LEARNER WORKBOOK

FURTHER EDUCATION AND TRAINING CERTIFICATE: EARLY CHILDHOOD DEVELOPMENT

SAQA: 58761 LEVEL 4 – 140 CREDITS

MODULE 1
MATHEMATICAL SKILLS
SAQA;9015;9016;7468

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Learner Information (Please Complete this Section)
Name & Surname: Chanellé Peter’s
ID Number 8810110211087
Tel/Cellphone Number 0735146097
Email Address [email protected]
Organisation/Venue: Little leaders preschool
Workplace Unit/Dept:
Facilitator Name:
Date Started
Date completed

©Copyright©
All rights reserved. The copyright of this document and any annexures thereof 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.

Declaration

I(Learner) Chanelle Peter’s ……………………………………………………………………………….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:

C Peter’s

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Learner Workbook Information
This Workbook has been designed and developed to evaluate learners’ level of understanding relating to the
following skills program or unit standard: which has been developed for the qualification: Learners will be
evaluated on the specific outcomes and/or assessment criteria of the following SAQA Registered Unit
Standard(s), which represent the Formative Assessment component:

Apply knowledge of statistics and probability to critically interrogate 9015 6

and effectively communicate findings on life related problems F

Represent analyses and calculate shape and motion in 2-and 3- 9016 4

dimensional space in different contexts F

Use mathematics to investigate and monitor the financial aspects of 7468 6

personal, business, national and international issues F

Instructions to Facilitators and Learners

Facilitators will be required to:
 Explain the completion of the workbook to each learner.
 Interview the learner on similar questions, should he/she not be able to write.
Learners will be required to:
 Complete the workbook as per the instructions.
 Ensure that all questions are completed.
 Ensure that the workbook is completed and authentic.
 Ensure that all annexure are attached to the workbook and clearly referred to.

Total Marks & Equipment

In order to meet the pass mark, learners are required to achieve a minimum of 80% of the total marks, and
learners are required to have the following equipment in order to complete this workbook:
 Pen and Pencil
 Ruler
 Exam Pad – for additional paper.
Outcomes
Learners credited with this standard are able to: 

 Critique and use techniques for collecting, organising and representing data.

 Use theoretical and experimental probability to develop models, make predictions and study
problems.

 Critically interrogate and use probability and statistical models in problem solving and decision
making in real-world situations.

Assessment Criteria
The assessment process involves collecting and interpreting evidence about the learner’s ability to perform a
task, which will be achieved through a combination of formative and summative assessments. In this guide
there may be assessments in the form of activities, assignments, tasks or projects, as well as workplace
practical tasks. The learner is to perform these tasks and provide required and authentic evidence in their
portfolio of evidence.
To qualify and receive credits towards the learning programme or unit standard, a registered assessor and
moderator will conduct an evaluation and assessment of the learner’s portfolio of evidence and competency.

Learner Responsibility
The responsibility of learning rest with the learner, so:
 Be proactive and ask questions,
 Seek assistance and help from your facilitators

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 Learning
US: 9015, NQF Level 4 Worth 6 Credits

Unit 1 Apply knowledge of statistics and probability to critically interrogate and

effectively communicate findings on life related problems

This Unit Standard is designed to provide credits towards the mathematical literacy
requirement of the NQF at Level 4. The essential purposes of the mathematical literacy
requirement are that, as the learner progresses with confidence through the levels, the
learner will grow in:

 A confident, insightful use of mathematics in the management of the needs of

everyday living to become a self-managing person

 An understanding of mathematical applications that provides insight into the

learner`s present and future occupational experiences `and so develop into a
contributing worker

Unit Standard
 The ability to voice a critical sensitivity to the role of mathematics in a
Purpose
democratic society and so become a participating citizen.

People credited with this unit standard are able to:

 Critique and use techniques for collecting, organising and representing data.

 Use theoretical and experimental probability to develop models, make

predictions and study problems.

 Critically interrogate and use probability and statistical models in problem

solving and decision making in real-world situations.

Learning  The credit value is based on the assumption that people starting to learn towards
Assumed to be this unit standard al-e competent in Mathematical Literacy and Communications at
in Place NQF level 3

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 Complete the following questions as per instructions provided

Activities

1.1 Identify 3 situations or issues in your workplace that can be dealt with through statistical
methods and in each case say what type of routine statistics you would gather:
Situation/issue Type of Statistics
The question is most frequently derived from a Ask a question
problem situation and there fore can be seen as the
core focus for the modelling of the data.

Collecting data to help answer the questions is an Collect appropriate data

important step in the process. You obtain data by
measuring something, gathering relevant
information pertaining to the problem situation or
even through sampling which is another way to
collect data. Experimentation is another.

Data must be organize, summarized and Analyze the data

represented properly in order to provide good
questions to statistical questions.

1.2 Explain how forecasting plays a role in your business unit and organisation:

 Forecasting is valuable to businesses because it gives the ability to make informed business decisions
and develop data driven strategies it allows your company to be proactive instead of reactive

