Summative Assessment Module1 Rielee Millican

SUMMATIVE ASSESSMENT
National Certificate: Information Technology: End User Computing
Module 1
Fundamental Mathematics
Pendula Trainers (Pty) Ltd

National Certificate: Information Technology: End User Computing 61591 v2 (Mar 2017)
Page 1
Module 1: Fundamental Mathematics
Learner Name: Rielee
Learner Surname: Millican
ID Number: 9405225140088
Company: Pendula group
Facilitator: Adrian gwara
Submission Date: 9/09/2021
Outcome:
C / NYC
Comments: Very challenging module but I enjoyed working

on it.
Date: 9/09/2021
I Rielee Millican. ID 9405225140088 acknowledge that I have received feedback on the assessment
conducted and I agree with the outcome given by the assessor.
Learner e-Signature: Assessor e-Signature

r.millican
e-Signature: Candidate
Pendula Group (Pty) Ltd
e-Signature: Moderator
National Certificate: Information
Technology: End User Computing –
Module 1
e-Signature: Assessor
Page 2
Full qualification structure for 61591:
• Module 1 - Fundamental Mathematics – this module

• Module 2 - Fundamental Communication
• Module 3 - GUI-Based Applications - Part 1
• Module 4 - GUI-Based Applications - Part 2
• Module 5 - The Internet
• Module 6 - The Workplace
Module 1: Fundamental Mathematics
U/S number Unit Standard name Level Cr

Demonstrate an understanding of the use of different number bases and
9010 measurement units and an awareness of error in the context of relevant 3 2
calculations
Describe, apply, analyse and calculate shape and motion in 2-and 3-
9013 3 4
dimensional space in different contexts
9012 Investigate life and work related problems using data and probabilities 3 5
Use mathematics to investigate and monitor the financial aspects of
7456 3 5
personal, business and national issues
11241 Perform Basic Business Calculations 3 6
Module Credit Total: 22
Module 1
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Full Qualification
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:
Demonstrate an understanding of the use of different number bases and measurement units and an awareness
of error in the context of relevant calculations
SAQA US ID UNIT STANDARD TITLE

9010 Demonstrate an understanding of the use of different number bases and measurement units and
an awareness of error in the context of relevant calculations
ORIGINATOR
SGB Math Literacy, Math, Math Sciences L 2 -4
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Mathematical Sciences
ABET BAND UNIT STANDARD PRE-2009 NQF LEVEL NQF LEVEL CREDITS
TYPE
Undefined Regular-Fundamental Level 3 NQF Level 03 2
REGISTRATION STATUS REGISTRATION START REGISTRATION END SAQA DECISION
DATE DATE NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30
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
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at
level 2. 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
Module 1
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. An understanding of mathematical applications that provides insight into the learner `s present and future
occupational experiences and so develop into a contributing worker
. 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:
Convert numbers between the decimal number system and binary number system
Work with numbers in different ways to express size/magnitude.
Demonstrate the effect of error in calculations.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit value is based on the assumption that people starting to learn towards this unit standard are
competent in Mathematical Literacy and Communications at NQF level 2.
UNIT STANDARD RANGE
This unit standard covers:

Approximation in relation to the use of computing technologies, the distinction between exact and approximate
answers in a variety of problem settings. More detailed range statements are provided for specific outcomes and
assessment criteria as needed.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Convert numbers between the decimal number system and the binary number system.
OUTCOME RANGE
This outcome includes the need to:
Perform addition and subtraction of positive whole numbers in binary up to 100002 (16 in decimal).
Demonstrate understanding of the mathematical relationships and principles involved in the computations.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Conversion between binary and decimal numbers is done correctly.
2. Basic addition and subtraction calculations in the binary number system are done correctly.
ASSESSMENT CRITERION RANGE
Using positive whole numbers up to the 16 in decimal.

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3. Practical applications of the decimal and binary system are explained correctly.
SPECIFIC OUTCOME 2
Work with numbers in different ways to express size and magnitude.
OUTCOME RANGE
Use scientific notation for small and large numbers.
ASSESSMENT CRITERIA
1. The prefixes indicating magnitude in measurements are correctly related to the decimal system.
From Giga to Pica (1012 to 10 -12)

2. Conversions between related units in different measurement systems are correctly applied in real-life
contexts.
SI to Imperial; Degrees F to degrees C.

SPECIFIC OUTCOME 3
Demonstrate the effect of error in calculations.
OUTCOME RANGE
Work with rational and irrational numbers.
Explore repeating decimals and convert them to common fraction form
Use scientific notation for small and large numbers.
ASSESSMENT CRITERIA
1. Symbols for irrational numbers such as 7c and 42 are left in formulae or steps to calculations except where
approximations are required.
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2. Descriptions are provided of the effect of rounding prematurely in calculations.
3. The desired degree of accuracy is determined in relation to the practical context.
4. The final value of a calculation is expressed in terms of the required unit.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers of learning towards this unit standard will need to meet the accreditation requirements of the
GENFETQA.
Moderation Option:
The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit
standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following essential embedded knowledge will be assessed through assessment of the specific outcomes in
terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the
standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This
means that the possession or lack of the knowledge can be inferred directly from the quality of the candidate`s
performance against the standards.
Number systems and rational and irrational numbers

Estimation and approximation
Scientific notation
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information:

Gather, organise, and interpret numerical information.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively:
Use everyday language and mathematical language to describe relationships, processes and problem solving
methods.
UNIT STANDARD CCFO CONTRIBUTING
Use mathematics:
Use mathematics to describe and represent realistic situations and to solve problems relevant to the learner.
UNIT STANDARD ASSESSOR CRITERIA
Assessors should keep the following general principles in mind when designing and conducting assessments
against this unit standard:
Module 1
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Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to
ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in
terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific
outcome, or groups of specific outcomes.
Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as
close to the real performance as possible, and where simulations or role-plays are used, there should be
supporting evidence to show the candidate is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities
focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
The assessment criteria provide the specifications against which assessment judgments should be made. In most
cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and
understanding will have to be tested through questioning techniques. Where this is required, there will be
assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this
unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors
will have to judge how many repeat performances are required before they believe the performance is
reproducible.
All assessments should be conducted in line with the following well documented principles of assessment:
appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient,
systematic, open and consistent.
REREGISTRATION HISTORY
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.
UNIT STANDARD NOTES
N/A
Module 1
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Unit Standards in this Module
source.
Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts

9013 Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different
contexts
ORIGINATOR
-
FIELD SUBFIELD
TYPE
DATE DATE NUMBER
2019-06-30 2022-06-30
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at
level 3. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with
Module 1
Page 9
 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 present and future
 The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a
participating citizen.

