Project Mgt 4 Module 7 POE PM 7

POE GUIDE: MODULE 7
MATHEMATICAL LITERACY
US ID US Title Level Credits

Represent analyse and calculate shape and motion
9016 in 2-and 3-dimensional space in different contexts. 04 4
Use mathematics to investigate and monitor the

financial aspects of personal, business, national and
7468 04 6
international issues
Apply knowledge of statistics and probability to

critically interrogate and effectively communicate
9015 04 6
findings on life related problems
TOTAL CREDIT VALUE 16
1
Module 7- Mathematical Literacy
LEARNER DETAILS
SURNAME
FIRST NAME
IDENTITY NUMBER
RACE GENDER POSITION IN

COMPANY
MARITAL STATUS
NATIONALITY
DISABILITIES
EMPLOYER
DETAILS
POSTAL ADDRESS
PHYSICAL
ADDRESS
CODE:
TEL NO WORK: HOME:

FAX NO
CELL NO
E-MAIL
0
Assessor Details
Name
Seta Registration No:
Contact email:
Details
Phone: Fax:
Moderator Details
Name
Seta
Contact email: Registration No:

Details
Phone: Fax:
DECLARATION OF AUTHENTICITY
LEARNER
I (surname and full
names); ID number
hereby declare that all evidence contained in this portfolio was compiled by myself and is a true
reflection of my competence.
Signature of Learner Date
Pre-Assessment Meeting
Item Discussed Yes No Comments
Candidate background established & is he/ she
1 ready for assessment?
1
An overview on the current developments in

education and training, including the NQF, unit
2 standards and qualification
The purpose of workplace assessment and
3 particularly of this assessment
The unit standard to be used in this assessment and
4 a copy given to the candidate and explained
The roles and responsibilities of both the assessor
5 and the candidate in the assessment
The use of evidence was explained together with the
6 evidence required for this unit standard
When, where, and how the evidence will be
collected, who will be involved, what resources are
7 needed
8 Special needs and barriers to assessment.
An explanation of how feedback will be given, when
9 it will be given and in what format it will be given
The assessment appeals procedure and rights in
10 respect of this procedure.
The way forward was discussed, including the whole
process to be followed up to and including
11 moderation
I confirm that:
the purpose of the assessment has been clearly explained to me
the criteria have been discussed with me, and I know I will be assessed against these criteria
I know when and where I will be assessed, and I was given fair notice
I know how the assessment will be done, and any other requirements related to the
assessment
Special learner requirements have been discussed with me; I do not have special needs / I do
have special learner needs and an action plan to address these have been agreed with me and
recorded in the assessment plan
The right of appeal and the appeal procedure has been explained to me
Candidate’s Signature Date
Facilitator/ Assessor’s
Date
Signature
Moderator’s Signature Date
2
AGREED ASSESSMENT PLAN

Candidate's Name:
Facilitator/ Assessor's
Name:
Module -Mathematical Literacy
Unit Standard Title:
Special Assessment
Requirements
Event Date Resources required Evidence to be generated
Training material,
Attend Training. Attendance Register
Facilitator
Complete formative Formative assessment Completed portfolio of
assessment workbook evidence
Complete summative Summative Completed portfolio of
assessment assessment workbook evidence
Submit Portfolio of Acknowledgement of
Evidence to Training receipt from Training
Provider Provider
Assessor roles and responsibility
Assessor
Guide
Roles
Feedback Agent
Reviewer
Consult candidate re assessment, assessment process and plan.
Agree assessment process and plan with candidate.
Forward documentation to candidate: plan, guide and assessment
instruments.
Assess candidate with the use of different instruments.
Responsibilities Provide feedback on assessment findings.
Support candidate through assessment process.
Source feedback from candidate on assessment process.
Review assessment process and outcome.
Use assessment process as opportunity to transform assessment
activities and outcomes.
Candidate roles and responsibility
Candidate
Roles Feedback agent
Reviewer
Be available for assessment.

Be actively involved in the consultative process.
Learn from the assessment process.
Provide feedback to the assessor in terms of the assessment as
Responsibilities
learning activity.
Provide feedback to the assessor on the efficacy of the assessment
process.
Review own role and assessor role in the assessment process.
Portfolio of evidence
Assessment
Observation checklist
Instruments
Questioning
Assessment Process
3
Step Date
Evaluation of POE addressing Essential Embedded Knowledge in unit standards.
Evaluation of Research Projects and other evidence address specific unit standards.
Consultation: assessment plan and assessment activities and instruments. Pre-
assessment moderation and interviews conducted at this stage.
Observation: feedback on assessment against specific outcomes, critical outcomes
in unit standards.
Feedback: to candidate regarding sufficiency of evidence and possible interview to
gain supplementary evidence.
Feedback to candidate regarding assessment findings as well as review process.
Written feedback to be given to all stakeholders at the end of the
Feedback assessment process, as well as verbal feedback to the candidate during
assessment activities.
Process and findings to be recorded and submitted for record keeping
Recording Process
purposes as well as moderation and verification.
The review process is the responsibility of the assessor and the
candidate.
Review Process
Joint reviewing will take place after feedback has been given to the
candidate.
Right to appeal The candidate must be advised of the right to appeal.
Step Date
Accessibility and
Site inspection conducted.
safety of environment
Pre-assessment moderation conducted.
Assignments
Resources Required POE
Assessments
Facilitator
Candidate Signature Moderator Signature
Signature
Date Date Date
4
FORMATIVE ASSESSMENTS
Measuring instruments
Length
1. How long is the stick that is paired to the measuring rod in the following example?
1. How did you ensure that the quantities that you measured are correct to within the least
step of the instrument (AC 1.4)?
2. Select and list three items from the training room.
Learner POE; Module 7 5

3. Use a ruler to measure these three items. Record the findings.
Mass
1. What is the reading on the scale in the following example?

