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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Measure and solve problems involving measurement, perimeter, area, volume and time

SAQA US ID	UNIT STANDARD TITLE
13502	Measure and solve problems involving measurement, perimeter, area, volume and time
ORIGINATOR
SGB Math. Literacy Mathematics and Math Sciences
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences			Mathematical Sciences
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
ABET Level 3	Regular-Fundamental	Below Level 1	Level TBA:Pre-2009 BelowL1	2
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2003-07-01	2006-06-30	SAQA 1043/02
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2010-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

This unit standard is for people involved in measuring and solving measurement problems in a variety of contexts. People credited with this unit standard are able to measure and estimate length, volume, mass, time, angles and temperature using simple instruments or reference measures, convert units of measure from one size to another and explain the use of conversions, and estimate solutions and solve measurement problems. This unit standard also recognises the ability to express the problem situation using words, measurements, expressions, equations and/or drawings, devise and implement strategies to solve measurement problems and interpret, verify and justify solutions in terms of practical considerations.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

'Describe, analyse, interpret and represent the environment geometrically in terms of location, shape and motion'.

UNIT STANDARD RANGE

Measurements include length, volume, mass, time, angles and temperature.
Problems involve perimeter, area, volume and time.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe situations and quantities through measurement and estimation.

OUTCOME RANGE

Quantities include length, volume, mass, time, angles and temperature.
Measurements are made using simple instruments or reference measures for estimation purposes.
Measurements are given using informal and standard units of measure.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Measuring instruments used are appropriate to the context.

ASSESSMENT CRITERION 2

2. Measurements are accurate to within the accuracy required by the context and the margin of error of the measuring instrument.

ASSESSMENT CRITERION 3

3. Estimates of size, length, distance, mass and capacity are appropriate in terms of context, the need for speed and the purpose of the estimates.

ASSESSMENT CRITERION 4

4. Unit names and abbreviations are correctly matched and used in accordance with the context.

ASSESSMENT CRITERION 5

5. Non-standard measurements are appropriate to the context and provide a good idea of the magnitude of the measurement.

SPECIFIC OUTCOME 2

Convert units of measure from one size to another and explain the use of conversions.

OUTCOME RANGE

Conversions are limited to metric conversions, and include those for length and distance, mass and capacity.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Understanding of the relationships between units of measure is displayed in terms of the decimal relationships and powers of ten.

ASSESSMENT CRITERION 2

2. Conversions of units to smaller or larger powers of ten are correct.

ASSESSMENT CRITERION 3

3. Explanations of the use of conversions take into account the manageability of measurements, the size of the measurements and the normal conventions that apply to particular measurements.

SPECIFIC OUTCOME 3

Estimate measurements and solutions to applied problems and computations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Estimates are reasonably close to the exact measurements and solutions as can be justified within the context.

ASSESSMENT CRITERION 2

2. Estimates chosen facilitate easy calculations.

ASSESSMENT CRITERION 3

3. The accuracy of estimates is justified by the context, need for speed and purposes of estimating.

SPECIFIC OUTCOME 4

Express problem situations using words, measurements, expressions, equations and/or drawings.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Mathematical symbols are correct and used in the proper context.

ASSESSMENT CRITERION 2

2. The description is consistent with the original statement of the problem.

ASSESSMENT CRITERION 3

3. The layout is clear and structured so that it can be easily read.

ASSESSMENT CRITERION 4

4. Appropriate units are used.

ASSESSMENT CRITERION 5

5. The size of units used is consistent with the problem context.

SPECIFIC OUTCOME 5

Devise and/or implement strategies to solve measurement problems.

OUTCOME NOTES

Devise and/or implement strategies to solve measurement problems involving perimeter, area, volume and time.

OUTCOME RANGE

Algorithms used can be standard or self-generated.
Calculations with and without the use of a calculator.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Appropriate operations are used.

ASSESSMENT CRITERION 2

2. Algorithms are logical, internally consistent and justified by the context.

ASSESSMENT CRITERION 3

3. Mathematical symbols are correct and used in the proper context.

ASSESSMENT CRITERION 4

4. Procedures used lead to correct solutions that make sense in terms of the context.

SPECIFIC OUTCOME 6

Interpret, verify and justify solutions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The solution is checked to ensure it makes sense in terms of the problem context.

ASSESSMENT CRITERION 2

2. Calculator answers are interpreted realistically in context.

ASSESSMENT CRITERION 3

3. Rounding up or down is appropriate to the context and follows established conventions in terms of the number of decimal places.

ASSESSMENT CRITERION 4

4. Explanations of solutions take into account practical considerations.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Evaluation of documentation and visit by SAQA or ETQA expert in the field of mathematics education.

Moderation:
According to system devised by the NSB.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Embedded knowledge is addressed as part of assessment criteria.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Solve problems.

UNIT STANDARD CCFO COLLECTING

Collect, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and language skills in the modes of oral and written presentations.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	49013	National Certificate: Mining Operations: Underground Hard Rock	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2007-08-16	Was MQA until Last Date for Achievement

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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