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Author: Tshepiso Makgato
SayPro 13507 Demonstrate knowledge of the development of mathematics as a human activity and use an alternate number system to the base ten system
PURPOSE OF THE UNIT STANDARD
This is for people who demonstrate an understanding of the origins of and development of mathematics. People credited with this unit standard are able to explain how different ancient number systems work, describe the development of our number system and use an ancient number system to count and record quantities.
UNIT STANDARD RANGE
Limited to key aspects of the history of mathematics in simple terms and any alternative number systems.
SPECIFIC OUTCOME
Explain how different ancient number systems work. Two different systems other than our number system. Describe the development of our number system. Key moments in its development, reasons for its adoption, possible relationships with other number systems, and its development by humans to make sense of our world.
ASSESSMENT CRITERION
The explanation describes how the systems work in terms of measuring quantity and length or height or distance. The explanation describes how the system records numbers and is generalized for any number. The description explains the history of our system in terms of key moments in its development. The description makes links to other systems where possible. The description clarifies the centrality of people in the development of mathematics and the reasons for the adoption of this system. Use an ancient number system to count and record quantities. At least 2 quantities up to 100 and 2 quantities between 100 and 1 000. The quantity is correctly expressed and recorded according to the logic of the system used. The form of the quantity recorded is in accordance with the requirements of the system.
SayPro 14069 Solve realistic and abstract problems involving changing quantities by addition, subtraction, multiplication, and division
PURPOSE OF THE UNIT STANDARD
People credited with this unit standard are able to: Estimate the answers to applied problems and computations. Express the problem situation using words, mathematical expressions, equations, and /or drawings. Devise and /or implement strategies to solve mathematical problems. Interpret, verify and justify solutions in terms of practical considerations. Calculate solutions to mix operation calculations.
UNIT STANDARD RANGE
Any one of the qualities involved in the situation may be unknown and the numbers may be whole numbers or fractions expressed as fractions, decimals, or percentages. Fractions can be expressed as simple fractions, percentages, or decimals. Whole numbers at least up to 1 000 000. Addition and subtraction: Whole numbers of up to six digits. Decimals up to three decimal places. Fractions of denominators 2 to 9 where one denominator is a multiple of the other. Multiplication and division: Whole numbers up to three digits. Fractions of denominators 2 to 9.
SPECIFIC OUTCOME
Estimate the answers to applied problems and computations.
ASSESSMENT CRITERIA
Estimates are reasonably close to the exact figures as can be justified within the context.
ASSESSMENT CRITERION
Estimates chosen facilitate easy calculations. The accuracy of estimates is justified by the context, need for speed, and purposes of estimating.
SPECIFIC OUTCOME
Express the problem situation using words, mathematical expressions, equations, and/or drawings. Mathematical symbols are correct and used in the proper context.
ASSESSMENT CRITERION
The description is consistent with the original statement of the problem. The layout is clear and structured so that it can be easily read.
SPECIFIC OUTCOME
Devise and/or implement strategies to solve mathematical problems.
OUTCOME RANGE
Algorithms used can be standard or self-generated. Calculations with and without the use of a calculator. Appropriate operations are used. Algorithms are logical, internally consistent, and justified by the context. Procedures used to lead to correct solutions Interpret, verify, and justify solutions in terms of practical considerations. The solution makes sense in terms of the problem context. Calculator answers are interpreted realistically in context. Rounding up or down is appropriate to the context and follows established conventions in terms of the number of decimal places. Explanations of solutions take into account practical considerations. Calculate solutions to mixed operation calculations. Only situations involving the priority of brackets as well as the use of the left-to-right rule will be applied. The priority of operations as a rule is excluded at this level. Operations within brackets are given priority. The left-to-right rule is applied correctly. Solutions are consistent with the problem.