3. How much do you weigh? Use an appropriate scale to measure your weight. Record the
findings.
4. Arrange the masses from small to large

0.065kg; 20kg; 45mg; 200g; 2500g; 0.67g; 2000mg
Angles

1. Use a protractor to measure the following angle
2. The four corners of your office should each be 90 degrees. Describe how you would
measure these without a protractor.
Estimating Quantities
Your Pen
1. Estimate the length of your pen
2. Measure the pen
3. Write down the difference

4. If you had to ask someone to estimate the length of your pen, describe the possible
answers, to the length of the pen that you would consider to be tolerable for this
context.
Your Kettle
1. Estimate the volume of the kettle in the kitchen with reference to the number of cups
of tea that you could make with the boiled water in this kettle.
2. Measure how many cups of water the kettle holds
Measuring Instruments
1. Complete the following table to identify the appropriate measuring instrument that
you would use / choose to measure the various quantities:
Activity Measuring Instrument
Height of your colleague
Capacity of a glass
Temperature of a sick
colleague
Time taken to answer a
call
Distance between
Pretoria and
Johannesburg
Selecting and Using Formulae

1. Complete the following table to show that you can select the appropriate formulae:
Measurement Description How to calculate (formula) and
answer
Speed Distance- 200km
Time taken to travel the distance=

2 hours
Area
Square with sides 4cm
Perimeter Perimeter of a rectangle field with

Length- 100m and Width- 50m
Time Distance- 300km

Speed- 50km/hour

Quantitative Descriptions
1. Perimeter
An old man wants to fence a plot of land in the form of a T as shown in the figure. The symbols
on the sketch represent sides of different lengths.
r
m m
p p
n n
s
Suppose m = 500m; r = 2 km; n = 2.5km and s = 250m
Calculate the perimeter of the plot (show your calculations)
2. The illustration above is that of a circular farm containing a circular drinking area with radius
10m. Find the area of the farm (excluding the drinking area), if the radius of the farm is 1km.

Business
Card
3. A business card has an area of 30cm². Calculate how many of these can you fit on an A4
sheet of paper?

4. Draw and measure the layout onto an A4 sheet of paper. Draw the layout to show how you
will arrange these business cards to fit in the maximum number of cards.
Place any extra evidence after this page, clearly marked for easy reference.

Class Activity 2: Explore, analyse & critique, describe

& represent, interpret & justify geometrical 9016
relationships EEK1,2,3,4
Complete the following in small groups / individually as
per the instructions from your facilitator:
1. Draw (represent) the following objects (battery, tyre and face) in top, front and side views
Top view:

2. Analyse and Create Representations
Task 1
You are given a fence of length 12 m to arrange into a rectangular vegetable farm. The following
are 3 possible representations for this rectangular vegetable farm.
1. Which one is not a representation of the farm?
A
X= 4 c m
y= 2 c m
y= 2 c m
X= 4 c m
B
X= 3 c m
y= 3 c m y= 3 c m
X= 3 c m
C
X= 5 c m
y= 1 c m y= 1 c m
X= 5 c m
Task 2
1. Create a presentation of the layout of your house / home.


Volume
1. Calculate volume of a rectangular block with the following measurements:
l = 20cm, b = 4cm and h = 6,5cm
2. Compare the containers given below. Which of the two is bigger? Explain your
reasons.
2c m
30c m
3c m
5c m
(first container = 3cm diameter and 5 cm high;

second container = 2cm diameter and 30cm high)

Class Activity 3: Plan and control financial instruments 7468.1

Complete the following in small groups / individually as per EEK1,3
the instructions from your facilitator:
Use mathematics to plan and control financial instruments including insurance and assurance,
unit trusts, stock exchange dealings, options, futures and bonds:
1. Use market terminology to read the stock data of Pioneer foods for 5th of August 2013.
Remember that stock prices are always given in cents
PIONEER FOODS 12:15:03 08/05/2013

All JSE data delayed by 15 min. 2950 N/A
O N/A LT N/A
KEY:
O=OPEN | LT=LAST TRADE B 2950 A 2974
B=BID | A=ASK H N/A L N/A
H=HIGH* | L=LOW* YH 3050 YL 1850
YH=YEAR HIGH* | YL=YEAR LOW*
VOL=VOLUME VOL N/A
P/E=PRICE/EARNINGS* | YLD=YIELD* P/E 9.46 YLD 10.57
DY=DIVIDEND YIELD*
DY 3.46
*Calculated by I-Net Bridge
a. What is the share price for Pioneer Foods stock?
b. How much are buyers prepared to pay for Pioneer Foods stock?
c. What is the lowest price that a seller of Pioneer Food stock is prepared to accept?
d. What was the highest price of a Pioneer Food share up to 5th August 2009?
e. What was the lowest price of a Pioneer Food share up to 5th August 2009?

f. Using the P/E ratio, state how much an investor is willing to pay for every R1.00 of
Pioneer Food’s current earnings?
2. The table below shows the price of a share in the companies listed and how many shares
were bought. Complete the table:
Company Price per share No. of shares Total price
ABSA Bank R119.45 2
SAB (Breweries) R174.55 3
MTN R127.67 5
Woolworths R14.59 12
a. The table given below shows the same companies listed in the table above. This time
complete the table showing how many shares you will be able to buy for money given
in the money to spend column
Max no. of
Company Price per share Money to spend
shares
ABSA Bank R119.45 R120.00
SAB (Breweries) R174.55 R500.00
MTN R127.67 R1 500.00
Woolworths R14.59 R2 300.00

b. A safe investment will always give the same return. A risky investment's return will
vary and may be one of the following. Complete the following table. Round each
calculation to the nearest cent:
Money to Invest Return Gain/Loss Total
1. R1,000,00 0% R0,00
2. R1,000,00 –8% (R80,00)
3. R1,000,00 19% R190,00
4. R1,000,00 –6% (R60,00)
5. R1,000,00 14% R140,00
6. R1,000,00 12% R120,00
c. Should one choose the safe investment? Or do you prefer the risky investment?

Class Activity 4: Use simple and compound interest 7468.2

Complete the following in small groups / individually as per EEK2
Use simple and compound interest to make sense of and define a variety of situations including
mortgage loans, hire purchase, present values, annuities and sinking funds:
1. A sinking fund is established to replace a machine that will be obsolete 5 years from now.
The machine will cost R140 000 to replace. The fund earns 10% per annum.
a. What monthly instalment must be paid into the sinking fund?
2. What is the simple interest earned on R50 000 if it is invested for 12 years at 8% per annum?
(Remember: Simple interest is earned when the investor withdraws the interest earned as
soon as it is earned.)