2. Read the following article written by the statistician-general of SA, and then answer the
questions that follow:

Civil judgments for debt down 15.8% in first quarter

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June 23, 2005
By PaliLehohla
Not all data released by Statistics SA make the headlines. However, some of the less prominent statistical
releases contain important insights, which shed light on trends and developments in society as a whole
and the economy in particular.
For example, each month Stats SA releases data on civil cases for debt. This survey, which covers a sample
of magistrates' offices, collects information regarding civil cases recorded, civil summonses issued and civil
judgments recorded.
Its provides information on the extent of unpaid debt in South Africa, which is used by the private and
public sectors as an indicator of economic performance.
Each month the survey covers the number of civil cases recorded; the number of civil summonses issued
for debt; the number of civil judgments recorded for debt; and the value of civil judgments recorded for
debt.
The most recent data released in this series reports on three periods: the month of March 2005; change
over the period March 2004 to March 2005; and change between the first quarter of 2004 compared with
the first quarter of 2005.
In most areas monitored there was a decrease in the indicators of debt. The total number of civil
summonses issued for debt in the first quarter of 2005 decreased by 16.4 percent compared with the first
quarter of 2004.
The big contributors to this decrease were summonses issued in respect of money lent (down 6 percentage
points), promissory notes (down 2.3 percentage points), "other" services (down 2.3 percentage points),
goods sold on open account (down 1.7 percentage points) "other" debts (down 1.7 percentage points) and
rent (down 1.4 percentage points).
Following this pattern, the total number of civil judgments recorded for debt for the first quarter of 2005
decreased by 15.8 percent compared with the first quarter of 2004.
The contributors to this decrease were civil judgments in respect of money lent (down 5.1 percentage
points), promissory notes (down 2.4 percentage points), rent (down 2.2 percentage points), and "other"
debts (down 1.8 percentage points).
The total value of civil judgments recorded for debt for the first quarter of 2005 decreased by 5.3 percent
compared with the first quarter of 2004.
The major contributors to this decrease were civil judgments recorded in respect of promissory notes
(down 4.1 percentage points) and "other" debts (down 2 percentage points).
However, this decrease was slightly counteracted by an increase in civil judgments recorded in respect of
professional services (1 percentage point).
Turning to the month of March this year, 65 406 civil judgments for debt amounting to R521 million were

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recorded.
The largest contributors to this amount were civil judgments relating to money lent (R155.3 million, or
29.8 percent), "other" debts (R135 million, or 25.9 percent) and promissory notes (R77.4 million, or 14.9
percent). During this month, 108 302 new civil summonses for debt were issued.
Comparative data released as at March 2005 show a decline in the number of civil summonses issued for
debt between March 2001 and March 2005. Peaking in December 2002 at over 159 000, the March 2005
figure has fallen to just over 108 000.
The number of civil judgments recorded for debt reached a high of approximately 105 000 in mid-2003,
falling to approximately 65 400 in March 2005.
Today Stats SA releases the latest data on civil cases for debt, which will reflect the position as at April
2005. Although a lesser-known indicator of trends in the economy, this monthly release provides
important insights into economic performance.
PaliLehohla is the statistician-general and head of Statistics SA. For more information on Stats SA and its
outputs, including the latest statistics of civil cases for debt, visit www.statssa.gov.za, or contact user
services on (012) 310-8600
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2.1 Explain what is meant by a “trend” (paragraph 1):

 A general direction in which something is developing or changing, an upwards trend in sales and
profit margins. The latest trend in modern dance.

2.2 What “trend” has been identified by Stats SA according to this article?
 To provide information on the extent of unpaid debt in South Africa, which is used by the private and
public sectors as an indicator of economic performance.
 The latest trend in modern dance.

2.3 Explain what is meant by a “series” (paragraph 5). Refer specifically to the series mentioned in the
article:
 The reports in this time frame of the article shows that the data has been repeated on three periods
of time. This means they are comparing them all so that they can collect

2.4 List the indicators of debt mentioned in the article:

 Money lent
 Promissory notes
 Goods sold on open account
 Rent
 Other debts
 Other services
2.5 Explain the difference between a census and a sample:

 A census is an attempt to gather information about every individual in a population.

 A sample is an part of the population that is actually examined in order to represent the whole.

2.6 You want to undertake a statistical study of absenteeism in your company. Would you take a census
or a sample? Give reasons for your answer.

 A sample , because it is faster and it gives you information about population as a whole.

2.7 In order to collect a representative sample from your team/ business unit, how many members
would you have to survey? Explain how you arrived at that figure.

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  You need to take the number of respondents you need, divide by your expected response rate, and
Multiply by 100 for example : if you need 500 customers to response to your survey and you know
that response rate is 30% you should invite about 1,666 people to your study.
(500/3×100 = 1,666)

2.8 In order to collect a representative sample from your company, how many employees would you
have to survey? Explain how you arrived at that figure.

 When the company population is fewer then 1000 employees it’s better and faster to survey
everyone. But with larger organizations a sample is often easier to manage for example:
With a population of 10,000 you only notice 964 responses for a statistically valid sample.

3.1. Choose a topic that relates to your peers, colleagues etc., e.g. you want to determine the number of people
who are in favour of abortion, or the number of happily married people, or the education level, in fact, any
topic of your choice. Draw up a questionnaire using the dichotomous key (about five sets of questions), do a
quick survey and present your findings in the table below:

Topic: People who are in favour of abortion

Questionnaire:
Question Yes/no Go to/ completed
1.
A. Should abortions be legalized Y Complete

B. Pregnant women should be free to have an abortion Y Complete

2.
A. Abortion may be carried out on pregnancies as a result of rape Y Complete

B. People should not discriminate against women who choose to Y Complete

have abortion

3.
A. Is an abortion the only way of solving unwanted pregnancy Y Complete

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 B. A woman should be obligated to bear a child she has conceived

Y Complete
4.
A. Abortion is not a sin Y Complete

B. Abortion is wrong no matter the circumstances

Y Complete
5.
A. What advice would you give a woman with an unwanted Y Complete
pregnancy
Y Complete
B. Is an abortion safe, what is the chances of have other children
in the future

3.2. Draw up a 10-point checklist that will help you determine if a questionnaire meets the criteria as set out
in your Learner Guide:
Starting clear survey objectives Y
Y
Selecting the right collection method
Y
Identify proper sample sources
Y
Gathering background sources
Y
Interacting on the questionnaire design
Y
Questionnaire review
Y
Pre-testing
Y
Revision strategies

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 Y
Title of the study
Y
Purpose

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3.3 Likert scale
A survey attempted to evaluate student interest about a range of classroom topics. Students were asked to
rank their interest in various potential topics according to this scale:
10 if they felt a topic was very interesting
6 if they felt a topic was above average interest
4 if they felt a topic was below average interest
1 if they felt a topic was not worth studying in class

Please note that only four responses were permitted: 10, 6, 4, and 1. Is this an acceptable survey design?
Explain your answer:

 No, it is not an acceptable survey design because of the different scale

4. When interviewing your team for the purposes of a survey, do you think that there could possibly be
bias from either your side or their side? Discuss possible reasons for the bias, based on the information in the
Learner Guide. Add any other causes of bias that you may be aware of.