SayPro 7449 Critically analyze how mathematics is used in social, political, and economic relations
PURPOSE OF THE UNIT STANDARD
People credited with this unit standard are able to: analyze critically the use of mathematical language and relationships in the workplace and in the economy; analyze critically the use of mathematics in social relations; analyze critically the use of mathematics and mathematical language and relationships in political relations.
UNIT STANDARD OUTCOME HEADER
Critically analyze the use of mathematical language
SPECIFIC OUTCOME
Critically analyze the use of mathematical language and relationships in the workplace. Wage negotiations, salary increases, and productivity as a ratio. Critically analyze the use of mathematics and mathematical language and relationships in political relations. Income distribution; census; elections; voting; opinion polls. Ways in which mathematical relationships and language can be used to represent particular perspectives are described. The impact of the use of mathematics in these contexts on individuals and social groups is described.
ASSESSMENT CRITERION
The ways in which mathematics is used in the workplace are described. Percentage, graphs, differences, ratio, and proportion. Ways in which mathematical relationships and language can be used to represent particular perspectives are described. Different forms of comparisons such as differences versus ratio. Manipulation of graphs through the choice of a graph, scale, axes, and nature of axes. Use of different averages: mean, median, mode. More than one perspective is to be described. Critically analyze the use of mathematical language and relationships in the economy. Budgeting, banks: interest rates, mortgage, service charges; fuel prices; pensions; inflation; the value of the rand, and exchange rates. The ways in which mathematics is used are described. %, graphs, differences, ratio, and proportion. Use of different averages: mean, median, and mode. More than one perspective is to be described. The impact of economic changes on the individual is described. Critically analyze the use of mathematics in social relations. Social differentiation: gender, social mobility, race; historical and possible future contexts, e.g. employment equity; apartheid policies. The ways in which mathematics is used in the workplace are described. Percentage, graphs, differences, ratio, and proportion. Ways in which mathematical relationships and language can be used to represent particular perspectives are described. Different forms of comparisons such as differences versus ratio. Manipulation of graphs through the choice of a graph, scale, axes, and nature of axes. Use of different averages: mean, median, mode. More than one perspective is to be described. Critically analyze the use of mathematical language and relationships in the economy. Budgeting, banks: interest rates, mortgage, service charges; fuel prices; pensions; inflation; the value of the rand, and exchange rates. The ways in which mathematics is used are described. %, graphs, differences, ratio, and proportion. Use of different averages: mean, median, and mode. More than one perspective is to be described. The impact of economic changes on the individual is described. Critically analyze the use of mathematics in social relations. Social differentiation: gender, social mobility, race; historical and possible future contexts, e.g. employment equity; apartheid policies. Ways in which mathematics can be used as a filter for social differentiation are described. Social differentiation includes examples such as entrance qualifications; the number of women doing mathematics. The significance attached to numbers by different societies is described. Spiritual; superstitious; aesthetic; political. The use of mathematics in the media is described. Adverts, reports, sports. Critically analyze the use of mathematics & mathematical language & relationships in political relations.