3. What is the compound interest earned on R50 000 that is invested for 12 years at 8% per
annum? (Remember: compound interest is earned when the investor leaves the investment
to grow by not withdrawing any interest from the account or fund.)
4. What will your savings be worth if you saved R500 per month for 30 years? The bank offers
a rate of 8% per annum
5. Jimmy buys a furniture suite for R9 800. He takes out a hire-purchase loan involving equal
monthly payments over five years. The interest rate charged is 15% per annum. He also
takes out an insurance premium of R12 per month to cover the cost of damage or theft
a. Calculate the actual amount paid for the furniture suite
b. Calculate the interest paid
c. Calculate the monthly payment


Class Activity 5: Aspects of costs and revenue

7468.3
Complete the following in small groups / individually as per
Investigate various aspects of costs and revenue including marginal costs, marginal revenue and
optimisation of profit:
1. A clothing factory sells jackets for R300 each. The factory produces 400 jackets at a total cost
of R100 000. When the director decides to increase production to 500 jackets, the total cost
increases to R120 000
a. Calculate the profit on the sale of the first 400 jackets.
b. Calculate the marginal cost incurred when increasing production to 500 jackets.
c. Calculate the marginal revenue from the increased sales.

2. The average rate of inflation over the last 10 years was 7,2% p.a. The current price of 2.5 kg
packet of maize meal is R9,95.
a. Calculate the expected price of maize in 10 years’ time if the rate of inflation
continues at the same level
b. How much did the 2,5 kg packet of maize cost 10 years ago?
c. A DVD player costs R350, 00. Determine the expected cost of a similar DVD in 5
years’ time, based on an inflation rate of 7,9%.

Class Activity 6: Aspects of the national and global

economy 7468.4
Complete the following in small groups / individually as per
Use mathematics to debate aspects of the national and global economy, including tax,
productivity and the equitable distribution of resources:
1. A DVD player costs $300 in California. What would it cost in South Africa if the rand/dollar
exchange rate is R8,45 to the US dollar?
2. You want to buy a book online costing £35 in London. How much will it cost you in Rands?
The rand/pound exchange rate is R13,00 to the pound
3. You want to buy a box of Japanese sweets costing 50 yen (¥). If the rand/yen exchange
rate is one rand to 16.78 yen, calculate the cost of the sweets in Rands

4. Peter is visiting a friend in New York for a week. He has R2 500 to spend and will exchange
the money for US dollars. How many dollars will he have to spend if the rand/dollar
exchange rate is R8.45 to the US dollar?

Class Activity 7: Critique and use techniques for

collecting, organising and representing data 9015.1
EEK1,2,3,4
1. Identify 3 situations or issues in your workplace that can be dealt with through statistical
methods and in each case say what type of information you would gather:
Situation/issue Type of Information
2. Explain how you would use the information gathered to solve each of the issues you
identified above:

3. Explain each of these concepts. Use the data set below as an example and show how to
calculate each measure.
 {2; 4; 7; 1; 3; 6; 3; 4; 2; 4; 9; 15; 8; 2; 5; 7; 4; 9; 1}
a. Range
b. Mode
c. Mean (give the formula)
d. Median

4. Here are the test scores of a class of learners:
100, 100, 99, 98, 92, 91, 91, 90, 88, 87, 87, 85, 85, 85, 80, 79, 76, 72, 67, 66, 45
a) What is the average score (mean) of the class for this test?
b) Is the sequence written in ascending or descending order?
c) Determine the median score
d) James obtained a mark of 90 and Petrus obtained a mark of 79 for the test. How
would you describe their results in relation to the mean?
e) In order to get a better idea of how a given data point relates to other data, it is
important to get an idea of how spread out the data are. One way of doing this is by
using the range. The range is the distance between the highest and lowest data
points in a set. What is the ‘range’ of the scores for this test?

5. Company ABC wants to know its customer profile per region. Research shows that the
customer distribution is as follows:
Southern region - 156
Northern region – 234
Western region – 144
Eastern region – 66.
Draw a pie chart of the data:
6. Explain what a “sample” is in statistics and name two advantages of using a sample.

7. You want to undertake a statistical study of absenteeism in your company. Would you take a
census or a sample? Give reasons for your answer.
8. Explain what you understand by “contamination” of data.
9. List 2 possible causes for contamination of data:

Group work (30 minutes):
10. Choose a topic that relates to your class, e.g. you want to determine the education level of
the learners in the class, or any other topic of your choice. Draw up a questionnaire using
the dichotomous (yes/no) key (about five sets of questions), do a quick survey and present
your findings to the class:
Topic:
Questionnaire:
Question Yes/no
1.
2.
3.
4.
5.

Class Activity 8: Communicate the outcomes of

experiments and simulations 9015.2
1. Calculate the mathematical probability of drawing an ace of spades, followed by an ace of
hearts from a full deck
2. Calculate the mathematical probability of rolling four dice and getting each die to land on six
3. What is the chance of two dice both landing on four?
4. Toss a coin 5 times and record the results below (write either T or H in each empty block):
2 3 4 5
1
What is e probability of getting a tail on any toss?

1
5. The probability of sunny weather on a day in Cape Town is and the probability of wet
5
1
weather is .
4
Are the two events:
a. Complementary?
b. Mutually exclusive? and/or
c. Disjointed events?
Explain your answer
Group work (15 minutes): Find out how old each learner in the class is
6. Planning phase:
 First decide on the quickest and most effective way to obtain the required information

7. Obtain and sort data: Calculate the average age (mean) of the learners in this class
8. Calculate the median of the ages of all the learners. Show the sequence in ascending
order
9. Analyse data: What conclusions can you reach based on the data?
10. Give feedback to the class in the form of a mini presentation

Key points:
Introduction
Body

Conclusion
11. Reflect on the process you followed to obtain the information:

 Was it effective?
 Were respondents cooperative?
 What would you do differently next time?