 Yes, bias is the mortal enemy of all survey and as a survey creator it is important to guard against it
to make sure you get reliable results.
 Asking the wrong questions
 Surveying the wrong people
 Using an exclusive collection method
 Misinterpreting your data results

5.1 Here are the test scores of a class of learners:

100, 100, 99, 98, 92, 91, 91, 90, 88, 87, 87, 85, 85, 85, 80, 79, 76, 72, 67, 66, 45

a) What is the average score (mean) of the class for this test?
b) Is the sequence written in ascending or descending order?
c) Determine the median score
d) James obtained a mark of 90 and Petrus obtained a mark of 79 for the test. How would you
describe their results in relation to the mean?
e) In order to get a better idea of how a given data point relates to other data, it is important to get
an idea of how spread out the data are. One way of doing this is by using the range. The range is

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 the distance between the highest and lowest data points in a set. What is the ‘range’ of the scores
for this test?
a)The mean is 84

b) Descending order

c) The median is 87

d)James obtained a mark of 90 which is greater than the mean mark among 21 students. Petrus obtained a
mark of 79 which is less than the mean mark among 21 students.

e) 45 – 100 = 55
The range is 55

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5.2 Find out how old each of your colleagues are.

5.2.1 Planning phase:

 First decide on the quickest and most effective way to obtain the required information
 How can you ensure that the information is accurate and representative?

Write down the current year and subtract the persons year of birth for example: if the current year
is 2011 subtract 1952 from 2011. You can either do this by hand or calculator, in this example you
should get an answer of 59

5.2.2 Obtain and sort data: Calculate the average age (mean) of your collected data.
 20 + 32 + 18 + 29 + 25 / 5 = 25
The average age is 25.

5.2.3 Calculate the median of the ages of all the people. Show the sequence in ascending order:
 18, 20, 25, 29, 32
The median is 25

5.2.4 Analyse data: What conclusions can you reach based on the data?
 The method used to organize, summarize and representing the data was very effective and easy to
use.

5.2.5 Reflect on the process you followed to obtain the information:

 Was it effective?
 Were respondents’ cooperative?
 What would you do differently next time?
Obtaining the data was very fast and effective just by either do it by hand or calculator.

Yes, it was cooperative .

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6.1 Draw a reasonably accurate pie chart by hand based on the following data:

 Absenteeism due to transport problems 108º

 Absenteeism due to illness 162º
 Absenteeism due to training 45º
 Absenteeism due to family commitments 45º

Give your chart a title that accurately reflects the kind of data represented;

Title: Absenteeism ________________________________________________________________________________

Absenteeism

A B C D

Legend:
_____________________________________________________________________________
6.2 Give an example of the type of data in the workplace that you would represent with a) a bar
chart, b) a line chart and c) a scatter diagram:
a)bar charts – segments of information, vertical bar chart are useful to compare different categorical or
discrete variables, such as age groups etc.

b)line chart – Track changes over short or long periods of time.

c)scatter diagram- Helps inform businesses decisions for a wide range of use cases across departments
including: Develop user personas.

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7. Read the following article written by the statistician-general of SA, paying particular attention to his
explanation of the limitations of statistical information, and then answer the questions that follow:

New employment survey makes three improvements

By PaliLehohla
This article was originally published in the Business Report on 07 July 2005
Statistics SA continues to improve the quality of its statistics. The quarterly employment statistics (QES)
survey was published for the first time on June 28. This survey replaces the quarterly survey of employment
and earnings (SEE) which in turn replaced the survey of total employment and earnings (STEE).

There are important differences between these surveys, all aimed at improving the quality of the
information. First, the STEE was drawn from the initial business address register, which was not based on
the comprehensive taxation database that the current surveys are based on. It reported formal employment
in the non-agricultural sector of 4.7 million people.

Second, the recently introduced QES covers all employing enterprises in the formal non-agricultural
business sector registered for income tax, whereas the SEE was restricted to enterprises registered for VAT,
with an annual turnover of R300 000 or more.

The increase in the coverage of businesses in the QES results in extensive coverage of the formal labour
market, as most small businesses are now included in the estimates as well.

For the quarter to December 2004, the SEE reported employment of 6.559 million people, compared
with the estimate of 7.075 million in the QES.

Third, the definition of employees has been brought in line with International Labour Organisation (ILO)
definitions and concepts. Previously, the SEE included working proprietors and own account workers in the
estimates of employment, in addition to the employees of an enterprise. This did not allow for the
meaningful calculation of estimates for average monthly earnings of employees.

However, the QES restricts the coverage to employing businesses only, therefore excluding working
proprietors in the estimates. It is therefore now possible to provide estimates for employment and earnings
as well, as the survey is in accordance with ILO definitions and recommendations.

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The SEE and the QES are not comparable because of these improvements. The estimates for
employment for the quarter to December, published on June 28 in the QES, show a difference of about 500
000 employees. This was largely due to the extended coverage of the QES survey, made possible by
improvements to the business frame that I reported on in earlier articles.

The drop in employment in the first quarter was largely caused by seasonal factors, with many people
being employed for the December period only. The published results do not take this seasonality into
account as it is not possible to develop seasonally adjusted estimates for a series that has only been
published for two periods.

As the series progresses and more results become available, it will become possible to get a clear
insight into the labour market by using the QES survey estimates.

Furthermore, the major contributors to differences in employment levels between the QES for
December and the SEE for December are the financial intermediation, insurance, real estate and
business services industry, up about 40 percent; the construction industry, up about 30 percent; and
the transport, communication and storage industry, up about 50 percent. These increases are
mainly due to the QES survey's coverage of small businesses in these industries. The SEE did not
cover many of these small businesses.

Information regarding employers, employees and the self-employed can be obtained from the six-monthly
labour force survey, conducted among 30 000 households countrywide. The results of this survey
should be read in conjunction with those of the QES, as they all inform on the dynamics in the labour
market.
Over time, by using register-based frames, Stats SA has continued to provide a more representative picture
of the economic and the population dynamics of the country.

The underlying purpose of statistics is to inform users and policy, and statistics should not be
misconstrued to suit specific situations. Extreme caution should be exercised when commenting on a time
series that has only two data points and the differences between relevant series should be kept in mind at
all times.
PaliLehohla is the statistician-general and head of Statistics SA. For more information on Stats SA and its
outputs visit www.statssa.gov.za, or contact user services on (012) 310-8600

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7.1 Explain how the representative sample has grown from 4.7 million (STEE findings) to 6.559 (SEE) to
the current 7.075 million (QES findings):
 Extensive coverage of the formal labour market as most small businesses are now included in the
estimates.

7.2 What categories of workers have been excluded from QES and why?
 SEE, The drop in employment in the first quarter was largely caused by seasonal factors, with many
people being employed for the December period only the published results do not take this
seasonality into account as it is not possible to develop seasonally adjusted estimates for a series that
has only been published for two periods

7.3 Information regarding employers, employees and the self-employed is obtained by conducting
surveys:
a) What is the frequency of these surveys?
b) Why should they be conducted frequently?
c) What is the size of the sample?
d) Do you think that it is a representative sample? Give a reason for your answer.
e) What are some of the problems regarding choosing a sample of this nature?

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 a)It is a six monthly labour force survey.

b)As the series progresses more results become available

c)It was conducted among 30 000 households.

d)Yes, it is a representative sample, it give information about population as a whole. It provides a

more representative picture of the economic and the population dynamics of the country.
e)The underlying purpose of statistics is to inform users and policy and is should not be
misconstrued ( When commenting on a time series that only has two data points, the difference
between relevant series should be kept in mind.)

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7.3 What are the limitations of a time series that has only two data points?
(par.14)?
 When commenting on a time series that only has two points, the difference between relevant series
should be kept in mind.

On a lighter note:
"If a statistician had her hair on fire and her feet in a block of ice, she would say that 'on average' she felt
good."

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 SELF-ASSESSMENT

The learner must make use of the following self-evaluation checklist to rate himself against the learning
outcomes of this particular training module in establishing the level of mastery of the information.
1. Not able to comply
2. Reasonable compliance (Not acceptable for final evaluation)
3. Able to comply fully

LEARNING OUTCOMES 1 2 3
1 Use mathematics to plan and control financial instruments
including insurance and assurance, unit trusts, stock exchange
dealings, options, futures and bonds
2 Use simple and compound interest to make sense of and
define a variety of situations including mortgage loans, hire
purchase, present values, annuities and sinking funds
3 Investigate various aspects of costs and revenue including
marginal costs, marginal revenue and optimisation of profit
4 Use mathematics to debate aspects of the national and global
economy, including tax, productivity and the equitable
distribution of resources.

__________C Peters __________________________________ ________________________________

Learner Signature Date

____________________________________________ ________________________________
Facilitators’ Signature Date

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Learning
US: 9016, NQF Level 4 Worth 4 Credits

2
Represent analyse and calculate shape and motion in 2-and 3-dimensional space
in different contexts
Unit

This unit standard is designed to provide credits towards the mathematical literacy
requirements of the NQF at level 4. The essential purposes of the mathematical literacy
requirements are that, as the learner progresses with confidence through the levels, the
learner will grow in:
An insightful use of mathematics in the management of the needs of everyday living to
become a self-managing person.
An understanding of mathematical applications that provides insight into the learner`s
Unit Standard present and future occupational experiences and so develop into a contributing worker.
Purpose The ability to voice a critical sensitivity to the role of mathematics in a democratic
society and so become a participating citizen.
People credited with this unit standard are able to:
 Measure, estimate, and calculate physical quantities in practical situations relevant
to the adult with increasing responsibilities in life or the workplace
 Explore analyse and critique, describe and represent, interpret and justify
geometrical relationships and conjectures to solve problems in two and three
dimensional geometrical situations

Learning  The credit value is based on the assumption that people starting to learn towards
Assumed to be this unit standard are competent in
in Place  Mathematical Literacy and Communications at NQF level 3.
1. Polygons
The perimeter of a polygon is the distance around the “rim” or edge of the figure. Linear units such as inches,
feet, meters or miles are used to measure perimeter. To find the perimeter of a polygon, add the lengths of all
its sides.

1.1 Calculate the perimeter of a room that is 23 metres long and 15 metres wide. Show your
calculations:
 P= 2w + 2L
 P= 2 × 15 + 2 × 23
 P = 30 + 46
 P = 76 meters

1.2 A rectangular swimming pool is 11, 5 m long and 5 m wide. How many metres of fencing are needed
to enclose the pool if you erect the fencing 2m from the edge? Show your calculations:
 Each of the two dimensions increases by 2m on one end and 2m on the other end.
 L = 2 + 11,5 + 2 and
 W=2+5+2
 L = 15,5
 W=9
 The formula for perimeter is
 P = 2L + 2w
 P = 2 × 15,5 + 2 × 9
 P = 31 + 18
 P = 49
 49m of fencing are needed.

