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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.
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