GENERAL EDUCATION AND TRAINING Certificate:

Construction
ID 49411 LEVEL 1 CREDITS 120

LEARNER WORKBOOK
US ID 7447
WORKING WITH NUMBERS IN VARIOUS CONTEXTS

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Learner Information:
Details Please Complete this Section
Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:

Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures
thereto, is protected and expressly reserved. No part of this document may be reproduced, stored
in a retrievable system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the prior permission.

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 OVERVIEW

About the This Learner Exercise Workbook has been designed and developed to
Learner evaluate learners level of understanding of the Working with
Workbook numbers in various contexts, module. It forms part of a series of Learner
Workbooks that have been developed for GENERAL EDUCATION
AND TRAINING CERTIFICATE: CONSTRUCTION

ID 49411 LEVEL 1 CREDITS 120

Purpose The purpose of this Learner Exercise Workbook is to evaluate learners

understanding on Working with numbers in various contexts.

US No US Title Level Credits

7447 Working with numbers in various contexts 1 6

Context This assessment represents the Formative Assessment component of the

Working with numbers in various contexts.module, for the General
Education and Training Certificate:

Ancillary Health Care

ID 49606 Level 1 136 credits. And should be completed in the

classroom/training room.

Resources The following are resources needed for this assessment:

1. Learner Guide; and
2. Assessment Preparation.
Instructions to Facilitators will be required to:
Facilitators
Explain the completion of the workbook to each learner; and

Interview the learner on similar questions, should he/she not be able

to write.

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Instructions to Learners will be required to:
Learners
Complete the workbook as per the instructions;

Ensure that all questions are completed;

Ensure that the completion of the workbook is their own work;

Ensure that all annexure are attached to the workbook and clearly
referred to;

Assessment Time Learners are required to complete this assessment within the allocated time
frame of.... hours.

Total Mark This formative assessment carries a total mark of _ points. In order to meet
the pass mark, learners are required to achieve a minimum of 80% of the
total marks.

Equipment Learners are required to have the following equipment in order to complete
this workbook:

Pen and Pencil;

Ruler; and

Exam Pad for additional paper.

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 GENERAL INFORMATION

LEARNER DETAILS

Learner Full Names

Learner ID No.:
Organisation:
Unit/Dept:
Contact Details: Telephone /Cell Numbers: Email Address:

WORKSHOP DETAILS
Workshop Venue:
Facilitator Name:
Date Started:
Date Completed:

ASSESSMENT PREPARATION CHECKLIST

DESCRIPTION YES NO COMMENTS/CONTINGENCY

This assessment is a formative assessment and it is based
on the outlined unit standard/s for the Working
with numbers in various contexts module.
Your assessment evidence Working with numbers in
various contexts module needs to be submitted on.......
(Day) of............... (Month)........... (year) at the following
address/place................................................................
You will be assessed based on the outlined Unit Standards.
The assessment activities are linked to specific
outcomes/assessment criteria of the outlined Unit
Standards.
To determine your competence level, the following are the
methods to be used for this assessment:
1. .....................................................
2. .....................................................

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To be declared competent on Working with numbers in
various contexts module (formative assessment), you
should have obtained at least 80% of the total mark of this
assessment.
You will be provided with detailed feedback on your
performance of this assessment as follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared not yet competent on this
assessment, you will be entitled for re-assessment
opportunity/ies.
You will be required to re-submit evidence (only for areas)
you were declared not yet competent. A date for re-
submission will be agreed with the assessor.
You will be entitled to lodge an appeal should you not be
satisfied with the assessment decision of your assessment.
You will be required to provide the assessor feedback on
assessment procedure this is to assist in improving the
assessment practices.
Your results of assessment and portfolio of evidence
information will not be provided to any person without
your written consent.
Learners Declaration

I.herewith declare
that I am ready for the assessment, that we have reviewed the assessment preparation and plan, I understand
the assessment process and I am happy that the assessment will be conducted in a fair manner.
Learner Signature: Date: Facilitator Signature: Date:

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 Learning Unit 1 Working with numbers in various contexts

UNIT STANDARD NUMBER : 7447

LEVEL ON THE NQF :1
CREDITS :6
FIELD : Field 01 - Physical, Mathematical, Computer and Life Sciences
SUB FIELD : Mathematical Sciences

People credited with this unit standard are able to:

PURPOSE:
Express and interpret a range of contexts using mathematical symbols, and find applications for
numerical models;
Solve a range of everyday problems using estimation and calculations;
Verify and justify solutions within different contexts;
Perform operations on simple and complex numerical expressions;
Describe and compare counting systems from different cultures;
Critically analyse the development of the base ten number system;
Apply the relationship between rational and whole numbers;
Apply the relationship between rational numbers and integers.