1.3 In the following floor plan of a house, find the perimeter of each room and the perimeter of the entire
building (Leave out the porch, bay window and optional storage):
Master bedroom P=2(L+B)
P=2(6+4)
P = ( 10 )
P = 20m

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 Master bathroom P=2(L+B)
P = 2 ( 4 + 3,5 )
P = ( 7,5 )
P = 15m
Foyer P=2(L+B)
P = 2 ( 1,5 + 1,5 )
P=(3)
P = 6m
Dining room P=2(L+B)
P = 2 ( 4,5 + 4 )
P = ( 8,5)
P = 17m
Side entrance at kitchen P=2(L+B)
P = 2 ( 4 + 1,5 )
P = ( 35,5)
P = 11m
Breakfast nook and kitchen P=2(L+B)
P = 2 ( 6,5 + 4 )
P = ( 10,5 )
P = 21m
Family room P=2(L+B)
P = 2 ( 5,5 + 5 )
P = ( 10,5)
P = 21m
Entire house P=2(L+B)
P=2( )
P=(3)
P = 49m

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1.4 Calculate the area of each of the rooms in the house:
Master bedroom A=L×w
A=6×4m
A = 24 m2

Master bathroom A=L×w

A = 4 × 3,5m
A = 14 m2

Foyer A=L×w
A = 1,5 × 1,5m
A = 2,25 m2

Dining room A=L×w

A = 4 × 4,5 m
A = 18 m2

Side entrance at kitchen A=L×w

A = 1,5 × 1,5 m
A = 6 m2

Breakfast nook and kitchen A=L×w

A = 4 × 6,5 m
A = 26 m2

Family room A=L×w

A = 5,5 × 5 m
A = 27,5 m2

1.5 At R48.50 a square metre, what is the cost of laying a cement floor in a garage that is 6m long and 4 m
wide?
 A = Area, L = Length, W = Width

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  A=L×w
 A=6×4
 A = 24 m2
 Cost then is - R48,5 × 24 = R1164,00

1.6 Write down the formulae for calculating volume for each of the shapes shown in your Learner Guide
on page 5:
Shape Formula
Cylinder The volume is given by the formula ^ r2 h where
r is the radius of the circular base and the h is
the height of the Cylinder
Volume = h × ^ × r2
Rectangular solid Volume = Length × width × height, if it’s length
is double and the height is reduced to half, then
its volume can be written as - v = ( 21 ) × (w) ×
(1/2h). After simply this, we get L ×W × H which
is the regular formula for volume
Cube Every edge of the cube is the same length
V = w × L × h, simplify this formula to V = s 2
Pyramid V = 1/3 * B² * h

1.7 The rectangular swimming pool referred to in 1.2 is 11,5 m long, 5 m wide and 3m deep throughout.
Calculate its volume.
 V = 11,5 × 5 × 3
= 172,5 m2

2. Calculate the area of a triangle whose base is 13.9 m. and whose altitude is 7.8 m:
 The area of the triangle = altitude × base × ½
13,9 ×7,8 ×1/2
=13,9 × 3,9
= 54,21m2

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3. Calculate the area of parallelogram GDEF if the base is 5m and the altitude is 3,2m

E
F

3,2m

G 5m D

 Area = base × altitude

 = 5 × 3,2
 = 16m²

4. Calculate the area of a parallelogram whose base is 17,9 cm and whose altitude is 30,25 cm in
length.
 A = bh
=17,9 × 30,25
= 541,475 cm2

5. Find the area of a rectangle whose base is 8.4 m and whose altitude is 15.6 m in length. Show your
calculation:
 L = Length - 8 .4 m
 W = width - 15. 6 m
 Solution - A = wl = 15.6 × 8. 4
 = 131.04 m²

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6. How many cubes were needed to build the design in this figure?

_____________________________________________________________________________________________
 The number of cubes : 5 × 5 × 5= 125 cubs
 125 – 30
 = 95 cubes

7. Find the circumference and area of a circle whose diameter is 14 cm:

C = 47,6 cm

A =153,86 cm²

8. Can a circular table top with diameter 2.7 metres long fit through a doorway 2.5 metres high and 1
metre wide? Why or why not?
Yes/ No

Reason: No it can’t fit because area of the table is greater than doorway.
Give: diameter of circular
Table = 2,7m and doorway is 25m high and 1m
Solution: 8, 4784

9. How far up on a wall of a building will a 10-meter ladder reach if the foot of the ladder is 1,25 metres
from the wall? Draw the situation and then explain your answer.
 × = /10² - 1,25²

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  × = /100 – 1,5625
 × = 9,92m

10. What is the length of the longest pole you could put in a rectangular storage room 12 units long, 9
units wide, and 8 units high? Explain.
 Diagonal- 12² + 9² = 15m
 15² + 8² = x²
 X= square roots of
 (225 764) = 17m

Hence is the length of the longest pole

11. Calculate the sum of the measures of the interior angles of the following polygons. Name the
shape and then do your calculations next to the relevant shape:

6 + 360

= 2160⁰

This is a square

The second article b the edge so ( 6 – 2 ) 180 ⁰ = 4 ×

180⁰
= 720⁰
This is the hexagon

12. Measure surface area:

12.1

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Draw a picture of your file in the space provided. Measure your file and write its dimensions down on the
drawing. Calculate what size paper you would need to cover it. Leave 2cm on each side for the overlap.
 32cm - 2 * 32 = 64
64 * 26 = 52
 26cm - 2* 64 = 124
 32cm – 2 * 52 = 104
 Size of paper: 124 * 248cm. 248cm / 208cm
 104* 2 = 208cm

12.2 The training room

A. If you wanted to carpet the training room, what size carpet would you need to buy?
 If say for example the training room Is 8 × 6 m you should add an average size of 10cm to ensure
fitting, your size will then be 8,10m × 6,1 m you then Multiply the size by the size of the carpet which
usually comes in 4 or 5 m, say for example you use the 4m/ carpet you will need to buy a 32, 4 × 24,4
m carpet.

B. If you wanted to tile the training room walls, and each box of tiles= 1,2m², how many boxes would
you require?
 If the training room is 8 × 6 ( 28m²) and there are 8 × 1,2² tiles in a box you will require 5 boxes of
tiles.

C. At a cost of R55 per box, how much would it cost to tile the training room?
 R275.00
 8× 2 = 16
 6 × 2 = 12

 16 × 12 = 28

 28 × 1,2 = 33,6

 33,6 / 8 = 4, 2 ( 5 boxes )

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13. You want to share the following recipe with your friends in Australia and Britain. Convert the recipe
to their relevant units:

Classic Crème Caramel

940 ml milk

375 ml vanilla sugar

5 eggs

4 egg yolks

15 ml vanilla

Scald the milk and allow to cool 20 minutes. In a saucepan, melt 180 ml of sugar and cook until dark brown,
stirring constantly. Take care not to scorch. Pour into a warm mould, covering the bottom and sides. Beat the
eggs and egg yolks with the remaining sugar. Slowly whip in the milk and vanilla. Pour into the sugar-lined
mould.
Place mould in a second pan filled halfway with hot water. Bake for 45 minutes in a 160° oven. Cool, and then
chill. To serve, invert on to a rimmed serving platter.
SERVES 6

Britain (Imperial) Australia

Milk (940 ml) Milk 1,66 imp. Pts Milk 3,9166 cups

Vanilla sugar (375 ml) Vanilla sugar 0,75 imp. Pts. Vanilla sugar 1,5 cups

Vanilla (15 ml) Vanilla Vanilla 3 level teaspoons

1 level tablespoon

Oven (160°) Oven 325⁰ Fahrenheit Oven 160⁰ fanforced

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14. Speed and distance

Read the 2004 Audi A6 specifications (you will recognise them from unit standard 119457) and then answer
the questions that follow:

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14.1 Find three examples of specifications regarding volume:
 Boot space
 Fuel tank
 Cylinders

14.2 If the diameter of the Audi’s wheels is 17 inches, calculate the circumference of the wheel.
 Given- d = 17 inch

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  × = 17/2 inch
 Circumference = 2 ^ r
 2× 22 × 17 = 53, 38

14.3 If you travel to Durban from Johannesburg (650 km) in your new Audi A6, how much petrol will you
use on average?
 54,02 litters of petrol

14.4 How long will it take you to get to Durban from Johannesburg at an average speed of 120 km/h?
 5.42 hrs

14.5 Give the dimensions of the Audi A6 in metres:

 Length: 5m
 Width: 1.9m
 Height: 1.5m

15. The following chart reflects the profits (in millions) made by three shafts of a platinum mine over a
period of a year.

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 100
90
80
70
60 East
50 West
40 North
30
20
10
0
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Compare the performance of the three shafts by reading the figures at the end of each quarter off the chart.
Tabulate the figures. Write in the names of the shafts on the left. (The answers will be approximations)
Shaft 1st 2nd 3rd 4th
East 24- 27 million 57 - 60 million 50- 52 million 20 million

West 32- 37 million 35- 38 million 30- 32 million 31 million

North 47 million 45 - 47 million 41 - 43 million 43 million

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 Learning

US: 7468, NQF Level 4 Worth 6 Credits

Unit 3 Use mathematics to investigate and monitor the financial aspects of personal,
business, national and international issues

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 mathematics to plan and control financial instruments including insurance

and assurance, unit trusts, stock exchange dealings, options, futures and bonds

Unit Standard
 Use simple and compound interest to make sense of and define a variety of
Purpose
situations including mortgage loans, hire purchase, present values, annuities
and sinking funds

 Investigate various aspects of costs and revenue including marginal costs,

marginal revenue and optimisation of profit

 Use mathematics to debate aspects of the national and global economy,

including tax, productivity and the equitable distribution of resources.

Learning  The credit value is based on the assumption that people starting to learn towards
Assumed to be this unit standard are competent in Mathematical Literacy and Communications at
in Place NQF level 3

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 Complete the following questions as per instructions provided

Activities

Warning:
We are aware of the sensitive nature of this information. You can give fictitious figures, but if you want this
course to really make a difference, you will not deviate by more than 10% of actual.

1. Calculate your liabilities

I owe:
House R2500
Car R120
Clothes R1000
Water & lights (arrears) R150
Hire purchase R40
Cash loans R50
Work loan R100
Other loans R50
TOTAL R4,010

2. Calculate your assets

I own: Estimated value
House R2500
Car R1000
Household content (incl. Furniture, clothes, etc.) R2000
Policies (investments) R135
Other: R389
Other: R800
TOTAL R6,824
3. Assets –liabilities = R2,814_________________________
Therefore, I have a positive/ negative net worth (delete the word that is not applicable)

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4. Write down monthly expenses (5 of each):
Use the following budget sheet:
Expenses Estimated Actual
Fixed essential expenses
Rent R2500 R2500
Funeral plan R580 R600
Cell phone R380 R515
Internet R450 R800
Car loan R2700 R2700

Sub-total R6618 R7115

Changing (variable) expenses Estimated Actual
Electricity R900 R1300
Clothing R1000 R1000
Groceries R2500 R3500
Gas R1400 R2000

Sub-total R5800 R7800

Discretionary (luxury) expenses Estimated Actual

Branded clothes R600 R600

Netflix R200 R150
Eating out R1500 R2000
Social events R1000 R1700

Sub-total R3300 R4450

TOTAL R15718 R19365

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5.Identify the areas where your actual expenses are different from your estimated expenses.
Fixed
 Internet - R20 difference
 Cell phone- R135 difference

 Eating out- R500 difference

Variable
 Electricity- R400 difference
 Groceries - R1000 difference
 Gas - R600 difference

6.Explain the reasons for the variances in your estimated and actual spending:
 Due to the ongoing recession that comes with constant fuel increases, growing inflation, a
surge in food cost and increasing interest rates.

7.Calculate what percentage your discretionary (luxury) expenses are of total expenditure:
 22. 92%

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8. Ways in which I plan to reduce expenditure (Name 5):
1.Eat at home

2.Eliminate unnecessary bills

3.create a budget/ find cheaper ways to play

4.Avoid can loans and credit purchases

5.Use less energy/ shop smatter

9.1 Using the formula for calculating simple interest (I= Prt), calculate how much interest you will earn
after 1 year if you save R150 per month at 8% per annum. Show your calculations.
 150 + 08 + 12
 = R144

9.2 How much will you have in your savings account after 5 years if you continue to save R150 per
month and continue to earn 8% interest p.a.? Use the formula for calculating compound interest A =
P (1 + r) ⁿ. The interest is added once a year.
 A = ( 1 + n/r) nt
 150 * 12 * 5 (1 + 0.8) ⁵
 9000*(1.08)⁵
 R13 223 95

10.1 Purchasing a vehicle

You’ve seen the following price list and have decided to purchase the Supervan
VEHICLE RETAIL Instalment Straight lease Lease (60 Lease (60 months).
sale. 60 months months). No 60 000 km
54 months. deposit. 30% maintenance plan.
10% residual No deposit. No
deposit residual
Extravan R60270 R1299pm R1359pm R1167pm R1469pm
Supervan R105400 R2249pm R2329pm R1989pm R2449pm

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 Luxavan R130710 R2789pm R2889pm R2465pm R2999pm
Incredivan R186300 R3939pm R4089pm R3485pm R4239pm
Dreamvan R193940 R4119pm R4269pm R3635pm R4399pm
Subject to Bank approval. Terms and conditions apply. All prices include VAT.

