All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: |
Describe, interpret and represent the environment geometrically |
SAQA US ID | UNIT STANDARD TITLE | |||
13504 | Describe, interpret and represent the environment geometrically | |||
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 who work with various representations of their environment. People credited with this unit standard are able to name, describe, compare and draw planar shapes, extend geometric patterns based on plane transformations, construct simple 3-dimensional shapes from a net, select and draw nets of simple 3-dimensional shapes, describe and interpret and represent the environment geometrically. |
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 |
Descriptions and drawings include those of planar shapes, nets and patterns and spatial objects in real size and to scale. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Name, describe and compare planar shapes. |
OUTCOME RANGE |
Square, rectangle, circle, isosceles, scalene and equilateral triangles. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Names of shapes are used correctly in terms of the lengths of the sides and the size of the angles. |
ASSESSMENT CRITERION 2 |
2. Acute angles, right angles, and obtuse angles are recognised and named. |
ASSESSMENT CRITERION 3 |
3. Axes of symmetry are drawn in correct positions. |
ASSESSMENT CRITERION 4 |
4. Shapes are distinguished from one another in terms of their characteristics. |
SPECIFIC OUTCOME 2 |
Draw and complete planar shapes and figures. |
OUTCOME NOTES |
Draw and complete planar shapes and figures, and complete and extend geometric patterns based on plane transformations. |
OUTCOME RANGE |
Shapes include squares, rectangles, circles, isosceles, scalene and equilateral triangles and shapes based on patterns.
Transformations refer to flipping, sliding and turning. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The lengths of sides are straight where applicable and within margins of error as dictated to by the situation and measuring and drawing instruments used. |
ASSESSMENT CRITERION 2 |
2. The angles are correct within a margin of error as applies to the situation and so as to clearly identify their intended size. |
ASSESSMENT CRITERION 3 |
3. Circles conform to the definition of circles and have radii within margins of error as dictated to by the situation and measuring and drawing instruments used. |
ASSESSMENT CRITERION 4 |
4. Completed patterns are symmetrical about given axes of symmetry where required and maintain the pattern consistently. |
ASSESSMENT CRITERION 5 |
5. Appropriate drawing instruments are selected and used. |
ASSESSMENT CRITERION RANGE |
Protractor, set square, ruler, compass, pencil. |
SPECIFIC OUTCOME 3 |
Construct simple 3-dimensional shapes. |
OUTCOME NOTES |
Construct simple 3-dimensional shapes from a net and select and draw nets of simple 3-dimensional shapes. |
OUTCOME RANGE |
Cube, cuboid, cylinder, pyramids and combinations of these. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The shape is consistent with the shape required. |
ASSESSMENT CRITERION 2 |
2. Corners and faces meet neatly and sharply. |
ASSESSMENT CRITERION 3 |
3. The lengths and positions of sides on nets correspond to the length and position of sides on the 3-dimensional shape. |
ASSESSMENT CRITERION 4 |
4. Lines are straight and corners are sharp as required by the 3-dimensional shape. |
ASSESSMENT CRITERION 5 |
5. Nets are correctly identified with their corresponding shapes. |
SPECIFIC OUTCOME 4 |
Name, describe and compare spatial objects by observation of the objects and their nets. |
OUTCOME RANGE |
Names of solids: block, cube, cuboid, cylinder, sphere, cone, pyramid.
Parts of solids: square, rectangular, triangular or round faces, edges, corners. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Descriptions use the language of space and shape. |
ASSESSMENT CRITERION RANGE |
Includes vertical, horizontal, perpendicular, parallel. |
ASSESSMENT CRITERION 2 |
2. Faces are described in terms of the names of two-dimensional shapes. |
ASSESSMENT CRITERION 3 |
3. Descriptions detail the number of faces and edges. |
ASSESSMENT CRITERION 4 |
4. Comparisons between shapes are made in terms of their characteristics. |
SPECIFIC OUTCOME 5 |
Describe and interpret the environment geometrically. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Descriptions are made in terms of the names of geometric shapes, sizes and positions. |
ASSESSMENT CRITERION 2 |
2. Names of shapes are correct in terms of their characteristics independent of position or rotation. |
ASSESSMENT CRITERION 3 |
3. Two-dimensional representations of the 3-dimensional reality are described in terms of recognised symbols and conventions. |
ASSESSMENT CRITERION 4 |
4. Relative positions of shapes are described correctly using the language of position. |
ASSESSMENT CRITERION RANGE |
Includes above, below, on top, under, left, right, next to, on. |
ASSESSMENT CRITERION 5 |
5. Orientations of objects, shapes and lines relative to one another are identified and described using appropriate language. |
ASSESSMENT CRITERION RANGE |
Perpendicular to, vertical, horizontal, parallel. |
SPECIFIC OUTCOME 6 |
Represent the environment using lines and drawings of geometric shapes. |
OUTCOME RANGE |
Situations include combinations of quadrilaterals, triangles, circles of given dimensions and angles.
Representations include scale drawings. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The length of sides are straight where applicable and are of the correct dimensions. |
ASSESSMENT CRITERION 2 |
2. Angles accord with the properties of the shape. |
ASSESSMENT CRITERION 3 |
3. Corners meet where applicable. |
ASSESSMENT CRITERION 4 |
4. The properties of the shape are consistent with the shapes in the situation being represented. |
ASSESSMENT CRITERION 5 |
5. The relative positions and orientations of shapes and objects are represented using recognised 2-dimensions symbols and conventions. |
ASSESSMENT CRITERION 6 |
6. The relative sizes of shapes accord with the scale and sizes in the situation being represented. |
ASSESSMENT CRITERION 7 |
7. Suitable scales are described and used such that the scale facilitates clear representations of the environment. |
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 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. |
NONE |
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |