions.

Reliability Assessment should produce reliable results instructions are clear, consistent and unambiguousAssessment criteria are strictly adhered toMarking guidelines/memoranda are clear and markers apply the same standard.

Transparency Accomplished through guidelines, uniform SBAs and national examinations are moderated internally.Papers and SBAs are moderated externally by Umalusi. Stakeholders know what to expect and candidates have the right to appeal.

Fairness Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location)Assessment is accessible to all candidatesCovers different cognitive levelsNature of the learning environment of learners is considered.

Currency Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts selected, and the topics offered for interaction.

Authenticity Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid predictability.

The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system.

Baseline Assessment: Usually used at the beginning of a learning experience to establish what learners already know, can do or value. It assists educators with the planning of learning programmes and learning activities.

Formative Assessment: It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for learning

Summative Assessment:

It gives an overall and final picture of the achievements of a learner at a given time. The examination is an example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s progress.

Diagnostic Assessment: It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies both the strengths and weaknesses of either the learner or the teaching methodology

Systemic Assessment: It is an external way of monitoring the education system by comparing learners’ performance to national indicators of learner achievement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring instruments.

Note of the following Assessment Strategies should also be taken.Methods Forms Instruments/Tools Purposes


Examinations and Assessment Guidelines: MLMS4(WHO) (WHAT) (HOW) (WHY)Educator assessment,Self-assessment,Peer-assessment andGroup-assessment.

Tests, Drawings,Paintings, Graphs,Physical activities, Projects,Demonstrations,Poems, Dramas, Role-plays, Stories,Songs/music,Oral presentations,Written presentations,Worksheets,Questionnaires,Cassettes, Posters,

Assessment grids,Rubrics,Memoranda andObservation sheets.

Baseline,Diagnostic,Formative,Summative andSystemic.

In conclusion, assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, assessing and moderating the assessment task.


getc-abet level 4 examination guidelines - … · web view1. introduction 3 2. the getc-abet level...

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