 Calculate the total cost of the vehicle for each of the four finance options.
 Calculate the interest paid in Rands on each of the four options.
 Calculate the interest percentage for all four options.

(Do your calculations on a separate page from the Workbook and enter the answers in the table on the next
page.)

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 Option Total paid Retail price Interest in R Interest %

1
Instalments sale R131986 R105400 R26586 25,22%
54 months 10%
deposit

2
Straight Lease 60 R139740 R105400 R3485 32.6%
months

3
lease (60 R150960 R105400 R45560 43.22%
months) No
deposit 30%
residual

4
Lease (60 R149940 R105400 R41540 39.41%
months). 60 000
km maintenance
plan deposit No
residual

10.2 Choose a finance option and say why you have chosen that particular option:
I choose Option, because
 I choose Option 4 because the interest rate is less

10.3 Your home loan is one of your most dramatic examples of the effect of compound interest over time.
How much do you pay in total over 20 years for your R450 000 home if your monthly repayment stays at R4
500?

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  20 years × 2
 =240 × R4500
 =R1080 000
 =R108 00 - R450 000
 =R630 000 more than the price of the house.

10.4 If you were to increase your monthly repayment by 25%, you would pay your bond off in 125
months. Calculate what you would pay (and save) in total:
 R4500 × 25
 =R1125 + R4500
 =R5625 each month
 5625 × 125
 =R703125 pay in 125 months
 Save R376 875

11.1 Depreciation of fixed assets

You bought the Extravan for R70 000. Show the annual depreciation in the table below:

Year Depreciation
1 R17500
2 R17500
3 R17500
4 R17500
Total R70 000

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11.2 Calculate what your Supervan is worth after 2 years:
Balance at the end of year 2: R35000

12. The effect of inflation on my pocket

12.1 Work out what you will need to earn at age 65 to maintain your current standard of living if inflation
stays at 6% per year:
Age Salary
33 R5000
42 R8450
50 R13472
58 R21474
65 R32292

12.2 Multiply the amount in the last column with 12 to work out the annual salary you will need to be
earning:
R 32292 X12 = R387504 per annum

12.3 How much should you be putting away for your retirement?
 10% to 15 % of your income per year is an appropriate saving level.

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12.4 Explain what we, as ordinary citizens, can do to bring down the inflation rate in South Africa.
 To reduce the inflation, the government can increase taxes (such as income tax and VAT) and
cut spending. This improves the government budget situation and helps to reduce demand in
the economy.

12.5What can and does the South African government do to bring down the inflation rate?
 Governments can use ways and price controls to fight inflation, but these policies have failed
poorly in the past. Rouse rates should be raised. Start selling off assets.

13. Using the tax table in your Learner Guide, answer the following:
How much tax is deducted from someone who is under 65 and earns
R11 100 per month?
 R1591.79

13.2 Calculate the tax as a percentage of the above salary:

 R1591.79/11 100* 100
 = 14.34%

13.3 Marj earns R260 890 per year. Calculate how much tax has to be deducted every month by using the
information in your Learner Guide:
 R4917 63

14. Calculate the tax the following companies pay:

14.1 Profit is R158 200 per year (show your calculations):

 158 200 × 35,75%
 =53392,50

14.2 Profit is R0.8 million per year (show your calculations):

 800 000 ×35,75%
 = 270 000

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15. A team member welds 30 widgets per day. She works 8 hours per day.

15.1 What is her input and what is her output?

Input: 8 hours
Output: 30 widgets

15.2 If the value added to each widget by the welding operation is estimated at R3 each, or a total of R90
and the welder is paid R4,50 an hour, what would the productivity of the welding operation be?
 1 widget = R3
 30 widget = R90
 1 hour = R450
 8 hour =R36
 R90 / R36
 =R2,5:1

15.3 Convert that ratio to percentage:

 Output
 Input
 30/8
 =3,75%

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15.4 If your team’s productivity ratio was 2.3: 1 last year and now it is 2.1: 1 this year, what is the
percentage decrease? (Show your calculation)
 (2.3 – 2.1)÷ 2.3
 Calculate: 2.3 – 2.1/ 2.3
 2/23
 Convert to percentage 2/23 = 8.70 %

16. Tick the answers that apply to your current lifestyle:

I… Yes No
1. Have recently moved to a more expensive home N
2. Have bought a second property to rent out N
3. Will still have a bond/bonds to settle when I retire N
4. Buy top-of-the-range vehicles with my car allowance N
5. Buy a new car every two years N
6. Love to spoil my family and/ or friends with gifts Y
7. Buy myself nice things (I work hard and deserve a treat) Y
8. Am confident that my company pension/provident fund is adequate N
9. Know that my spouse’s pension will be enough for us both Y
10. Have a defined savings plan
11. Have been putting money away each month since my first pay cheque N
12. Have a financial planner N
13. Have a financial plan N
14. Have implemented my financial plan N
15. Monitor and update my financial plan at least once a year N
16. Have quantified my expected retirement expenses N
17. Have made provision for possible medical expenses as I age Y
18. Am prepared to downscale my lifestyle before I retire Y

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 Insights gained from the discussion:

I am currently: In a position where I can’t afford certain things with my current money situation.

I will have to: So therefore I will have to make sure to downscale my luxury living expenses like wifi and
Netflix to safe some money.