Class Activity 9: Critically interrogate and use

probability and statistical models 9015.3
New employment survey makes three improvements
By Pali Lehohla
This article was originally published in the Business Report on 07 July 2005
Statistics SA continues to improve the quality of its statistics. The quarterly employment
statistics (QES) survey was published for the first time on June 28. This survey replaces
the quarterly survey of employment and earnings (SEE), which in turn replaced the
survey of total employment and earnings (STEE).
There are important differences between these surveys, all aimed at improving the
quality of the information. First, the STEE was drawn from the initial business address
register, which was not based on the comprehensive taxation database that the current
surveys are based on. It reported formal employment in the non-agricultural sector of
4.7 million people.
Second, the recently introduced QES covers all employing enterprises in the formal non-
agricultural business sector registered for income tax, whereas the SEE was restricted
to enterprises registered for VAT, with an annual turnover of R300 000 or more.
The increase in the coverage of businesses in the QES results in extensive coverage of
the formal labour market, as most small businesses are now included in the estimates
as well.
For the quarter to December 2004, the SEE reported employment of 6.559 million
people, compared with the estimate of 7.075 million in the QES.
Third, the definition of employees has been brought in line with International Labour
Organisation (ILO) definitions and concepts. Previously, the SEE included working
proprietors and own account workers in the estimates of employment, in addition to the
employees of an enterprise. This did not allow for the meaningful calculation of
estimates for average monthly earnings of employees.
However, the QES restricts the coverage to employing businesses only, therefore
excluding working proprietors in the estimates. It is therefore now possible to provide
estimates for employment and earnings as well, as the survey is in accordance with ILO
definitions and recommendations.
The SEE and the QES are not comparable because of these improvements. The
estimates for employment for the quarter to December, published on June 28 in the
QES, show a difference of about 500 000 employees. This was largely due to the
extended coverage of the QES survey, made possible by improvements to the business
frame that I reported on in earlier articles.
The drop in employment in the first quarter was largely caused by seasonal factors, with
many people being employed for the December period only. The published results do
not take this seasonality into account as it is not possible to develop seasonally adjusted
estimates for a series that has only been published for two periods.

As the series progresses and more results become available, it will become possible to
get a clear insight into the labour market by using the QES survey estimates.
Furthermore, the major contributors to differences in employment levels between the

QES for December and the SEE for December are the financial intermediation,
insurance, real estate and business services industry, up about 40 percent; the
construction industry, up about 30 percent; and the transport, communication and
storage industry, up about 50 percent. These increases are mainly due to the QES
survey's coverage of small businesses in these industries. The SEE did not cover many
of these small businesses.
Information regarding employers, employees and the self-employed can be obtained

from the six-monthly labour force survey, conducted among 30 000 households
countrywide. The results of this survey should be read in conjunction with those of the
QES, as they all inform on the dynamics in the labour market.
Over time, by using register-based frames, Stats SA has continued to provide a more
representative picture of the economic and the population dynamics of the country.
The underlying purpose of statistics is to inform users and policy, and statistics should
not be misconstrued to suit specific situations. Extreme caution should be exercised
when commenting on a time series that has only two data points and the differences
between relevant series should be kept in mind at all times.
Pali Lehohla is the statistician-general and head of Statistics SA. For more information
on Stats SA and its outputs visit www.statssa.gov.za, or contact user services on (012)
310-8600
1. Explain how the representative sample has grown from 4.7 million (STEE findings) to 6.559
(SEE) to the current 7.075 million (QES findings):

2. What categories of workers have been excluded from QES and why?
3. Information regarding employers, employees and the self-employed is obtained by

conducting surveys:
a) What is the frequency of these surveys?

b) Why should they be conducted frequently?
c) What is the size of the sample?
d) Do you think that it is a representative sample? Give a reason for your answer.
e) What are some of the problems regarding choosing a sample of this nature?

4. What are the limitations of a time series that has only two data points (par.14)?
5. A survey attempted to evaluate student interest about a range of classroom topics. Students
were asked to rank their interest in various potential topics according to this scale:
10 if they felt a topic was very interesting

6 if they felt a topic was above average interest
4 if they felt a topic was below average interest
1 if they felt a topic was not worth studying in class
Please note that only four responses were permitted: 10, 6, 4, and 1. Is this an acceptable
survey design? Explain your answer:

6. Critique the following graphical representations:

a)
Sales
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O

7. Make predictions and draw conclusions from the following graphs:

a)
b)

8. What errors can occur when collecting, organising and interpreting data?
9. Explain how statistics can be misused, for example in reporting statistics that are of
concern to the population:

Reflection 9016
7468
Individually complete the following:
9015
The purpose of reflection is for you to consider what you have learnt and how you will use it in
the future. Answer the following questions as honestly as you can:
1. After the training programme, I can now (tick):
 The Represent analyse and calculate shape and motion in 2-and 3-dimensional space in
different contexts

 Use mathematics to investigate and monitor the financial aspects of personal, business,
national and international issues
 Apply knowledge of statistics and probability to critically interrogate and effectively
communicate findings on life related problems
2. How would you apply what you have learnt during this skills programme in the workplace?
3. What was the most significant thing you have learnt in this programme?
4. What do you think you still need to learn more about? (Action Plan)
5. What did you enjoy most about the training?
6. If there was something about the training that you could change, what would it be?

9016
Facilitator Observation Checklist 7468
The facilitator needs to provide feedback on the participation of each learner in the class: 9015
The purpose of the facilitator observation checklist is to provide the learner with feedback about his/her participation during the formative class
activities and also to highlight the observed strengths and perceived weaknesses that the learner displayed during the workshop and/or learning
programme.
The facilitator is required to complete the Facilitator Observation checklist for each learner in his/her Learner Workbook. The learner needs to
sign-off the document to confirm that he/she has received the observation feedback.
Learner Name Facilitator Name Date
Group / Completed Participation Comments on perceived strengths and weaknesses of the

Class Activity
Individual     learner
1. Measure, estimate, and calculate

physical quantities
2. Explore, analyse & critique, describe &

represent, interpret & justify geometrical
relationships
3. Plan and control financial instruments
4. Use simple and compound interest

Group / Completed Participation Comments on perceived strengths and weaknesses of the