 Measure, estimate, and calculate physical quantities in practical situations relevant to the adult in life or the
workplace
 Explore describe and represent, interpret and justify geometrical relationships and conjectures to solve
problems in two and three dimensional geometrical situations
competent in Mathematical Literacy and Communications at NQF level 2.
UNIT STANDARD RANGE
The scope of this unit standard includes length, surface area, volume, mass, speed ; ratio and proportion;
making and justifying conjectures.
Contexts relevant to the adult, the workplace and the local community.
More detailed range statements are provided for specific outcomes and assessment criteria as needed.
SPECIFIC OUTCOME 1
Measure, estimate, and calculate physical quantities in practical situations.
OUTCOME NOTES
Measure, estimate, and calculate physical quantities in practical situations relevant to the adult in life or the
workplace
OUTCOME RANGE
 Basic instruments to include those readily available such as rulers, measuring tapes, measuring cylinders or
jugs, thermometers, spring or kitchen balances, watches and clocks.
 In situations which necessitate it such as in the workplace, the use of more accurate instruments such as
vernier callipers, micrometer screws, stop watches and chemical balances.
 Quantities to estimate or measure to include length/distance, area, mass, time, speed and temperature.
 Estimate the area and volume of simple irregular shapes and objects.
 The quantities should range from the low or small to the high or large.
 Mass, volume temperature, distance, and speed values are used in practical situations relevant to the learner
or the workplace.
 Calculations involving the effects on area and volume when altering linear dimensions.
 Calculate heights and distances using Pythagoras' theorem.
 Calculate surface areas and volumes of right prisms (i.e., end faces are polygons and the remaining faces are
rectangles) and cylinders from measurements in practical situations relevant to the life of the learner or in the
workplace.
ASSESSMENT CRITERIA
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1. Scales on the measuring instruments are read correctly.
2. Quantities are estimated to a tolerance justified in the context of the need.
3. The appropriate instrument is chosen to measure a particular quantity.
4. Quantities are measured correctly to within the least step of the instrument.
5. Calculations are carried out correctly.
6. Symbols and units are used in accordance with SI conventions and as appropriate to the situation.
SPECIFIC OUTCOME 2
Explore, describe and represent, interpret and justify geometrical relationships and conjectures.
OUTCOME NOTES
Explore, describe and represent, interpret and justify geometrical relationships and conjectures to solve
problems in two and three dimensional geometrical situations.
OUTCOME RANGE
 Applications taken from different contexts such as packaging, arts, building construction, dressmaking.
 The use of tessellations and symmetry in artifacts and in architecture.
 Use rough sketches to interpret, represent and describe situations.
 Use and interpret scale drawings of plans (e.g., plans of houses or factories; technical diagrams of simple
mechanical household or work related devices such as jacks,
 Nets of prisms and cylinders.
 Road maps relevant to the local community.
 The use of the Cartesian co-ordinate system in determining location and describing relationships in at least
two dimensions.
ASSESSMENT CRITERIA
1. Descriptions are based on a systematic analysis of the shapes and reflect the properties of the shapes
accurately, clearly and completely.
2. Descriptions include quantitative information appropriate to the situation and need.
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3. Conjectures as appropriate to the situation, are based on well-planned investigations of geometrical

properties.
4. Representations of the problems are consistent with and appropriate to the problem context. The problems
are represented comprehensively and in mathematical terms.
5. Results are achieved through efficient and correct analysis and manipulation of representations.
6. Problem-solving methods are presented clearly, logically and in mathematical terms.
7. Solutions are correct and are interpreted and validated in terms of the context of the problem.
Accreditation Option: Providers of learning towards this unit standard will need to meet the accreditation
requirements of the GENFETQA.
Moderation Option: The moderation requirements of the GENFETQA must be met in order to award credit to
learners for this unit standard.
performance
against the standards.
 Properties of geometric shapes

 Length, area, volume, mass, time, temperature, speed
 The Cartesian system
 Scale drawing
UNIT STANDARD CCFO IDENTIFYING
 Identify and solve problems using critical and creative thinking:

Solve a variety of problems involving space, shape and time using geometrical techniques related to the life or
workplace of the learner
UNIT STANDARD CCFO ORGANISING
 Collect, analyse, organise and critically evaluate information:

Gather, organise, and interpret information about objects and processes.
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 Communicate effectively:
Use everyday language and mathematical language to describe properties, processes and problem solving
methods.
UNIT STANDARD CCFO SCIENCE
 Use mathematics:
Use mathematics to analyse, describe and represent realistic and abstract situations and to solve problems
relevant to the adult, the workplace and the local community.
UNIT STANDARD ASSESSOR CRITERIA
Assessors should keep the following general principles in mind when designing and conducting assessments
against this unit standard:
 Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to
ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in
terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific
outcome, or groups of specific outcomes.
 Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be
as close to the real performance as possible, and where simulations or role-plays are used, there should be
supporting evidence to show the candidate is able to perform in the real situation.
 Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment
activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment
criteria.
 The assessment criteria provide the specifications against which assessment judgements should be made. In
most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and
understanding will have to be tested through questioning techniques. Where this is required, there will be
assessment criteria to specify the standard required.
 The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in
this unit standard, that the candidate can achieve the outcomes again and again and again. This means
assessors will have to judge how many repeat performances are required before they believe the performance is
reproducible.
 All assessments should be conducted in line with the following well documented principles of assessment:
appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient,
systematic, open and consistent.
UNIT STANDARD NOTES
N/A
Module 1
Page 13
source.
Investigate life and work related problems using data and probabilities

9012 Investigate life and work related problems using data and probabilities
ORIGINATOR
-
FIELD SUBFIELD
TYPE
DATE DATE NUMBER
2019-06-30 2022-06-30
This Unit Standard is designed to provide credits towards the mathematical literacy requirement of the NQF at
Level 3. The essential purposes of the mathematical literacy requirement are that, as the learner progresses with
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
The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a
participating citizen
Module 1
Page 14
People credited with this Unit Standard are able to:
Pose questions, collect and organise data.
Represent and interpret data using various techniques to investigate real life and work problems.
Use random events to explore and apply probability concepts in simple life and work related situations.
competent in Mathematics and Communications at NQF level 2.
UNIT STANDARD RANGE
This unit standard includes the requirement to:

Identify issues suited to resolution by statistical methods
Select a suitable sample
Collect and generate data through the use of questionnaires and suitable experiments
Calculate statistics and probability values through the use of calculators
Represent data in the form of tables, charts and graphs
Use statistics and representations of data to argue a resolution of an issue
Interpret statistics, the use of probabilities, and representations of data
Determine probability values
Work with probability in practical situations
Use available technology (i.e. whatever is available for working

with data e. g. pencil and ruler, including spreadsheets, graphical calculators) to fit appropriate curves (e.g.,
linear, quadratic) to data
More detailed range statements are provided for specific outcomes and assessment criteria as needed.
SPECIFIC OUTCOME 1
Pose questions, collect and organise data.
OUTCOME NOTES
Specific purposes include:
Determining trends in societal issues such as crime and health.

