NQF Level: 1 US No: 7447

Transcription

1 NQF Level: 1 US No: 7447 Assessment Guide Primary Agriculture Working With Numbers in Various Contexts Assessor: Workplace / Company: Class Group: Date: The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

2 2 Before we start T his assessment guide contains all necessary activities and instructions that will enable the assessor and learner to gather evidence of the learner s competence as required by the unit standard. This guide was designed to be used by a trained and accredited assessor whom is registered to assess this specific unit standard as per the requirements of the AgriSETA ETQA. Prior to the delivery of the program the facilitator and assessor must familiarise themselves with content of this guide, as well as the content of the relevant Learner Workbook. The assessor, facilitator and learner must plan the assessment process together, in order to offer the learner the maximum support, and the opportunity to reflect competence. The policies and procedures that are required during the application of this assessment are available on the website of the AgriSETA, names Policies and Procedures for Assessment, and should be strictly adhered to. The assessor must familiarise him/herself with this document before proceeding. This guide provides step-by-step instructions for the assessment process of the following unit standard: Title: Working with numbers in various contexts US No: 7447 NQF Level: 1 Credits: 6 This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently assessing, because that will be determined by the context of application: Title ID Number NQF Level Credits Mark National Certificate in Animal Production National Certificate in Mixed Farming Systems National Certificate in Pant Production Please mark the learning program the learners are enrolled in: Please Note: This Unit Standard 7447 Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA. Are you assessing a: Yes No Learnership? Skills Program? Short Course? Note to Assessor: If you are assessing this module as part of a full qualification or learnership, please ensure that you have familiarised yourself with the content of the qualification.

3 3 1.1 SO 5 AC 2-3 Instructions to Learner(s): Brainstorm as a group, and write down keywords for yourself. Think of examples of as many as possible things that we might use numbers for. Learner Workbook: Page 3 Facilitator Guide: Page Model Answer(s): Stock control; measuring orchards; planning irrigation scheduling; missing agro-chemicals, etc.. My Notes

4 4 1.2 Instructions to Learner: Change Base Ten Numerals into Base Two Numerals SO 5 AC 1 Learner Workbook: Page 4 Facilitator Guide: Page Model Answers: a) None of these d) c) c) c) c) b) d) 1010 My Notes

5 5 2.1 Instructions to Learner: Complete these exercises. Place value (1) and numbers in words (2). SO 6 AC 1-4 Learner Workbook: Page 5 Facilitator Guide: Page Fill in the numbers showing the value of each figure. The first one is done for you. a. 23 is 2 tens 3 units b. 765 is 7_ hundreds 6 tens 5 units c. 809 is 8 hundreds 0 tens 9 units d. 832 is 8 hundreds 3 tens 2 units e is 2 thousands 9 hundreds 3 tens 4 units f is 6 thousands 2 hundreds 0 tens 3 units g is 7 thousands 0 hundreds 4 tens 2 units h is 2 tens of thousands 3 thousands 9 hundreds 3 tens 4 units i is 9 tens of thousands 0 thousands 4 hundreds 6 tens 2 units j is 7 tens of thousands 2 thousands 8 hundreds 9 tens 5 units k is 5 tens of thousands 6 thousands 0 hundreds 0 tens 5 units l is 1 tens of thousands 0 thousands 0 hundreds 9 tens 0 units 2. Use the place value table to write the following numbers in figures: M Hth Tth Th H T U a. Two hundred and four b. One thousand c. Six thousand five hundred and six d. Two thousand and nine e. Forty five thousand f. Sixty four thousand and twenty nine g. One hundred thousand h. Two hundred and six thousand i Six hundred and nineteen thousand j. Seventy four thousand six hundred and four k. One hundred and nineteen thousand l. Nine hundred and nine thousand six hundred and two m. One million

6 6 2.2 Instructions to Learner: Complete this exercise in your workbook. SO 6 AC 1-4 Learner Workbook: Page 6 Facilitator Guide: Page You are working in a packing store, where apples are packed. You are asked to count the number of apples that are packed in an hour. Give a detailed account of the following: a. Where would you start? At place where apples enter the packaging. b. If you were told to estimate the number of apples packed in the hour, how would you go about it? Multiply the amount of boxes packed in an hour with the average amount of apples per box. c. If you were told to count the exact number of apples packed in an hour, how would you go about it? Physically count each apple in each box & count each box packed in the hour. d. If you asked the driver of the tractor and he told you that he arrived every hour with a load of 10 picking baskets that could always fit approximately 100 apples each, how would it make your estimate easier? You d be able to estimate that in an hour 10x100apples are packed (1000 apples). e. If you know that there are 50 apples packed in a box, ready for distribution, and at the end of an hour you find that 70 boxes have been filled, how would that make you accurate calculation task easier? 70 boxes x 50 apples = 3500 apples packed in that hour.