Class Activity
Individual     learner
5. Aspects of costs and revenue
6. Aspects of the national and global

economy
7. Critique and use techniques for

collecting, organising and representing
data
8. Communicate the outcomes of

experiments and simulations
9. Critically interrogate and use probability

and statistical models
10. Reflection Individual

Has the learner sufficiently demonstrated application of the following CCFO’s during the facilitated session?
CCFO1:
CCFO4:
Identify and solve problems:
Collect, analyse, organise and critically
using context to decode and make meaning individually CCFO2: CCFO3: evaluate information:
and in groups in oral, reading, and/or written activities Work effectively with others and in Organise and manage oneself and fundamental to the process of growing
make responsible decisions about format, layout and teams: one's activities responsibly and language capability across language
material to be included in the text using interactive speech in effectively: applications and fields of study
in which responses show that responsible decisions using activities, discussion and research through using language from a variety of technical texts
critical and creative thinking have been made when linking projects to ensure that the reports are when gathering the information required in
information sources to the purpose and form of the report, in liaising with the report recipients distributed on schedule the report and organising and collating it
and when creating report templates, and when ensuring
into the report as required by the relevant
that the report meets the requirements of the full spectrum
parties
of recipients
Yes / No Yes / No Yes / No Yes / No
CCFO6:
CCFO7:
Use science and technology CCFO8:
CCFO5: Understand the world as a set of
effectively and critically:
inter-related parts of a system: Contribute to the full development of
Communicate effectively using visual, mathematical using technology to access and
and/or language skills: through using language to explore oneself:
present texts
and express links, and exploring a by engaging with texts that stimulate
in formal and informal communications in writing when creating templates, compiling global range of contexts and texts awareness and development of life skills
in the modes of oral and/or written presentations the report and using the required and the learning process
by considering the needs of all
distribution system to deliver the
relevant parties
report
Yes / No Yes / No Yes / No Yes / No

Statement by the facilitator: Additional comments: (optional)

The learner has demonstrated sufficient knowledge and skill during Yes No
class to proceed with the summative assessment (circle)
Learner Signature Facilitator Signature

SUMMATIVE ASSESSMENTS
Knowledge Questionnaire
Please answer the following knowledge questions related to the unit standard
embedded knowledge and assessment criteria and place it in your portfolio of
evidence. Remember to number the answers according to the question numbers,
should you need to attach a document.
You have 1 hour to complete this Knowledge Questionnaire individually based on
the theory that you covered in your Learner Guide and the formative assessments
you completed in your Learner Workbook.
Knowledge Questions Unit Standard

Individually complete the following: Reference
1. Describe the following geometric figures in words and by means of a sketch: 9016.EEK 1
9016 2.6
Figure Description Sketch
Square
Circle
Triangle

Cube
(24)
2. Define volume 9016 EEK 2, 1.6
(2)
3. Describe how you would use mathematical argument and

evaluation based on logical deduction in your everyday work / 9016 EEK 3, 2.1
home life
(2)
4. Spatial interrelationships – describe what spatial sense is 9016 EEK 4, 2.4

(2)
5. Describe what budgeting is and why a business and a household

7468 EEK1, 3.3
should budget regularly?
(2)
6. Define the following financial terms and provide an example of

7468 EEK2, 3.3
each to substantiate your answer
Income
Expenditure
Fixed costs

Variable costs
Depreciation
(10)
7. Define the following terms associated with planning and controlling

7468.1.1
financial instruments
Financial
instruments
Currency
Insurance
Assurance
Stock
Exchange
dealings

(11)
8. Define the following mathematical terms: 7468 EEK3, 4.2
Estimate
Approximate
(2)
9. Define the following terms related to interest 7468.2.1

7468 EEK4
Interest
Interest rate
Simple interest

Compound
interest
Interest
expenses
Hire Purchase
(HP)
Present Value
(12)
10. Define the following terms related to aspects of costs and revenue 7468.3.1
marginal costs
marginal
revenue
optimisation of
profit

(3)
11. Define the following terms related to aspects of the national and
7468.4.1
global economy
Inflation
Exchange rate
Imports
Exports
(11)
12. Identify 3 situations or issues that can be dealt with through

9015.1.1
statistical methods correctly
(3)
13. What is a survey? When would it be an appropriate method for

9015.1.2
data collection?

(2)
14. Why is it important to get a representative sample? 9015.1.3
(2)
15. Explain what the consequences can be if data is contaminated? 9015.1.4
(2)
16. List 3 methods of gathering data 9015.1.5
(3)
17. How can you ensure that data is collected correctly? 9015.1.6
9015 EEK1
(3)

18. In which situations in your workplace would you want to determine

9015 EEK4, 3.4
the probability of an event occurring? Mention 2.
(2)
19. List two situations in your workplace where you would need to
9015 EEK2, 3.1
calculate the average (mean).
(2)
20. Why do we use tables and charts to represent statistical data? 9015 EEK3, 3.3
(3)
21. What is the value of collecting and analysing data and making
predictions and assumptions based on statistical data for a 9015.3.1-5
manager in a business?
(3)
Assessor Moderator
signature signature

Practical Activities
Individually complete the following activities to show your ability to integrate and
apply your knowledge and skills in the workplace.
Practical Activities 1-3 : Maths Literacy 9016

Individually complete the following: 7468
9015
Related EEKs
CCFO1-8
ELO9,12
You need to show that you can:

 Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different
contexts
 Use mathematics to investigate and monitor the financial aspects of personal, business,
national and international issues
 Apply knowledge of statistics and probability to critically interrogate and effectively
communicate findings on life related problems
Complete the following in your workplace:
Practical Activity 1. (US 9016) Complete and submit evidence for the following:
a) Calculate distances that one vehicle of the organisation travels per day, per week
and per month. If you do not work directly with vehicles, calculate the distance you
travel to work and back per day, per week and per month. Show your calculations
and state the distance in the correct measuring unit
b) You have to compare distances travelled by two or more vehicles in order to find out
which vehicle traveled the greatest distance. If you do not work directly with vehicles
compare distance you travel to work and back with the distance a fellow worker
travels. Show his/her calculations and show the difference in kilometers
c) Assuming the vehicle’s fuel consumption is 10km per litre calculate the amount of
fuel the vehicle uses. Calculate the cost of fuel per day and per week using the latest
fuel prices for your calculations
d) You have to estimate the volume left in a can of oil after a vehicle has been serviced
or bottle of milk/ glass of water after some of the fluid has been poured from the
bottle/glass. The actual volume of liquid left must then be measured using a
measuring instrument and the actual amount compared to the estimated amount.
Show your estimation and the actual amount in the correct unit
e) Measure any office/factory that is at your workplace and show its length and width.
The calculate the surface area and show the answer in the correct unit of
measurement
f) Do a rough sketch/drawing of the office or factory and attach it as evidence
g) Estimate the height and width of the front door of the office or a client ‘s premises.