Identifying relevant characteristics of target groups such as age, range, gender, socio-economic group, cultural
belief and performance.
Predicting the likelihood of the occurrence of events.
Considering the attitudes or opinions of people on issues.
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OUTCOME RANGE
Techniques include:
The selection of a sample from a population with due sensitivity to issues relating to bias.
The formulation and use of questionnaires and interviews to obtain data for specific purposes related to surveys
and censuses.
Use of databases to obtain information (e. g., StatsSA for national census data) and data suited to the resolution
of particular issues.
Work with deferent types of measuring instruments and scales such as

yes/no (dichotomous) 5 point (Likert), discrete, and continuous variables (e g., temperature).
Evaluation of data gathering techniques and of data collected so that faults and inconsistencies are identified.
(e.g., in cases where a person may be counted more than once such as when collecting ST13 data).
ASSESSMENT CRITERIA
1. Situations or issues that can be dealt with through statistical methods are identified correctly.
2. Variables contributing to a problem situation are identified and addressed in data gathering, e.g. crime is
related to time of day and location.
3. Appropriate and efficient methods are used to collect, record and organise data.
4. Data samples are of adequate size and are representative of the population.
SPECIFIC OUTCOME 2
Represent, analyse and interpret data using various techniques.
OUTCOME NOTES
Represent, analyse and interpret data using various techniques to investigate real-life and work problems
OUTCOME RANGE
Calculation of measures of centre and spread such as mean, median, mode, range and inter-quartile range.
Use of scatter plots and intuitively placed lines of best fit to represent the association between two variables.
(Regression analysis not included,).
Fit curves (e g., linear and quadratic cases) to predict trends.
Use of a variety of representations applicable to the issue being investigated.
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Specific purposes include:
Determining trends societal issues such as crime and health;
Identifying relevant characteristics of target groups such as age, range, gender, socio-economic group, cultural
belief and performance;
Considering the attitudes or opinions of people on issues.
ASSESSMENT CRITERIA
1. Graphical representations and numerical summaries are consistent with the data, are clear and appropriate to
the situation and target audience.
2. Different representations of aspects of the data are compared to take a position on the issue.
3. Calculations and the use of statistics are correct and appropriate to the problem.
4. Interpretations of statistics are justified and applied to answer questions about the problem.
5. New questions that arise from the modelling of the data are discussed.
SPECIFIC OUTCOME 3
Use random events to explore and apply, probability concepts in simple life.
OUTCOME NOTES
Use random events to explore and apply, probability concepts in simple life and work related situations
[Note: straightforward applications relevant to the life or work related experiences of the learners should be
chosen]
OUTCOME RANGE
Distinguish outcomes, which are equally likely (e.g. spinning a coin, rolling a die) from those that are not
(e.g. dropping a drawing pin, spinning a biased coin).
Distinguish between a trial (e.g. a turn at rolling a die), outcome (getting a 6 when the die is rolled) and event
(getting any even number when rolling a die -a collection of outcomes).
Interpret probability values expressed as fractions between 0 and 1 or as percentages.
Use the term "odds on" in relation to a probability value (e.g. the odds on getting a 4 when rolling a die are 1 to
5 while the probability of getting a 4 is one sixth).
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Distinguish between theoretical (e. g., for a fair coin on the basis of equal likelihood) and experimental
probabilities (e.g. for getting a pin to land with its point up or its point down when dropped on the basis of
relative frequency after a large number of trials).
Use tree diagrams in representing and working with events.
Use basic counting techniques to determine the number of ways an event can occur. (The formal
use of permutations and combinations not expected.)
Distinguish between situations in which probabilities need to be multiplied from those in which probabilities need
to be added (e. g., drawing the ace of hearts and the ace of spades as opposed to drawing one or the other).
Make and test predictions about probability in the context of games, real-life situations and the workplace.
ASSESSMENT CRITERIA
1. Data are gathered, organised, sorted and classified in a suitable manner for further processing and analysis.
2. Experiments and simulations are chosen appropriately in terms of the situation to be investigated.
3. Probabilities are determined correctly.
4. Distinctions are correctly made between theoretical and experimental probabilities.
5. Predictions are based on validated experimental or theoretical probabilities.
6. The outcomes of experiments and simulations are communicated clearly.
Providers of learning towards this unit standard will need to meet the accreditation requirements of the
GENFETQA.
Moderation Option:
The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit
standard.
performance against the standards.
Module 1
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Methods for collecting, organising data and calculating statistics
The meaning of concepts such as centre and spread
Techniques for statistically modelling a situation
Random events, equal likelihood, probability
Identify and solve problems using critical and creative thinking:

Solve a variety of problems or take a position on issues related to the,`earner based on data, statistics and
probability.
Collect, analyse, organise and critically evaluate information:

Collect, organise, and interpret data and statistics to make sense of adult situations.
Communicate effectively:
Use everyday language and mathematical language to represent data, statistics and probability and to
communicate conclusions.
UNIT STANDARD CCFO CONTRIBUTING
Use mathematics:
Use mathematics to, describe and represent and interpret life or work related situations and to solve problems
relevant to the learner.
UNIT STANDARD NOTES

N/A
source.
Use mathematics to investigate and monitor the financial aspects of personal, business and national issues
Module 1
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7456 Use mathematics to investigate and monitor the financial aspects of personal, business and
national issues
ORIGINATOR
-
FIELD SUBFIELD
TYPE
DATE DATE NUMBER
2019-06-30 2022-06-30
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.
Use mathematics to plan and control personal and/or household budgets and income and expenditure.
Use simple and compound interest to make sense of and define a variety of situations including investments,
stokvels, inflation, appreciation and depreciation.
Investigate various aspects of financial transactions including costs, prices, revenue, cost price, selling price, loss
and profit.
competent in Mathematics and Communications at NQF level 2.
UNIT STANDARD OUTCOME HEADER
Use mathematics to plan and control personal, regi
Module 1
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SPECIFIC OUTCOME 1
Use mathematics to plan and control personal, regional and/or national budgets and income and expend
OUTCOME NOTES
1.1 Plans describe projected income and expenditure realistically.
1.2 Calculations are carried out using computational tools efficiently and correctly and solutions obtained are
verified in terms of the context.
1.3 Budgets are presented in a manner that makes for easy monitoring and control.
1.4 Actual income and expenditure is recorded accurately and in relation to planned income and expenditure.
Variances are identified and explained and methods are provided for control.
OUTCOME RANGE
Bank accounts, provincial and key elements of national budgets and tax.
ASSESSMENT CRITERIA
Use mathematics to plan and control personal, regional and/or national budgets and income and expenditure.
ASSESSMENT CRITERION NOTES
1.1 Plans describe projected income and expenditure realistically.
1.2 Calculations are carried out using computational tools efficiently and correctly and solutions obtained are
verified in terms of the context.
1.3 Budgets are presented in a manner that makes for easy monitoring and control.
1.4 Actual income and expenditure is recorded accurately and in relation to planned income and expenditure.
Variances are identified and explained and methods are provided for control.
Bank accounts, provincial and key elements of national budgets and tax.