7 7 2. Explore different counting patterns using a calculator: a. Use the numbers 2, 3, 5, 10, 20, 25, 30 and 50. Skip counting by what numbers will include 100 as part of the pattern? 2,4,6,8,10 98,100 3,6,9,12, ,10,15, ,40,60,80,100 25,50,75,100 30,60,90 50,100 b. What pattern do you see when you count by twos and begin with 2? See even numbers emerge. c. What do you notice when you count by twos and begin with 1? Why? See uneven numbers emerge. d. Will there be a pattern if you skip-count by fives and begin with 3? Why? Why not? 3,8,13,18,23,28 Pattern emerging: repetition of 3 s and 8 s e. What happens if you skip-count by tens and start with 37? What do you notice? 37,47,57,67,87 7 stays constant, place value in front of 7 keeps increasing by 1 My Notes

8 8 2.3 Instructions to Learner: Complete these exercises in your workbook. Answer the questions about decimals. SO 6 AC 1-4 Learner Workbook: Page 8 Facilitator Guide: Page Here are the answers how did you do? 1. Draw a line to match each number to its equivalent value in words Fourteen point nine six 324 Thirty-two point four 5.09 One hundred and six point seven Five hundred and nine 509 Three hundred and twenty-four 32.4 Five point zero nine 2. Write each number as digits, putting in decimal points where needed. a. One thousand and sixty five point two four b. Fifty-seven point nine two c. One hundred and one 101 d. Ten point one 10.1 e. Zero point five six Write each of these decimal numbers using digits. a. Three and four tenths 3.4 b. Sixteen and two hundredths c. Twenty five hundredth 0.25

9 9 d. One and five thousandths e. Four hundred and five and three tenths f. Twenty six thousandths Tick True or False for each of these statements ( ): True a. Four hundredths = 0.04 False b. Five and six tenths = 50.6 c = fourteen and seven thousandths d. Two point one six = two and six hundredths e = fifty nine and eight thousandths f = nine and nineteen thousandths 5. Try these questions and see how you do. a. Which is greater, 5.7 or 5.18? 5.7 b. Which is smaller, 2.19 or 2.6? 2.19 c is more than 9.17 True or False? False d is more than 0.2 True or False? False e. Which is the largest, , 96.2 or 96.19? 96.2 f. Which is the smallest, 25.62, or 25.6? g. Put these in size order, largest first: 75.1, 25.7, 75.06, , 75.06, 25.7, h. Put these in size order, smallest first: 0.17, 0.8, 0.072, , 0.072, 0.17, 0.8 My Notes

10 Instructions to Learner: Look up the meaning of each word in English, in the dictionary. SO 1 AC 1-3 Learner Workbook: Page 10 Facilitator Guide: Page 14 Now look up the same or equivalent word in a dictionary in your mother tongue. Write down in your own mother tongue what you understand about each word. 1. Key words for Addition Word Add Sum Altogether Increase Total More Plus English Dictionary Meaning What I understand it to mean in my mother tongue 2. Key words for Subtraction Word Subtract Minus Decrease Difference Less than Take away Fewer than Reduce English Dictionary Meaning What I understand it to mean in my mother tongue

11 11 3. Key words for Multiplication Word Multiply Multiple Times Sets of Lots of Groups of Factors Product English Dictionary Meaning What I understand it to mean in my mother tongue 4. Key words for division Word Divide Divisible Left over Remainder Share Groups English Dictionary Meaning What I understand it to mean in my mother tongue My Notes

12 Instructions to Learner: Complete this exercise. SO 2 AC 1-5 Learner Workbook: Page 12 Facilitator Guide: Page Complete these mathematical sentences: (4 X 2) = 1 2. (9-4) X 2 = (9-4) X (2 X 1) = [42 - (3 X 9)] = [8/2 + (14-10)] (Note: 8/2 is the same as 8 divided by 2, just like in fractions.) = [800/ (200 X 4)] = [ 10 - (4 + 2) ] = (11-5) X ( ) = / (5 X 5) (Remember from number 5? / = divided by.) = [28 - (4 X 5)] - 4 = 4 My Notes