What type of vehicle would be able to drive through the front door
h) You have to find your company’s office on a map. You also have to find premises of
two your organisation’s clients on a map. Plot a route to follow from your workplace
to one of your client. A print out of the map with markings indicating the workplace
and the premises of the 2 clients, routes must be attached as evidence
Practical Activity 2- (US 7468 ) Complete and submit evidence for the following:
a) Analyse income and expenditure of your department/organisation/business unit for the
past year. Increase the income by 10% and each expenditure by 7%.
b) Write down your results as shown below. You also need to show the total income, total
expenditure and the Profit or Loss
c) Make at least 2 suggestions on how to reduce expenses and 2 suggestions on how to
increase income of your department/ organisation/business unit.
Item Original amount Percentag Amount increase Adjusted amount

e increase
Eg Sales R1 000 000 10% R100 000 R1 100 000.00
d) Develop your personal budget statement for a month. Monitor the budget and then
record the actuals against the budget. Your budget must show whether you have a
surplus of shortfall. You also need to show income and expenditure separately with their
totals. Calculate the variances.
Show your answers as shown below:
Item Budget (Amount Actual (Amount in Variance (Amount in

in Rands) Rands) Rands)
Eg’- Commission 10000 7000 -3000
Indicate 3 ways you can employ to reduce expenses.
e) You received a lump sum of R100 000 from an inheritance. There are two investment
options. Option 1-To invest it at a rate of 10% per annum simple interest for 5 years.
Option 2- Invest at a rate of 8% compound interest for 5 years. Motivate which
investment is better showing all calculations for Option 1 and Option 2
f) Government should use taxes to pay infrastructure, welfare etc. If government was to
increase the social grant paid to children by R20 and there are, for example 3 800 000
children receiving this allowance.
i. How much extra will the allowance cost?
ii. If the allowance paid per child is R350 per child what would be the total
allowance cost to the country?
iii. Where would the government get the money from?
iv. Of the number of children receiving allowances from government 15% are
fraudulent claims. Calculate the number of fraudulent claims and the cost to the

country of the fraudulent claims

g) The government of South Africa wants to buy an airplane for US$300 million. At an
exchange rate of 1 USD : R13.05, how must will the government spend on the airplane
in rands
h) During a summit of heads of state of African Countries, SA signed business deals worth
R10 Billion with foreign companies. At an exchange rate of USD 1: R15 How much is the
country going to benefit in terms of foreign currency to be invested in the country from
the business deals signed
i) Do research and show calculations of the tax that you would pay as an individual if your
current monthly salary was R10 000. Attach your calculations and the current SARS
PAYE tax table- highlighting the tax to be paid on the SARS tax table
Practical Activity 3- (US 9015) Select a problem in the workplace/community to

investigate using statistical method
a) Define the population of your survey
b) Describe you sample and explain how you chose your sample
c) Discuss variables taken into account, such as time of day, cost, availability, etc.?
d) Design a questionnaire with at least 5 questions and then conduct a research. Gather
the data using the designed questionnaire. You need to attach at least 3 examples of
completed questionnaires behind this page.
e) From the data collated compile a research report with the following guidelines: Your
report must have a Topic, Scope, Purpose, Introduction, Methodology used, Findings,
Analysis and Interpretations, Conclusions and Recommendations. Your research must
contain at least 1 table (of data collated), 2 different relevant graphs or chart or diagram
to illustrate points being made
f) Identify any shortcomings in the way you collected data and your analysis and
interpretation of the information
g) There are 15 mables in a bag- 5 blue, 3 white, 4 yellow and 3 red. Calculate the
probability of
i. Picking a blue mable
ii. Picking white or red mable
iii. Picking a mable that is not red
h) Study the following information and then calculate the i) mean, ii) mode,
iii)Median and iv) the range. v) Draw up some conclusions from the data analyses done
Month Production in Units
Jan 2600
Feb 2500
March 2550
April 2640

May 2540
June 2500
July 2400
Aug 2650
Place your evidence after this page; clearly marked for easy reference.

Evidence Locators (To be completed by the Assessor)
Assessor Name_____________________________________Assessor Reg No_______________________________Signature_________
US Name: Use mathematics to investigate and monitor the financial aspects of personal, business, national and international
issues(7468)
SO Assessment Criteria Formative Summative NYC Comments for Remedial Action

Assessment Assessment C
1. Plans are sufficient to ensure effective Class Activity 3, Practical
control of financial instruments. Reflection, Facilitator Activity 2, KQ
Observation Checklist 8
2. Calculations are carried out using Class Activity 3, Practical
1. Use computational tools efficiently and correctly Reflection, Facilitator Activity 2
mathematics and solutions obtained are verified in terms Observation Checklist
to plan and of the context.
control
financial 3. Measures used for control purposes are Class Activity 3, Practical
instruments. appropriate to the need and are in line with Reflection, Facilitator Activity 2
control plans. Observation Checklist
1. The differences between simple and Class Activity 4, Practical

compound interest are described in terms of Reflection, Facilitator Activity 2, KQ
their common applications and effects Observation Checklist 10
2. Use
simple and
compound
interest to
make sense 2. Methods of calculation are appropriate to Class Activity 4, Practical
of and the problem types. Reflection, Facilitator Activity 2

define a Observation Checklist

variety of 3. Computational tools are used efficiently Class Activity 4, Practical
situations. and correctly, and solutions obtained are Reflection, Facilitator Activity 2
verified in terms of the context or problem Observation Checklist
4. Solutions to calculations are used Class Activity 4, Practical

effectively to define the changes over a Reflection, Facilitator Activity 2
period of time Observation Checklist
1. Values are calculated correctly Class Activity 5, Practical
Reflection, Facilitator Activity 2, KQ
Observation Checklist 11
3. 2. Mathematical tools and systems are used Class Activity 5, Practical
Investigate effectively to determine and describe the Reflection, Facilitator Activity 2
various relationships between the various aspects of Observation Checklist
aspects of cost and revenue.
costs and
revenue. 3. Terminology is used in the correct context. Class Activity 5, Practical
Observation Checklist 6, 7
4. Reasonable methods are described for Class Activity 5, Practical
the control of costs and optimisation of Reflection, Facilitator Activity 2
profits in relation to given data. Observation Checklist
1. Values are calculated correctly Class Activity 6, Practical

4.Use Observation Checklist 12
mathematics 2. Mathematical tools and systems are used Class Activity 6, Practical
to debate effectively to determine, compare and Reflection, Facilitator Activity 2, KQ
aspects of describe aspects of the national and global Observation Checklist 9
the national economy

and global 3. Debating points are based on well- Class Activity 6, Practical
economy reasoned arguments and are supported by Reflection, Facilitator Activity 2
mathematical information Observation Checklist
CCFO'S (7468)
Assessment Criteria Formative Summative C NYC Comments for Remedial Action
Assessment Assessment and
practical Workplace
Evidence
UNIT STANDARD CCFO Class Activity 3-6, Practical Activity 2
IDENTIFYING Reflection,
• Identify and solve problems using Facilitator
critical and creative thinking: Observation
Solving a variety of numerical and Checklist
financial problems

COLLECTING Reflection,
• Collect, analyse, organise and Facilitator
critically evaluate information: Observation
Gather, organise, evaluate and interpret Checklist
financial information to plan and make
provision for monitoring budgets and
other financial situations.