SayPro 119370 Working with numbers; operations with numbers and relationships between numbers
PURPOSE OF THE UNIT STANDARD
People credited with this unit standard are able to: Recognise, order, describe and compare numbers. Perform calculations to solve realistic and abstract problems. Use different techniques and strategies to calculate. Solve problems in contexts (social, economic, environmental, human rights). Describe and illustrate a historical number system
SPECIFIC OUTCOME
Recognize, order, describe and compare numbers. Whole numbers to at least 3 digits; proper fractions (one-digit denominators)
ASSESSMENT CRITERION
Whole numbers are expressed using the correct number names and symbols. The place value of digits in at least 3-digit whole numbers is correct. Numbers are ordered correctly according to size. Relationships between numbers are correctly described, e.g. greater than; less than; equal to. Fractions are correctly expressed in words and symbols. Correct terms are used e.g. half (halves), third(s), fourth(s) or quarter(s). The role of the numerator and the denominator is understood and clarified in the choice of drawings that represent fractions. Fractions are represented on given drawings that show the fractional parts of shapes. Use number lines and diagrammatic representations to compare whole numbers and fractions. Perform calculations to solve realistic and abstract problems. Adding and subtracting whole numbers (at least 3 digit numbers); multiplying at least a 2-digit number by a 2-digit number; dividing at least a whole 2-digit number by a whole 1-digit. Symbols and notation are used Correctly. Numbers are correctly added, subtracted, and multiplied in the context of the problem. Numbers are divided in the context of sharing and grouping. The solutions make sense in terms of the context of the problem. The commutative property for addition and multiplication of numbers is used correctly. The associative property for addition and multiplication of numbers is used correctly. Use different techniques and strategies to calculate. Rounding off; estimating answers; doubling and halving; building up and breaking down numbers; number lines and diagrams; available technology, e.g. calculators, spreadsheets, etc. Numbers are rounded off correctly. Techniques are chosen which are suited to the problem. Estimates are made which are reasonably close to the answers. Estimates are done to facilitate easy calculations. Calculations are done on a calculator correctly. Solve problems in contexts. Problems involving financial problems that include buying and selling, profit and loss, budgets; problems in other Learning Areas, e.g. measurements in Technology and Natural Sciences contexts. Contexts include social, economic, environmental, and human rights. The problem is expressed using words, mathematical expressions, equations, and/or drawings. Appropriate operations are used to solve problems. Solutions are arrived at which and which are valid. Methods to solve problems and check solutions are explained using the context of the problem. Calculator answers are interpreted realistically in context. Explanations of methods are given which are in line with practical considerations. Describe and illustrate a historical number system. A basic number system, e.g. the Egyptian or Roman system. An illustration is given of how the system works using real examples. Counting and recording are done in accordance with the logic of the system. A quantity is expressed correctly within the system.
SayPro 7483 Solve problems involving sequences and series in real and simulated situations
PURPOSE OF THE UNIT STANDARD
This unit standard will be useful to people who aim to achieve recognition at some level in Further Education and Training or to meet the Fundamental requirement of a wide range of qualifications registered on the National Qualifications Framework. People credited with this unit standard are able to: Use sequences and series to model real and simulated situations and interpret their findings. Apply models based on sequences and series to solve problems. Apply models based on sequences and series to solve problems Investigate and interpret the convergence of sequences and infinite geometric series.
UNIT STANDARD RANGE
Use sequences and series to model real and simulated situations and interpret their findings. This outcome includes the requirement to Find general terms Find finite and infinite sums.
ASSESSMENT CRITERION
Models are correct representations of the situations and include findings of general terms. Representations are presented clearly and notation for expressing numbers and symbols is consistent with mathematical conventions. includes the use of sigma notation for the binomial, only the finite expansion. Interpretations are based on sound reason and are supported by the data. Apply models based on sequences and series to solve problems. Problems include the calculation of annuities and population growth Common contexts include compound interest, simple interest, depreciation, and inflation. The models used are appropriate to the problem. Methods of calculation and approximations are appropriate to the problem types. Formulae used for calculations and series are appropriate to the situation. Methods used to make sense of and solve problems are efficient and solutions obtained are verified in terms of the context or problem. Formal tests of convergence are not required in the investigation Investigations are systematic and effective in providing information. Notation for expressing numbers and symbols is consistent with mathematical conventions. Interpretations are consistent with the information and the nature of the sequences and series.