SPECIFIC OUTCOME 2
Use simple and compound interest to make sense of and define a variety of situations.
OUTCOME NOTES
2.1 The differences between simple and compound interest are described in terms of their common applications
and effects.
2.2 Methods of calculation are appropriate to the problem types.
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2.3 Computational tools are used efficiently and correctly and solutions obtained are verified in terms of the
context or problem.
2.4 Solutions to calculations are used effectively to define the changes over a period of time.
OUTCOME RANGE
Effective and nominal rates, commission, appreciation and depreciation.
ASSESSMENT CRITERIA
Use simple and compound interest to make sense of and define a variety of situations.
2.1 The differences between simple and compound interest are described in terms of their common applications
and effects.
2.2 Methods of calculation are appropriate to the problem types.
2.3 Computational tools are used efficiently and correctly and solutions obtained are verified in terms of the
context or problem.
2.4 Solutions to calculations are used effectively to define the changes over a period of time.
Situations include:
Effective and nominal rates, commission, appreciation and depreciation.

SPECIFIC OUTCOME 3
Use mathematics to debate aspects of the national economy.
OUTCOME NOTES
3.1 Values are calculated correctly.
3.2 Mathematical tools and systems are used effectively to determine, compare and describe aspects of the
national economy.
3.3 Debating points are based on well-reasoned arguments and are supported by mathematical information.
OUTCOME RANGE
Tax, productivity and the equitable distribution of resources.
ASSESSMENT CRITERIA
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Use mathematics to debate aspects of the national economy.
3.1 Values are calculated correctly.
3.2 Mathematical tools and systems are used effectively to determine, compare and describe aspects of the
national economy.
3.3 Debating points are based on well-reasoned arguments and are supported by mathematical information.
Tax, productivity and the equitable distribution of resources.

The following essential embedded knowledge will be assessed by means of the specific outcomes in terms of the
stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards
described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that the
possession or lack of the knowledge can be inferred directly from the quality of the candidate`s performance
against the standards.
Budgets.
Terminology and definitions associated with financial situations.
Estimation and approximation.
Compound increase and decrease.
UNIT STANDARD NOTES
N/A
Module 1
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source.
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:
Perform Basic Business Calculations

11241 Perform Basic Business Calculations
ORIGINATOR
SGB Procurement, Logistics and Supply Chain Mngt
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Procurement
TYPE
Undefined Regular Level 3 NQF Level 03 6
DATE DATE NUMBER
Passed the End Date - 2005-09-13 2007-11-28 SAQA 0160/05
Status was "Reregistered"
2008-11-28 2011-11-28
This unit standard is replaced by:
Pre-2009 NQF Replacement

US ID Unit Standard Title NQF Level Credits
Level Status
Apply basic invoicing and accounting NQF Level
252435 Level 3 6 Complete
principles 03
This Unit Standard is intended for people who are required to perform routine financial transactions and
calculations.
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Individuals who are credited with this Unit Standard will be able to apply the processes and procedures
necessary to initiate the recording of disbursements and revenues, and to understand the financial implications
to the organisation of each element in the transaction.
Numeracy and Literacy at NQF level 2

INTFIN 1: Commercial Arithmetic
EUC2: Operate a Personal Computer or equivalent
UNIT STANDARD RANGE
Learning accredited with this standard will reflect the ability to:
! Employ a narrow range of applied knowledge, skills and basic comprehension within a limited range of
predictable and structured contexts, including working with others under direct supervision, but with a very
limited degree of discretion and judgement about possible action
! Demonstrate the acquisition of a knowledge base without which the tasks and procedures cannot be
undertaken. This knowledge base consists of a discrete and limited set of data and known responses. Learners
are not expected to generate ideas from information supplied, but they are expected to make choices from a
limited range of options.
Learners will be expected to demonstrate applied competence within the context of a clearly defined (structured)
role within a cooperative working environment.
Learners should be able to operate independently in familiar contexts taking some responsibility for the tasks and
procedures, with guidance, support and regular quality control. Learners are expected to recover monies
timeiously in accordance with company standards
SPECIFIC OUTCOME 1
The learner must demonstrate the ability to consider a range of options.
OUTCOME NOTES
The learner must demonstrate the ability to consider a range of options, make decisions about and evidence
performance around each of the specific outcomes.
ASSESSMENT CRITERIA
1. Distinguish between items of expenditure and revenue.
2. Differentiate between fixed and variable costs.
3. Perform invoicing operations and post amounts to the appropriate accounts.
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4. Reconcile individual transactions with statements of accounts.
5. Identify the items disbursed on behalf of the organisation to be recovered in the invoicing process.
SPECIFIC OUTCOME 2
A composite statement of outcomes which expresses applied competence.
OUTCOME NOTES
A composite statement of outcomes which expresses applied competence in the particular component of
practice.
ASSESSMENT CRITERIA
1. From source documents, identify items of disbursement and revenue.
2. Demonstrate an understanding of the effect of costs relative to the transaction.
3. Identify the circumstances in which cost items can be fixed and/or variable.
4. From source documents, allocate cost items to the appropriate accounts and apply relevant client tariffs for
the calculation of revenue and prepare invoices in a predetermined format.
5. Compare transaction amounts which have been recorded in the company's books with those reflected on third
party statements, and initiate the recovery of shortfalls and the refunding of excesses.
1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant
ETQA.
2. Any institution offering learning that will enable achievement of this unit standard must be accredited by the
relevant ETQA.
3. Moderation of assessment will be done by the relevant ETQA at its discretion.
ESSENTIAL EMBEDDED KNOWLEDGE:
The learners can understand, explain and apply:
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1. Concepts of disbursements and revenue
2. Principles of fixed and variable costs
3. Processes and procedures involved in invoicing
4. Processes and procedures involved in reconciliations
5. An appreciation of the consequences of under recovery and disbursements
1. Identify and solve problems in which responses display that responsible decisions, using critical thinking, have
been made,eg,
! Identify shortfalls following a detailed comparison of transaction amounts recorded in company`s books and
those reflected in third party statements.
UNIT STANDARD CCFO WORKING
2. Work effectively with others as a member of a team, group, organisation or community,eg,
Appreciate that:
* since the Forwarding and Clearing Industry is practised in an international environment at the micro, meso and
macro levels it operates in systems which are reliant on others and which address the processing of data,
* the processing systems approach as well as the productivity orientation of Forwarding and Clearing companies
demands high levels of teamwork and the understanding, reaction and maintenance of team coherence and co-
operation,
* the level of competency is largely dependent on the individual`s ability and capacity to operate effectively with
peers, supervisors, internal and external customers.
UNIT STANDARD CCFO ORGANISING
3. Organise and manage oneself and one`s activities responsibly and effectively,eg,
! The learner will be able to apply an appreciation of the importance of structured self-management in meeting
the time requirements of the Forwarding and Clearing industry, and that this is a critical factor contributing to
achievement of customer satisfaction.
4. Collect, analyse, organise and critically evaluate information,eg,