COMMUNICATING Reflection,
• Communicate effectively: Facilitator
Use everyday language and Observation
mathematical language to describe Checklist
relationships, processes and problem
solving methods.
US Name: Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related
problems (9015)
SO Assessment Criteria Formative Summative C NYC Comments for Remedial

Assessment Assessment Action
1. Critique and 1. Situations or issues that can Class Activity Practical Activity
use techniques be dealt with through statistical 7, Reflection, 3, KQ 13
for collecting, methods are identified correctly. Facilitator
organising and Observation
representing Checklist
data. 2. Appropriate methods for Class Activity Practical Activity
collecting, recording and 7, Reflection, 3, KQ 14
organising (data are used so as Facilitator
to maximise efficiency and Observation
ensure the resolution of a Checklist
problem or issue.
3. Data sources and databases Class Activity Practical Activity
are selected in a manner that 7, Reflection, 3, KQ 15
ensures the representativeness Facilitator
of the sample and the validity of Observation
resolutions. Checklist

4. Activities that could result in Class Activity Practical Activity

contamination of data are 7, Reflection, 3, KQ 16
identified and explanations are Facilitator
provided of the effects of Observation
contaminated data. Checklist
5. Data is gathered using Class Activity Practical Activity
methods appropriate to the data 7, Reflection, 3, KQ 17
type and purpose for gathering Facilitator
the data. Observation
Checklist
6. Data collection methods are Class Activity Practical Activity
used correctly. 7, Reflection, 3, KQ 18
Facilitator
Observation
Checklist
7. Calculations and the use of Class Activity Practical Activity
statistics are correct. 7, Reflection, 3
Facilitator
Observation
Checklist
8. Graphical representations Class Activity Practical Activity
and numerical summaries are 7, Reflection, 3
consistent with the data, are Facilitator
clear and appropriate to the Observation
situation and target audience. Checklist
9. Resolutions for the situation Class Activity Practical Activity
or issue are supported by the 7, Reflection, 3
data and are validated in terms Facilitator
of the context. Observation
Checklist
2. Use 1. Experiments and simulations Class Activity Practical Activity
theoretical and are chosen and/or designed 8, Reflection, 3

experimental appropriately in terms of the Facilitator

probability to situation to be modelled. Observation
develop Checklist
models. 2. Predictions are based on Class Activity Practical Activity
validated experimental or 8, Reflection, 3
theoretical probabilities. Facilitator
Observation
Checklist
3. The results of experiments Class Activity Practical Activity
and simulations are interpreted 8, Reflection, 3
correctly in terms of the real Facilitator
context. Observation
Checklist
4. The outcomes of experiments Class Activity Practical Activity
and simulations are 8, Reflection, 3
communicated clearly. Facilitator
Observation
Checklist
3. Critically 1. Statistics generated from the Class Activity Practical Activity
interrogate and data are interpreted 9, Reflection, 3, KQ 20
use probability meaningfully and interpretations Facilitator
and statistical are justified or critiqued. Observation
models. Checklist
2. Assumptions made in the Class Activity Practical Activity
collection or generation of data 9, Reflection, 3
and statistics are defined or Facilitator
critiqued appropriately. Observation
Checklist

3. Tables, diagrams, charts and Class Activity Practical Activity

graphs are used or critiqued 9, Reflection, 3, KQ 21, 22
appropriately in the analysis and Facilitator
representation of data, statistics Observation
and probability values. Checklist
4. Predictions, conclusions and Class Activity Practical Activity
judgements are made on the 9, Reflection, 3, KQ 19
basis of valid arguments and Facilitator
supporting data, statistics and Observation
probability models. Checklist
5. Evaluations of the statistics Class Practical Activity
identify potential sources of Activity 9, 3
bias, errors in measurement, Reflection,
potential uses and misuses and Facilitator
their effects. Observation
Checklist
CCFO'S (US 9015)
Assessment Criteria Formative Summative C NYC Comments for Remedial Action
Assessment Assessment
and Practical
Workplace
Evidence
UNIT STANDARD CCFO Class Activity 7-9, Practical Activity
IDENTIFYING Reflection, Facilitator 3
Observation Checklist
Identify and solve problems using
critical and creative thinking:
Solve a variety of problems based
on data, statistics and probability


COLLECTING Reflection, Facilitator 3
Collect, analyse, organise and
critically evaluate information:
Gather, organise, evaluate and
critically interpret data and statistics
to make sense of situations.
CONTRIBUTING Reflection, Facilitator 3
Use mathematics:
Use mathematics to critically
analyse, describe and represent
situations and to solve problems
related to the life or work situations
of the adult with increasing
responsibilities
UNIT STANDARD CCFO Class Activity 7-9, Practical
COMMUNICATING Reflection, Facilitator Activity 3
Communicate effectively:
Use everyday language and
mathematical language to represent
data, statistics and probability and
effectively communicate or critique
conclusions