LEARNING ASSUMED TO BE IN PLACE:

The following competencies at ABET level 3 Numeracy are assumed to be in place:

Solve realistic and abstract problems involving changing quantities by addition, subtraction, multiplication and division;

Solve realistic and abstract problems involving variables in non-symbolic form;

Demonstrate knowledge of different ways of expressing fractions and work with fractions, percentages and decimals to describe
situations and calculate change situations;
Demonstrate knowledge of the development of mathematics as a human activity and use alternate number system to the base ten
system.

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 SESSION 1.
Express and interpret a range of contexts using mathematical symbols.
Learning Outcomes
Mathematical sentences reflect the situation completely and accurately.
The form of expression is appropriate to the context.
Application for given numerical models is developed such that the meaning of symbols and relationships
between them are clarified.

Complete the following questions as per instructions provided

Activities

Activity Questions Description Mark

Complete

Write the mathematical sentence (the equation).

x + (x + 7) = 45
Solve the mathematical sentence (the equation).

1 8
Write the mathematical sentence (the equation).

12(x) + 9 = 105

Solve the mathematical sentence (the equation).

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 SESSION 2.
Solve a range of everyday problems using estimation and calculations
Learning Outcomes
Problem solving strategies are based on a correct interpretation of the problem situation.
Estimates can be justified within context.
Calculations are performed accurately.
Calculations follow some form of logical reasoning process, which is presented clearly.
Solutions are correct in terms of the context.
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Activity Questions Description Mark

Complete

3+4=

3 + -4 =

3-4=
2 8

3 - -4 =

3+4=

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 SESSION 3.
Verify and justify solutions within different contexts.
Learning Outcomes
The reasoning process is explained clearly.
Solutions are justified in terms of the context.
Solutions are shown to be consistent with estimations and vice versa.

Complete the following questions as per instructions provided

Activities

Activity Questions Description Mark

3 Complete 10

Place (underlined) Name of Position

1 000
1 000
1 000
1 000
1 000 000
1 000 000
1 000 000
1 000 000 000
1 000 000 000
1 000 000 000
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 SESSION 4.
Perform operations on simple and complex numerical expressions.
Learning Outcomes
Operations are performed according to the conventions governing the order of operations.
Solutions are correct.

Complete the following questions as per instructions provided

Activities

Activity Questions Description Mark

4 Shown below is 7x9 =61 ,Using dots show 10 x 9 8
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 SESSION 5.
Describe and compare counting systems from different cultures.
Learning Outcomes
Numbers are translated from one base system to another.
Descriptions show understanding of how counting systems developed and their significance.
Descriptions show examples of how the systems might have been used, and the limitations of the system.

Complete the following questions as per instructions provided

Activities

Activity Questions Description Mark

5 Explain counting systems from different cultures. 8
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 SESSION 6.
Critically analyse the development of the base ten number system.

Learning Outcomes
The development and significance of zero is explained.
Understanding of the place value of numbers is demonstrated.
The patterned nature of whole numbers and its historical development are described.
The contestations around, and use and popularisation of the decimal number system are described.
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Activity Questions Description Mark

Describe Different Number Base Systems
6

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 SESSION 7.
Analyse the relationship between rational and whole numbers.
Learning Outcomes
Demonstrations describe the increasing density of the system.
Demonstrations show that whole numbers are a subset of rational numbers.
The properties of whole numbers and rational numbers are given.
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Activity Questions Description Mark

7 Analyse the relationship between rational and whole numbers 5
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 SESSION 8.
Analyse the relationship between rational numbers and integers.

Learning Outcomes
Demonstrations describe the increasing density of the system.
2. Demonstrations show that whole numbers are a subset of rational numbers.
3. The properties of whole numbers and rational numbers are given.

Activity Questions Description Mark

8 Analyse the relationship between rational numbers and integers 5
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