17. Answer the questions based on the graph below:

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17.1 Explain in which way Sanlam’s new penalty structure differs from its current structure:
 Sanlam’s percentage started higher than last year. It reminded constant for 3 years but it rise
in the year 4 and 5.

17.2 Complete the following table in which you compare the early surrender penalties (in %) imposed by
the following companies:
Company Year 3 Year 5
Old Mutual 50% 35%
Liberty 45% 15%
Momentum (flexible) 35% 20%

 18.1 You have invested R100 per month @ 10% per annum in an endowment policy with Liberty.
After a period of two years you decide to surrender the policy. What is your expected payout?
 100 * 72 = 1200 + 10% = R1320
 1320 + 1200 = 2520 + 10% = 2772
 R554.40
 80%

18.2 Your unit trust investment of R100 per month grows at 10% per annum. Annual costs of 5.25% are
deducted. After 2 years you decide to sell the units. What is your investment worth?
 R2482.01

19.1 List TWO benefits of Retirement Annuities:

 No tax
 Regular retirement
 Flexible pay-outs
 Diversified

19.2 Sam is retiring in a year’s time and is trying to calculate the lump sum payout that he can receive
from his RA. His average tax rate is 40% and the total investment is R850 000. How much will his lump sum
payout be after tax?

 R 217999.80

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20. Compare life cover and funeral cover, stating the advantages and disadvantages of each:
Funeral cover Life cover
Advantages: Advantages:
You can put aside a lower amount than you The main advantage of owning a life cover if you
could for an proper prepaid funeral plan. No die, your beneficiaries receive a pay out called a
medical is required, the same as for a prepaid death benefit than replace any income you
plan, and insurance plan pay out in full after provided while you were alive
initial period 2 years.

Disadvantages: Disadvantages:
There is generally only accidental death cover Life insurance in most affordable if you’re
typically 2 years if you should die from natural younger and healthy, your premium are
causes or by own hand, some companies would determined by you medical profile family
pay back what you had paid in plus some medical history and age. So life insurance
interest. They have no cash value at ant time. If companies will charge you more for coverage if
you miss a premium because you are ill, then your profile includes anything that could
you die, you policy will not pay out a cent. The potentially increase your risk of dying early.
longer you have paid in the more you will lose

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21.1 You have realised that instead of reducing your car’s short-term insurance premium as its book value
decreases, your insurer has actually increased the premium by 10% per year “to keep up with inflation”. If
your premium started off at R450 per month, what have you paid in total after 2 years?
Year2
 R11340

21.2 Your premium should actually have decreased by 20% per annum. What is the total amount you
should have paid in premiums over a two-year period?
 R9720

22.1 Mary has 1278 units in a unit trust fund. She wants to calculate the value of her investment. When
she looks at the shares page in the daily newspaper, she sees that the NAV = 465.20. What is her investment
worth?
 R5945.26

22.2 What are the tax implications if Mary were to sell her units?
She will be taxed on the profits she made she will paya fixed percentage of 33.3%

23. Calculate the charges on a R35 000 share purchase:

Stockbroker’s basic charge R20

Brokerage fee (about 1,25% of value of transaction) R437,50
Uncertified Securities Tax (0,25% on purchase) R87.50
Insurance R0.19
Settlement fee (STRATE) R10.92
VAT R35 000
TOTAL COSTS R5250 × 15 / 100

24. Study the results of the following research done by the CSIR:

Gated communities, especially enclosed neighbourhoods, are a frequently discussed issue in South Africa.
Newspapers write about it, police talk about it, residents argue about it and many Local Authorities have to
make decisions about it. Numerous questions are asked, regarding:

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  the legal implications regarding the enclosure of public space;
 the privatisation of public functions such as road maintenance and its implications for taxes;
 the fragmentation of urban areas;
 the values of properties or houses within enclosed areas;
 the gain/loss of social connection and contact and increasing social exclusion and separation;
 the perception of safety versus actual reports of crime decreasing in gated communities; and
 the role of private security within enclosed areas
The initial research conducted by the CSIR revealed that, although enclosed neighbourhoods are
predominantly encountered in Gauteng, smaller towns are increasingly facing requests for street enclosures.
Out of 20 cities and towns that indicated that they have received requests for road closures, 60% were towns
with less than 500 000 inhabitants such as Bethlehem and Port Shepstone. One of the substructures of
Johannesburg has already had 212 applications for road closures by early 2000.
Statistics obtained from MBS Consulting Engineers show that not all the existing enclosures are legal and that
there were approximately 360 existing enclosures in one particular substructure of the Greater Johannesburg
Metropolitan Area in 2000. One of the contributing factors to the high occurrence of enclosed
neighbourhoods in Gauteng may be the exceptionally high level of fear of crime. A victim survey conducted by
the Institute for Security Studies (ISS)indicated that 65.2% of Johannesburg residents and 50% of residents in
Pretoria feel unsafe in their homes at night compared to 42.5% in Cape Town and 41.4% in Durban.
Gated Communities are not only the responsibility of those residents who wish to enclose their areas or to
live in secure complexes. Some types directly influence the Local Authorities and their traditional public
functions. While several municipalities across the country are receiving requests for neighbourhood
enclosures, few have policies in place to address this situation.
Meanwhile, the occurrence of gated communities is growing daily and several questions are asked, especially
regarding the long-term impact of this type of development on the urban future. Yet, recent research (2002)
has indicated that it is very much an issue of balancing short-term need (crime reduction) with long-term
costs and impact (impact on urban integration, urban management, etc.). In this sense, it will be necessary to
distinguish between different types of gated communities and different models, since their impact and
implications may vary considerably.

Debate the issue of gated communities in the light of the article in your Learner Guide regarding sustainable
development and the equitable distribution of resources. Write the main insights from the debate in the space
below:
Arguments for Arguments against
 Legal implications regarding enclosure  The role of private security within

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 of public space enclosed areas
 The fragmentation of urban areas  The privatisation of public functions
 The value of properties or houses within such as road maintenance and its
enclosed areas implications for taxes
 The perception of safety versus actual
reports of crime

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