SayPro Music Business Management
Music Business Manager | Email | Print | PDF
Location: Johannesburg Remote work: Some remote work allowed Education level: Degree Job level: Mid Reference: #MBM Company: Trace TV Trace, until recently a traditional media group dedicated to afro-urban music, is transforming into a global digital platform dedicated to Afro-Urban culture and youth success. Trace has defined a new mission: “to entertain and empower our people to stand up and shine”.The music business manager will partner with the cluster’s scheduler to propose the adapted offers to each category of artists. As the Music Business Manager, you will also be responsible for:Selling TraceforArtists’ servicesSigning deals with producers and labelsMonitoring music dealsPartnership with brandsResponsibilities:Selling music business’ services: the manager will be in charge of finding potential customers and reaching them out to sell Trace services: TV and Radio playlisting, interviews, digital promotion, etc.Signing deals with artists and labels on production, distribution, publishing, etc. Following up the implementation of each deal : providing and signing contracts with the support of the legal department., monitoring the results of paid campaigns and deals, delivering reports to customers, ensuring the regular payments linked to various deals.Providing consulting and support on artists’ digital and content strategies.Desired skills and competencies:Excellent communication and networking abilityCritical thinkingTime managementOrganised and works well under pressureStrong negotiatorPublic relationsExpert on the ins and outs of the music industryGoing above and beyondTeam playerYou’ll be the ideal candidate if you have:4 – 6 years relevant industry experienceBachelor’s degree in film and media, PR, business management or relevant qualificationBackground in the local music industry (mandatory) and must be recognized by the marketMust have a pre-existing professional networkMinimum understanding of publishing (publishing deals, song registering, royalties collection process, SACEM/ASCA/BMI/BURIDA/SOCODA, etc.)Good knowledge of the digital distribution business Expertise in production (music video, interviews, etc.)Minimum expertise on digital (YouTube, Socials, Digital campaigns, Paid ads, Content strategy…)Familiar with the concept of Growth Marketing for Digital PlatformsUnderstanding of the local Medias (TV, Radio, Digital)Application deadline: Wednesday, 28 September 2022We are committed to revealing the power of our youth by fusing entertainment and education into one inspiring and inclusive world, so we’re really looking for the right fit. You’ll be assessed if your resume stands out to us, so buckle up, Opportunity Starts Here! If you do not hear from us within two weeks of the closing date, please consider your application unsuccessful.By submitting your application for a position at Trace South Africa, you are consenting that the personal information submitted as part of your application may be used for the purposes of the recruitment and selection process.Posted on 21 Sep 15:52, Closing date 28 Sep
SayPro Project Management
Project Manager | Email | Print | PDF
Remuneration: R28000 – R35000 per month basic salary Location: Cape Town, Woodstock Remote work: Some remote work allowed Education level: Diploma Job level: Mid/Senior Travel requirement: Occasional Company: Simplr Simplr is a strategic creative consultancy, looking for a detail-orientated, project manager to join our team in Cape Town. We will only look at candidates who meet the criteria listed below. If you do not have the minimum of two to five years’ experience, your CV will not be considered, and your mail will not be answered.Job responsibilitiesManage timelines and project goals to meet deadlines Managing internal communications and deliverables on all projectsManagement of time for jobs within the system and development of project planning where requiredResource management and planningMeasure project performance using appropriate project management toolsQuote generation for new clients and project-based work with existing clientsManaging monthly targetsMaintaining monthly billings, while supporting directors in forecasting revenue generationRelationship building with all staff and external partnersDeveloping project plans and supporting documentationDrive and maintain timeous and efficient turnaround solutions for our clientsRequirementsA minimum of 2-5 years of experience in a project manager role for a digital or design agencyExcellent communication skills – written and spokenExcellent time and interpersonal management skillsStrong implementation skillsThorough attention to detail and accuracyStrong project management skills especially in the digital worldAdequate Microsoft experience with Outlook, Excel, PowerPoint, and WordUnderstanding of Chase and similar project management toolsPro-active, approachable, punctual and a team playerCan plan and delegate efficiently and has the ability to orchestrate team members’ roles and delivery proactively and effectivelyCompany Description Simplr is a strategic creative consultancy that offers a full brand integration from beginning to end focussing on brand evolution, revolution, extending through to the online presence and all Microsoft template applications. What we believe in and strive for… Creative, Intelligence, Applied.Posted on 20 Sep 09:28, Closing date 19 Nov