13 Instructions to Learner: Complete this exercise. SO 2 AC 1-5 Learner Workbook: Page 13 Facilitator Guide: Page Complete these mathematical sentences. 1. Write down the mathematical expression for each of the following every day situations or problems: (You don t have to calculate the answer) Samuel is 18 years of age. Zindsi is 4 years old. a. The sum of Samuel and Zindsi s ages Mathematical Sentence: = x b. Zindsi s age in 6 years time Mathematical Sentence: = x c. Samuel s age 9 years ago Mathematical Sentence: 18 9 = x d. Double Zindsi s age Mathematical Sentence: 4 x 2 = x e. The number of learners enrolled in the class are 40. How many are present if 8 are absent today Mathematical Sentence: 40 8 = x f. A train travels from Cape Town to Kayalitsha outside of peak hour. At the first station 6 people get on; 5 get on at the next station and 4 at the third station. How many people are on the train. Mathematical Sentence: = x g. The number of passengers left on a bus if 20 out of 75 got off at the first stop. Mathematical Sentence: = x h. The amount of money you spent if you bought mealy R 11.99; R3.49; R5.50 and Curry R2.60 Mathematical Sentence: R R R R 2.60 = x i. The amount of money you spent if you bought 6 new shirts at R25 each Mathematical Sentence: R x 6 = x

14 14 2. Write down the mathematical expression for each of the following every day situations or problems: (You also have to calculate the answer) a. Nine tourists book flights to visit South Africa. Their flight tickets cost them R 3500 each. What is the total amount of money paid by the tourists to the airline? Mathematical Sentence: R 3500 x 9 = x Answer : R b. A learnership class of learners write a test. There are 14 learners in the class. The facilitator marks 70 questions in total. How many questions did each learner answer? Mathematical Sentence: = x Answer : 5 3. Make up your own examples of an everyday problem or situation that might be related to the following mathematical expressions. 1. Question: 24 / 4 What the problem could be: As per learner context 2. Question: R100 R40 R55 What the problem could be: As per learner context 3. Question: 6 x 4 What the problem could be: As per learner context 4. Question: What the problem could be: As per learner context

15 Instructions to Learner: Complete this exercise. SO 4 AC 1-2 Learner Workbook: Page 15 Facilitator Guide: Page Tick off whether you think the statement is true or false. a. "Pi" is a real number. True False b is a real, rational number. c. n + 5 is an expression for the sum of a number and five. d. 3 is an irrational number. e. Twice a number divided by three can be written as 2n - 3. f. Five decreased by twice a number can be written as 5-2x. g. Ten less than a number can be written as 10 n. h. An integer is not a rational number. My Notes

16 Instructions to Learner: Complete this exercise. Applying the problem solving skills that you have learnt. SO 4 AC 1-2 Learner Workbook: Page 16 Facilitator Guide: Page Problem solving with +/- [answers] Question 1 Step 1 Read the problem Step 2 Organize the calculation Step 3 Answer the calculation Step 4 Answer the problem You arrive at the bus stop at 10.30am. Your bus is due at 10.45am. How many minutes will you have to wait? The number of minutes from to You could count on from to is 10 minutes to is another 5 minutes = 15 minutes You will have to wait for 15 minutes Question 2 Step 1 Read the problem Step 2 Organize the calculation Step 3 Answer the calculation Step 4 Answer the problem Your puppy needs to have its inoculations before it can go out for a walk. If the puppy is 8 weeks old when it has its first inoculation, you have to wait 6 weeks for its booster and another 4 weeks for the booster to take effect. How old will the puppy be when it can go out? I will start from the puppy s age and add on all the weeks that it needs to stay in. 8 weeks old + 6 weeks + 4 weeks = 18 The puppy will be 18 weeks old.

17 17 Question 3 Step 1 Read the problem Step 2 Organize the calculation Step 3 Answer the calculation Step 4 Answer the problem You re buying cable for your hi-fi. You need one piece 3m long and one piece 7m long. If you buy a 15m roll, how much will you have left? You could add together the 2 lengths you need, then take the amount from 15m. Lengths needed: = 10m Roll length id 15m so 15 5 = 5 metres There would be 5m left. My Notes

18 18 Assessment Feedback Form Comments / Remarks Feedback to learner on assessment and / or overall recommendations and action plan for competence: Feedback from learner to assessor: Assessment Judgement You have been found: Competent Not yet competent in this unit standard Learner s Signature: Actions to follow: Assessor report to ETQA Learner results and attendance certification issued Date: Assessor s Signature: Date: Moderator s Signature: Date: