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: |
Describe, represent and interpret mathematical models in different contexts |
SAQA US ID | UNIT STANDARD TITLE | |||
7452 | Describe, represent and interpret mathematical models in different contexts | |||
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 4 | Regular-Fundamental | Level 1 | NQF Level 01 | 6 |
REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
Reregistered | 2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2024-06-30 | 2027-06-30 |
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 |
People credited with this unit standard are able to:
Describe and represent relationships in a variety of contexts usng tables; Describe and represent relationships in a variety of contexts using simple algebraic expressions and/or equations; Describe and represent relationships in a variety of contexts using graphs; Describe and represent relationships in a variety of contexts geometrically; Analyse and explain the behaviour of graphs in terms of increasing and decreasing trends; Analyse and explain the behaviour of general algebraic equations and formulae in terms of increasing and decreasing relationships between variables. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
The following learning at ABET Numeracy level 3 is assumed to be in place:
Construct and use tables and graph to organise and interpret information. |
UNIT STANDARD OUTCOME HEADER |
Describe and represent relationships in a variety |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Describe and represent relationships in a variety of contexts using tables. |
OUTCOME RANGE |
Simple linear, quadratic and exponential relationships. Relationships may be given in the form of words, equations, and graphs or as a result of experiments. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Independent and dependent variables are identified. |
ASSESSMENT CRITERION 2 |
2. The descriptions are consistent with the given relationship. |
ASSESSMENT CRITERION 3 |
3. The representation is consistent with the given relationship. |
ASSESSMENT CRITERION 4 |
4. Sufficient information is represented in such a way that the relationship is evident. |
SPECIFIC OUTCOME 2 |
Describe and represent relationships in a variety of contexts using simple algebraic expressions. |
OUTCOME NOTES |
Describe and represent relationships in a variety of contexts using simple algebraic expressions and/or equations. |
OUTCOME RANGE |
Simple linear, quadratic and exponential relationships. Relationships may be given in the form of words, tables, and graphs or as a result of experiments. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Independent and dependent variables are identified. |
ASSESSMENT CRITERION 2 |
2. The descriptions are consistent with the given relationship. |
ASSESSMENT CRITERION 3 |
3. The representation is consistent with the given relationship. |
ASSESSMENT CRITERION 4 |
4. Sufficient information is represented in such a way that the relationship is evident. |
SPECIFIC OUTCOME 3 |
Describe and represent relationships in a variety of contexts using graphs. |
OUTCOME RANGE |
Simple linear, quadratic and exponential relationships and simple cyclical relationships such as trig functions.
Number lines for inequalities. Relationships may be given in the form of words, tables, and equations or as a result of experiments. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Independent and dependent variables are identified. |
ASSESSMENT CRITERION 2 |
2. The descriptions are consistent with the given relationship. |
ASSESSMENT CRITERION 3 |
3. The representation is consistent with the given relationship. |
ASSESSMENT CRITERION 4 |
4. Sufficient information is represented such that the relationship is evident. |
SPECIFIC OUTCOME 4 |
Describe and represent relationships in a variety of contexts geometrically. |
OUTCOME RANGE |
Heights and distances using right-angled triangles. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The descriptions are consistent with the given relationship. |
ASSESSMENT CRITERION 2 |
2. The representation is consistent with the given relationship. |
ASSESSMENT CRITERION 3 |
3. Sufficient information is represented in such a way that the relationship is evident. |
SPECIFIC OUTCOME 5 |
Analyse and explain the behaviour of graphs in terms of increasing and decreasing trends. |
OUTCOME RANGE |
Limited to situations where the information can be directly read off the graph. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The variables are identified. |
ASSESSMENT CRITERION 2 |
2. The potential or existing relationships between variables are described. |
ASSESSMENT CRITERION 3 |
3. The increasing and decreasing trends are described. |
ASSESSMENT CRITERION 4 |
4. The maximum and minimum are identified. |
SPECIFIC OUTCOME 6 |
Analyse and explain the behaviour of general algebraic equations and formulae. |
OUTCOME RANGE |
Linear and quadratic equations. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The dependent and independent variables are identified. |
ASSESSMENT CRITERION 2 |
2. The potential or existing relationships between variables are described. |
ASSESSMENT CRITERION 3 |
3. The increasing and decreasing trends are described. |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Identify and solve mathematical problems in which responses display that responsible decisions using critical and creative thinking have been made. |
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 the behaviour of graphs and algebraic equations and formulae in different contexts. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively using mathematical models in different contexts. |
UNIT STANDARD CCFO DEMONSTRATING |
Understand the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Fundamental | 71751 | General Education and Training Certificate: Adult Basic Education and Training | Level 1 | NQF Level 01 | Reregistered | 2023-06-30 | As per Learning Programmes recorded against this Qual |
Fundamental | 73249 | General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum | Level 1 | NQF Level 01 | Reregistered | 2023-06-30 | UMALUSI |
Fundamental | 23193 | GETC in Ancillary Health Care | Level 1 | NQF Level 01 | Passed the End Date - Status was "Registered" |
2005-02-13 | Was HW SETA until Last Date for Achievement |
Fundamental | 24296 | National Certificate: Construction: Installation of Floor Coverings | Level 1 | NQF Level 01 | Reregistered | 2023-06-30 | CETA |
Fundamental | 22977 | National Certificate: Construction: Roadworks | Level 1 | NQF Level 01 | Passed the End Date - Status was "Registered" |
2005-12-04 | CETA |
Fundamental | 21798 | Certificate: Telecommunications for Customer Premises Equipment | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2009-10-03 | Was MICTS until Last Date for Achievement |
Elective | 23253 | National Certificate (GETC): Manufacturing, Engineering and Related Activities | Level 1 | NQF Level 01 | Reregistered | 2023-06-30 | MERSETA |
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. |
1. | BOLAND COLLEGE |
2. | Cedars Academy for Technical |
3. | College of Cape Town - Athlone Campus |
4. | Contra-Lit Pty Ltd |
5. | Edutel Wholesale & Retail Academy |
6. | FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE |
7. | Golden Ratio College |
8. | GPR Training Academy (Pty) Ltd |
9. | INTERACTIVE TUTOR (PTY) LIMITED |
10. | JMC TECHNICAL TRAINING (Bloemfontein)(TP) |
11. | Kingsbury International College (SA) |
12. | Marematlou Training Institute |
13. | Northlink College |
14. | Professional Development and Training Institute (Pty) Ltd |
15. | Retshetse Training Project |
16. | Sabela Learning Academy |
17. | SEOPOSENGOE TRAINING CONSULTANCY CC |
18. | Shirs Vision Compleadev |
19. | South Cape Public FET College - George Campus |
20. | Southern African Institute of Learning (SAIL) |
21. | Swift Skills Academy (SASOLBURG) (TP) |
22. | Tembe Service Providers |
23. | Visionary Skill Academy |
24. | WEST COAST COLLEGE FET |
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. |