US 9016: Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts
Specific Summative
Outcome Assessment Criteria Formative Assessments Assessments C NYC Remedial Action Required
Class Activity 1, Practical Activity 1
1. Scales on the measuring Reflection, Facilitator
instruments are read correctly Observation Checklist
2. Quantities are estimated to a Class Activity 1, Practical Activity 1
tolerance justified in the context Reflection, Facilitator
of the need. Observation Checklist
3. The appropriate instrument is Class Activity 1, Practical Activity 1
chosen to measure a particular Reflection, Facilitator
quantity. Observation Checklist
4. Quantities are measured Class Activity 1, Practical Activity 1
1.Measure,
correctly to within the least step Reflection, Facilitator
estimate, and
of the instrument. Observation Checklist
calculate
Class Activity 1, Practical Activity 1
physical
5. Appropriate formulae are Reflection, Facilitator
quantities.
selected and used. Observation Checklist
6. Calculations are carried out Class Activity 1,
correctly and the least steps of Reflection, Facilitator
instruments used are taken into Observation Checklist
account when reporting final KQ 2, 3, Practical
values. Activity 1
7. Symbols and units are used Class Activity 1, Practical Activity 1
in accordance with SI Reflection, Facilitator
conventions and as appropriate Observation Checklist
to the situation
2.Explore, 1. Descriptions are based on a Class Activity 2, Practical Activity 1,
analyse & systematic analysis of the Reflection, Facilitator KQ 4
critique, describe shapes and reflect the Observation Checklist

& represent, properties of the shapes

interpret & justify accurately, clearly and
geometrical completely.
relationships. 2. Descriptions include Class Activity 2, Practical Activity 1
quantitative information Reflection, Facilitator
appropriate to the situation and Observation Checklist
need.
3. Three-dimensional objects Class Activity 2, Practical Activity 1
are represented by top, front Reflection, Facilitator
and side views. Observation Checklist
4. Different views are correctly Class Activity 2, Practical Activity 1,
assimilated to describe 3- Reflection, Facilitator KQ 4
dimensional objects. Observation Checklist
5. Available and appropriate Class Activity 2, Practical Activity 1
technology is used in producing Reflection, Facilitator
and analysing representations. Observation Checklist
6. Relations of distance and Class Activity 2, Practical Activity 1,
positions between objects are Reflection, Facilitator KQ 1
analysed from different views. Observation Checklist
7. Conjectures as appropriate to Class Activity 2, Practical Activity 1
the situation, are based on well- Reflection, Facilitator
planned investigations of Observation Checklist
geometrical properties.
8. Representations of the Class Activity 2, Practical Activity 1
problems are consistent with Reflection, Facilitator
and appropriate to the problem Observation Checklist
context. The problems are
represented comprehensively
and in mathematical terms.
9. Results are achieved through Class Activity 2, Practical Activity 1
efficient and correct analysis Reflection, Facilitator
and manipulation of Observation Checklist

representations.
10. Problem-solving methods Class Activity 2, Practical Activity 1
are presented clearly, logically Reflection, Facilitator
and in mathematical terms Observation Checklist
11. Reflections on the chosen Class Activity 2, Practical Activity 1
problem solving strategy reveal Reflection, Facilitator
strengths and weaknesses of Observation Checklist
the strategy.
12. Alternative strategies to Class Activity 2, Practical Activity 1
obtain the solution are identified Reflection, Facilitator
and compared in terms of Observation Checklist
appropriateness and
effectiveness.
CCFOs (9016)
Formative Summative
Assessment Criteria Assessments Assessments C NYC Remedial Action Required
UNIT STANDARD CCFO Class Activity 1, 2, Practical
IDENTIFYING Reflection, Facilitator Activity 1
Identify and solve problems using Observation Checklist
critical and creative thinking:
Solve a variety of problems relevant to
the adult with increasing responsibilities
involving space, shape and time using
geometrical techniques.
COLLECTING Reflection, Facilitator Activity 1
Collect, analyse, organise and critically Observation Checklist
evaluate information:
Gather, organise, evaluate and critique
information about objects and

processes.
COMMUNICATING Reflection, Facilitator Activity 1
Communicate effectively: Observation Checklist
Use everyday language and
mathematical language to describe
properties, processes and problem-
solving methods.
CONTRIBUTING Reflection, Facilitator Activity 1
Use mathematics: Observation Checklist
Use mathematics to analyse, describe
and represent realistic and abstract
situations and to solve problems
relevant to the adult with increasing
responsibilities.

Project Mgt 4 Module 7 POE PM 7

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POE GUIDE: MODULE 7

US ID US Title Level Credits

Use mathematics to investigate and monitor the

Apply knowledge of statistics and probability to

TOTAL CREDIT VALUE 16

RACE GENDER POSITION IN

TEL NO WORK: HOME:

Seta Registration No:

Contact email: Registration No:

I (surname and full

Signature of Learner Date

An overview on the current developments in

Moderator’s Signature Date

AGREED ASSESSMENT PLAN

Be available for assessment.

Date Date Date

2. Select and list three items from the training room.

Learner POE; Module 7 5

3. Use a ruler to measure these three items. Record the findings.

Learner POE; Module 7 6

4. Arrange the masses from small to large

Learner POE; Module 7 7

1. Use a protractor to measure the following angle

2. Measure the pen

3. Write down the difference

Learner POE; Module 7 8

2. Measure how many cups of water the kettle holds

Selecting and Using Formulae

Learner POE; Module 7 9

Perimeter Perimeter of a rectangle field with

Time Distance- 300km

Learner POE; Module 7 10

Learner POE; Module 7 11

Learner POE; Module 7 12

Learner POE; Module 7 13

Class Activity 2: Explore, analyse & critique, describe

Learner POE; Module 7 14

2. Analyse and Create Representations

Learner POE; Module 7 15

Learner POE; Module 7 16

(first container = 3cm diameter and 5 cm high;

Learner POE; Module 7 17

Class Activity 3: Plan and control financial instruments 7468.1

PIONEER FOODS 12:15:03 08/05/2013

a. What is the share price for Pioneer Foods stock?

Learner POE; Module 7 18

SAB (Breweries) R174.55 3

SAB (Breweries) R174.55 R500.00

MTN R127.67 R1 500.00

Woolworths R14.59 R2 300.00

Learner POE; Module 7 19

Money to Invest Return Gain/Loss Total

2. R1,000,00 –8% (R80,00)

3. R1,000,00 19% R190,00

4. R1,000,00 –6% (R60,00)

5. R1,000,00 14% R140,00

6. R1,000,00 12% R120,00

Learner POE; Module 7 20

Class Activity 4: Use simple and compound interest 7468.2

Learner POE; Module 7 21

Learner POE; Module 7 22

Learner POE; Module 7 23

Class Activity 5: Aspects of costs and revenue

a. Calculate the profit on the sale of the first 400 jackets.