! The learner will be able to analyse the effect of costs relative to the transaction and use this evaluation to
initiate appropriate action.
5. Communicate effectively using visual, mathematical, and/or language skills in the modes of written and/or oral
presentation,eg,
! The learner will be able to communicate understanding, knowledge and application in appropriate oral and
written modes.
UNIT STANDARD NOTES
This unit standard has been replaced by unit standard 252435, which is " Apply basic invoicing and accounting
principles", NQF Level 3, 6 credits.
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Assessment Information
Your Summative Assessment consists of:
 Observational Assessment and Workplace Assignments:

To be completed in the workplace by your facilitator and / or assessor based on your performance at the end of
the course.
 Summative Knowledge Assessment:

Please complete the assignment by following the instructions provided.
 Personal Narrative:
The personal narrative offers a chance for you to reflect on the requirements of the required outcomes and
reflexive competence in the application of the learning.
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Learner Assessment Plan
Please tick next to the unit standards you are being assessed against.
Unit code UNIT STANDARD TITLES NQF Credits 

level
9010 Demonstrate an understanding of the use of different 3 2
number bases
9013 Describe, apply, analyse and calculate shape and motion 3 4
9012 Investigate life and work related problems using data and 3 5
probabilities
11241 Perform Basic Business Calculations 3 6
7456 Use mathematics to investigate and monitor the financial 3 5
aspects
Activity Evidence of activity will be found where Place & planned date Date
of activity Completed
Training Training registers Training Provider
Date:
Self-assessment Assessment contract signed & dated Learner file
Date:
Assessment contract Assessment contract signed & dated Learner file
Date:
Initial meeting Assessor briefing checklist Learner file
Date:
Unit Standard No Assessment contract & assessment plan Learner file
Date:
Formative Assessment Assessment instruments Learner file
Date:
Summative Assessment instruments Learner file
Assessment Date:
Other Evidence Research portfolio (if applicable) Learner file
Date:
Feedback Feedback Report Learner file
Date:
Moderation Moderators report Learner file
Date:
Judgement Assessor Summary Report / Moderator report Learner file
Date:
st
1 Reassessment Assessors summary report / instruments Learner file
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Date:
nd
2 Reassessment Assessors summary report / instruments Learner file
Date:
Special arrangements for assessment

Place
Language
Resources
Barriers
People to be involved with assessment

Learner: Manager:
Trainer: ADRIAN GWARA Mentor / Coach:
Assessor: ADRIAN GWARA Moderator:
Next steps for learning
Resources required for this assessment
Guidelines to the learner:
Learner: Name: Rielee Millican e-Signature: Rmillican

Date: 9/09/2021
Assessor: Name: ___ADRIAN GWARA ____ e-Signature:
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Date: 10/09/2021
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Assessment Appeals Procedure
1. A learner has the right to appeal under the following circumstances

 If the laid down assessment procedures were not followed during assessments
 If not all evidence available was taken into account during the assessment
 The assessor was not a subject matter expert or did not have a subject matter expert during the
assessment process
 The assessor did not assess according to the performance criteria and range statement stipulated in
the unit standard
 Not all the range items were available for assessment
2. A learner bringing an appeal against a decision of the assessment will lodge such an appeal with the
assessor and the internal moderator within 2 days of the assessment feedback session.
3. A learner bringing an appeal should complete the “Learner’s Notice of Assessment Appeal “form
before the Appeal Hearing. The form should be handed to the internal moderator or a representative of
the SETA.
4. Should the internal moderator re-affirm the assessor’ decision, the learner may appeal to the external
verifier within 2 days after the initial moderator’s feedback session. The external verifier’s decision
will be final. Should the external verifier re-affirm the assessors’ decision, the cost for re-evaluation
will be upon the learner. Should the verifier’s decision differ from the assessor’s decision, the cost for
re-evaluation will be borne by the assessor.
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Assessment Appeal Application Form
Learner’s Notice of Assessment Appeal
TO: The Internal Moderator
A meeting with the internal moderator is hereby requested to discuss the outcome of my assessment.
Internal moderator name
Date of submission:
Name of employee assessed:
Name of Assessor:
Date of feedback session:
Grounds for Appeal

No Tick the applicable ground(s) for appeal Tick
1 The assessment did not follow the laid down procedure
2 Not all evidence available was taken into account during the assessment
3 The assessor was not a subject matter expert nor was a subject matter expert present during the
assessment process
4 The assessment was not according to the performance criteria and the range statement
stipulated in the unit standard
5 Not all the range items were available for the assessment
Reasons for Appeal

No Please give detailed reasons for the choice(s) above
1
Learner’s e-signature: Date:
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Employee witness: Date:
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Online Pre-Assessment Meeting Checklist
Points Assessor must cover in the initial meeting with the learner - Please tick
Item Points to be covered Tick
1 Welcome the candidate and put them at ease

2 Explain the purpose of the meeting (why you are there and how long the meeting will

take)
3 Explain the

 NQF
 Credits
 Certification process
 Learning pathways
4 Explain

 Who is involved in the assessment and their role (learners, coach, assessors,
managers, moderators)
 Principles of assessment (fairness, confidentiality, validity, sufficiency)
5 Explain the assessment process?

 Check learner readiness for assessment (logbook / self-assessment)
 Assessment contract to be completed
 Preparation of learner (this meeting)
 The assessment (Formative Activities, Summative Activities and Log book)
 Judgement of the evidence
 Outcome of assessment (competent, not yet competent, need further evidence)
6 Give Learner copies of the following documentation and explain each document

 The Assessment Guide which includes
o The relevant unit standard (s)
o Assessment contract
o Assessment plan
o Formative Activities
o Summative Activities
o Log book
7 Discuss the assessment plan (complete the assessment plan document)

 Allow the learner to participate in the decisions made
 Agree on dates, time and venue for the assessment and feedback
 Agree on evidence the learner can submit
 Agree and explain the assessment methods
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Item Points to be covered Tick
 Identify and discuss special assessment needs of the candidate
 Identify and eliminate unfair barriers (language, disability etc)
 Discuss and agree on witness requirements
8 Tell the candidate his/her rights and responsibilities, the assessment procedures and

policies
 How many times they may be assessed
 Appeals process / procedure
 Reassessment policy
9 Ensure the FSA assessment environment is appropriate or make special arrangements

10 Discuss moderation

11 Allow the learner opportunity to clarify any items discussed

Learner declaration of acceptance of online assessment instruments and relevant documentation: Date:
Learners Name: e-Signature
Assessors Name: ADRIAN GWARA
e-Signature:
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Summative Assessment Knowledge Questionnaire
Instructions to the Learner: The following questions must be answered in full giving examples where asked.
Please read all the questions carefully and take time to consider your answer before recording it.
1. Unit Standard: 9010

Demonstrate an understanding of the use of different number bases
Instructions to the Assessor: The following questions must be answered in full giving examples where asked.
The assessor can make reference to formative assessment evidence where available.
Question 1(SO2, AC1, AC2) and (SO3 AC4)

A tiny space inside a computer chip has been measured to be 0.00000256m wide, 0.00000014m long and
0.000275m high.
What is its volume?
Width – 0.00000256m = 2.56x10-6
Length – 0.00000014m = 1.4x10-7
Height – 0.000275 = 2.75x10-4
Volume = width x length x height
2.56 x 1.4 x 2.75
=9.856
10-6 x 10-7 x 10-4
= 10-17
9.856 x 10-17m3 
Question 2 (SO2, AC1, AC2) and (SO3 AC4)
The rest mass of an electron is 0.000 000 000 000 000 000 000 000 000 000 910 938 kg what is this written in
Scientific notation?
9. 10938 x 10-31kg 
Question 3 (SO2, AC1, AC2) and (SO3 AC4)
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The mass of the Moon is 73,000,000,000,000,000,000,000 kg
What is this written in Scientific notation?
7.3 x 10-22kg 
Question 4(SO2, AC1, AC2) and (SO3 AC4)
Photocopy paper is packaged in reams (500 sheets). The thickness of the pack is 41 mm. What is the thickness of
one sheet of paper written in Scientific Notation using meters?
8.2 x 10-2mm 
Question 5 (SO3 AC1)
Which one of the following is not irrational?
2; 3; 4 and 5
4 
Question 6 (SO3 AC1, AC3)
A, B, C and D are rectangles.
a) Find the length of the diagonal, d, of each rectangle, use Pythagoras' Theorem.
A B C D
62 102 142 182
b) Which of the diagonal lines are irrational?
D 
A
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RMillican 13/11/21

Given the following information: (2.5; 3.5; 4.5; 5.5; 6.5.)
a) Add the above numbers
22.5 
b) Round these numbers up F
2, 4, 5, 6, 7 
3, 4, 5, 6, 7
RMillican 13/11/21
c) Find the new total
24 
25
Rmillican 13/11/21
d) Find the percentage error
6.25% 
11.111%
RMillican 13/11/21
e) Round them down
-2, -4, -5, -6, -7 

2, 3, 4, 5, 6
RMillican 13/11/21
f) Find the percentage error
-6.25% 
11.111%
RMillican 13/11/21
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Question 8(SO3 AC3, AC4)
Say you need 9,6ml of plastic resin to mould a drum.
a) How many litres do you need to produce 50 000 drum?
9.6ml x 50 000
= 480 000ml
= 480L 
b) If one litre costs R 3 000, then how many litres are needed to produce the 50 000 drums?
R3000 x 480L = R1 440 000 

If you had decided to round off the 9,6ml to 10 ml at the start of the calculation:
c) How many litres of resin would you need then?
10ML X 50 000
= 50 000ml
= 500L 
d) How much more will it costs you?
R3000 X 500L = R 1 500 000 

e) Come up with a conclusion.
The difference is rR60 000, which is over the actual amount, hence rounding off to early in a
calculation could have an adverse impact on your business e.g overpayment or over charging
someone. 
Unit Standard: 9013
Describe, apply, analyse and calculate shape and motion
Instructions to the Assessor: The following questions must be answered in filled giving examples where asked.
Question 1 (SO1 AC1, AC2, AC4, AC6)
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Name the instruments below.
Read the measurement correctly
What the SI unit for each measurement.
Name: protractor  Name: thermometer

Name: scale 

Measurement: 740
Measurement: 700  Measurement: 500g 
F,240C 
Name: Ruler  Name: measuring tape 

Measurement: 3.7cm  Measurement: 9.5 inch 
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Question 2 (SO1, AC2, AC3, AC 4, AC5, AC 6 and SO2 AC1, AC2, AC3)
a) You want to measure the volume of a vase which has an unusual shape in that it was crafted uniquely by a
master glass blower and there is thus no mathematical formula that you can use to do the calculation. Explain
how you would go about this.
You can measure the volume of any irregular- shaped solid with a cross section that’s a function of x 
 Close the vase tightly
 Take a glass tub with a depth equivalent to the height of vase plus some more depth.
 Fill the tub with water for a height of vase and mark the level of water in the tub and measure
the volume of water.
 Immerse the vase in the water and the level of water rises because of immersion of vase and
mark the level of water vase in the tub and measure the volume of water vase.
 Subtract the volume arrived at step 3 from the volume arrived at step 4. The difference between
these volumes is the volume of the vase.
RMillican 13/11/21
b) Which of the following two containers would carry more? Show your calculations.
I. A square box with sides of 200mm each.
II. A rectangular box with sides of 80mm each and a length of 800mm
Width x length x height
Square box – 200 x 200 x 200 = 8 000 000mm3
Rectangular box – 80 x 80 x 800 = 5 120000mm3 
Question 3 (SO1 AC5, AC6 AND SO2, AC6)

Janet and Bill leave their home at the same time. Janet has 60 miles to travel and drives at 40 m/h. Bill has 80
miles to travel and also drives at 40 m/h
a) How long does Janet's journey take?
Time = distance/speed
. = 60miles/40m/h
. =1.5h
= 1hr 30mins 
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b) How much longer does Bill spend driving than Janet?
. Time = distance/speed
. =80miles/40m/h
. =0.5 hours which is 30mins 

Question 4 (SO1 AC5, AC6 SO2 AC6, AC7)
A ship sails 300 km due west and then 100 km due south. At the end of this journey, how far is the ship from its
starting position?
3002 x 1002 = D2
90000 x 10000 = D2
D2 = 1000000
D2 = 316.2km 
Question 5(SOC1 AC5, AC6 SO2, AC3, AC4, AC5, AC6 AC7)
Ron's dad says that Ron must not walk on the lawn. The lawn is a rectangle with sides of lengths 10 m and 16 m.
When his dad is looking, Ron walks from his house to the gate by walking along two edges of the lawn. When his
dad is not looking, Ron walks diagonally across the lawn. How much further does Ron have to walk to get from
the house to the gate when his dad is looking?
Give your answer correct to 2 decimal places.

10m + 16m = 26m
26/100
= 0.26 
Question 6 (SOC1 AC5, AC6 SO2, AC3, AC4, AC5, AC6 AC7)
Your city council has decided to build a cone shaped reservoir. The plan that was given to the building contractor
indicated that the top diameter of the reservoir must be 50m. The depth of the reservoir is indicated at 30m.
I. What volume of water can be stored in the reservoir?
II. What is the surface area of the wall of the cone?
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volume = (area of circle x height)/3
= (n x r2 x height)/3
= 19634,95m3 
S2 = 252 + 302 = 625 + 900 = 1525
S = 39,05m
Area =3/4 x n x r2
= ¾
n x 39,05m x 39,05m 
Question 7 (SO2, AC1, AC2, AC3, AC4, AC5)

a) Look at the names of the 4-sided 2-D shapes listed below:
 Square
 Rectangle
 Rhombus
 Trapezium
 Parallelogram
 Kite
Identify the shapes in the list which always have all angles the same size.
Rectangle, square 
b) A 3-D shape has four triangular faces and one square face.
What is the name of the 3-D shape?
Triangular pyramid 
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c) Look at the names of the 4-sided 2-D shapes listed below:
 Square
 Rectangle
 Rhombus
 Trapezium
 Parallelogram
 Kite
Identify the shapes in the list which always have diagonals which cross at right-angles.
Rhombus, kite 
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Unit Standard: 9012
Investigate life and work related problems using data and probabilities
Question 1 (SO2 AC1. AC2, AC3, AC4, AC5)

The number of babies born during the last four months in the Chiango, Chila and Chimon Hospital is given in the
table below.
Month Chiango Chila Chimon

May 16 12 12
June 20 12 14
July 18 22 16
August 24 20 18
a) Draw a bar chat of the births for July.
Births in July
Chimon
Name of Hospital
Chila
Chiango
0 5 10 15 20 25
Number of babies born

b) Draw a line graph of the births at the Chila hospital for the 4 months.
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Chila Hospital
25
22
20
Number of babies born
20
15
12 12
10
0
May June July August
Name of Months
c) Describe the trends in the number of births at the Chimon hospital during the four months. (Explain)
There is an upward trend regarding the number of births at the Chimon hospital. There is a
clear increase of babies being born over the 4-month period as indicated in the table below 
Months babies were born Number of births
May 12
June 14
July 16
August 18
d) Briefly explain how/why the figures in the original table are more understandable to the reader once
converted to a graphical/pictorial form.
A quick glance at the graphs gives one a better understanding of the data and its trends. A large
amount of data in a vision form is easier to summarize, and to estimate key values. 
Question 2 (SO2, AC 2, AC 3, AC 4, AC5)
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Ramiro did a survey of the number of pets owned by people in his community, with the following results:
What was the mean number of pets?
The mean number of pets is 21/7=3 

Question 3 (SO2, AC1, AC2, AC3, AC4 SO3, AC3)
You are working with a type of boiler where the temperature of the boiler contents varies with the pressure. You
are told that for every 2 pounds per square inch (psi) that the pressure drops the temperature rises by 3 degrees
and that, when the pressure is 2 psi the temperature is -12 degrees.
a) Derive the formula which shows the interrelationship between pressure and temperature.
The pressure (P) of gas is directly proportional to its temperature (T, measured in kelvins). This means
that when we hold amount and volume of gas constant, the pressure of gas will increase as its
temperature increase.
P/T=K
Pressure divided by Temperature = Kelvins 
b) Draw the graph of the above function, show the intersection points on the graph with the axes precisely.
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Pressure
Temperature

Pressure is on the y axis and temperature is on the x axis
c) Calculate the temperature when the pressure is -2psi.
Temperature will be 2.4 

Question 4 (SO1, AC4 and SO2, AC1, AC2, AC3, AC4, AC5)
The following is a hypothetical table of annual income of people aged 15 years or more:
Annual income of people aged 15 years or more

Income ($) Persons
0 to 2,079 114,195
2,080 to 4,159 44,817
4,160 to 6,239 45,862
6,240 to 8,319 139,611
8,320 to 10,399 114,192
10,400 to 15,599 148,276
15,600 to 20,799 123,638
20,800 to 25,999 121,623
26,000 to 31,199 103,402
31,200 to 36,399 73,463
36,400 to 41,599 59,126
41,600 to 51,999 68,747
52,000 to 77,999 56,710
a) What is the modal-class interval?
148,276 (10,400 to 15,599) 

b) Copy the table into the below block and include columns to find the upper endpoint of each interval.
Calculate cumulative frequencies and cumulative percentages.
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Annual income of people aged 15 years or more
Upper end Cumulative Cumulative
Income ($) Persons
point Frequencies Percentages
0 to 2,079 114,195 2,079 114,195 9.4
2,080 to 4,159 44,817 4,159 159,012 13.1
4,160 to 6,239 45,862 6,239 204,874 16.9
6,240 to 8,319 139,611 8,319 344,485 28.4
8,320 to 10,399 114,192 10,399 458,677 37.8
10,400 to 15,599 148,276 15,599 606,953 50.0
15,600 to 20,799 123,638 20,799 730,591 60.2
20,800 to 25,999 121,623 25,999 852,214 70.2
26,000 to 31,199 103,402 31,199 955,616 78.7
31,200 to 36,399 73,463 36,399 1,029,079 84.8
36,400 to 41,599 59,126 41,599 1,088,205 89.7
41,600 to 51,999 68,747 51,999 1,156,952 95.3
52,000 to 77,999 56,710 77,999 1,213,662 100.0
c) Draw the ogive (or distribution curve).

d) From the curve, give an approximate value for the median annual individual income.
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15,500 
e) Calculate the mean annual income. (Hint: in the above table, the interval 2,080 to 4,159 actually
represents 2,080 to < 4,160, so the midpoint is 3,120.)
19,986 
f) Briefly compare the mean, median and mode values.
It is difficult to compare the mode with the mean and median because of the difference between
the sizes of the intervals. The mean is higher than the median because it is affected by the higher
incomes. This means that the distribution is skewed or slanted to the right 
g) Which measure gives the most accurate picture of the data's centre?
The median gives the most accurate picture of the data's centre because it is not influenced by
extreme values. 
h) What types of organization would use information such as this?
 Social welfare organisations interested in the number of low-income earners.
 Businesses interested in the number of high-income earners; and
 Governments and other service providers interested in data, broken down by such
characteristics as age, sex and geographic area, to locate services appropriately. 

Unit Standard: 11241
Perform Basic Business Calculations
Question 1 (SO 1, AC 1, AC 2)
Identify revenue and expenditures from the following list;
 Bank interest
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 Rent
 Carriage outwards
 Salary
 Discount received
 Depreciation
 Sales
Revenue Expenditure
Discount received  Bank investment 
Sales  
Salary
Rent 
Carriage outwards 
Depreciation 
I. Identify 2 examples of variable costs that could be confused as fixed costs.
Interest Payments 
Insurance 
II. Identify and describe the consequences of confusing a variable cost for a fixed cost.
Variable costs tend to remain flat, the impact of fixed costs on a company’s bottom line
can change based on the number of products it produces, so when production increases
the fixed costs drops. The price of a greater amount of goods can be spread over the
same amount of fixed costs. 
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I. Identify 4 examples of landside and surface charges in air and ocean freight.
Landside and surface Charges: Port, road, rail, documentation, customs, terminal
handling 
II. Identify 4 examples of disbursement charges in ocean freight.
Disbursements are all expenses that the agents made for the vessel in a port. Examples
are port duties, loading and unloading costs, tugs, provisions, costs for bunkers,
provisions, inventory, outgoing port duties 

Question 4 (SO 4, AC 7)
Identify 3 methods that an organisation can use to send out supplementary invoices to clients.
Autogenerate an email or sms’s 

When a business transaction involves a dealer as well as the end customer, you can create an invoice to
bill the dealer and create a supplementary invoice for the dealer to bill the end customer 
Friendly reminder 
We sold R50 000 worth of computers to CFX on the 28th of February 2020, a company in Zambia. We paid
cartage charges of R8 000 cash on their behalf.
I. Show the double entry transaction for the payment.
CFX Zambia
28th February 2020
Account Debit Credit
Cash R50 000
Accounts Receivable R50 000
Total R50 000
R50 000 
II. Show the double entry transaction for the transfer to the disbursement account.
CFX Zambia
28 February 2020
Account Debit Credit
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Cartage Chargers R8 000
Total R8 000 
On the 30/03/2020 we received an order from our usual client T&D computers for the purchase of 800 computers
(each costing R6000). We sent the computers to the airport for shipment the next day. Since the computers had to
be stored until the next day we had to pay storage fee of R105 000. We paid with a cheque
Debit Bank Account

Credit
 30/3/2020 Capital R4 800
31/ 3/2020 Storage Fee(a/port) R105 000
000
 (T&D Computers purchased
 800 computers @R6000 each)
Debit Storage Fee Account Credit


31/3/2020 Bank  R105 000
Module 1
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Computer Centre bought R1 000 000 worth of laptops and tablets from our company on the 1st of May 2020.
Since the consignment required extra security during delivery we hired CTM security to escort the cargo. We paid
CTM security R50 000 (cash) on behalf of Computer Word.
Debit Credit
Security
01/05/2020 CTM Security R50 000
Petty Cash
01/05/2020 CTM Security R50 000 


Debit Credit
Petty Cash
01/05/2020 Bank R50 000
Bank
 01/05/2020 (Petty Cash) CTM Security R50 000 
Unit Standard: 7456
Use mathematics to investigate and monitor the financial aspects
The assessor can make reference to formative assessment or additional evidence where available. Product samples
must be attached as indicated.
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You hold 75 currency notes. The ratio of US Dollar notes to UK pounds to SA Rands is 3:5:7 there are no other
notes in your wallet.
a) How many Rand notes do you have?

3 + 5 + 7 =15
75/15 = 5 (equal to 1 part)
(SA rands is 7 X 5 which is 1 part of the currency notes) 7X5 = R35 

b) What percentage of the notes are US Dollars?
3 X 5 =15 US Dollars
15/75 X 100% = 20% 

Question 2 (SO1, AC1)
Pierre Blanc has been trading for some years as a retailer of cheese. His bank account is expected to have an
overdrawn balance of R3,100 at 31 March 2019 and Pierre needs to show his bank manager that this can be
reduced over the following 3 months. The details of his expenditure are as follows:
I. Sales, which are all made for cash, are expected to be as follows:
R
April 2019 4,100
May 2019 5,200
June 2019 6,000
II. Purchases will be made as follows:

R
April 2019 2,050
May 2019 2,100
June 2019 3,500
Suppliers allow 2 months’ credit.
III. Rent of R5, 400 per annum is payable monthly.
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IV. Pierre employs a part-time member of staff who is paid R300 per month.
V. Pierre plans to make drawings of R500 per month.
VI. Other expenses will be paid as follows:
R
April 2019 150
May 2019 200
June 2019 350
VII. Sales and purchases made in January to March were as follows:

Sales R Purchases R
January 2019 3,600 1,700
February 2019 3,700 1,800
March 2019 3,800 1,900
REQUIRED:
a) Prepare Pierre’s cash budget for the 3 months ended 30 June 2019.
Budget for Pierre Blanc

3 months cash budget ending 30 June
2019
April May June Total
Receipts
Cash received R4 100 R5 200 R6 000 R15 300
Total Receipts R4 100 R5 200 R6 000 R15 300
Payments
To suppliers R1 800 R1 900 R2 050 R5 750
Rent R 450 R 450 R 450 R1 350
Wages R 300 R 300 R 300 R 900
Drawings R 500 R 500 R 500 R1 500
Other R 150 R 200 R 350 R 700
Total Payments R3 200 R3 350 R3 650 R10 200
Net after payments R 900 R1 850 R2 350 R 5 100
Balance brought forward -R3 100 -R2 200 -R 350 -R3 100
Balance carried forward -R2 200 -R 350 R2 000 R2 000
b) How much will Pierre owe for trade payables at 30 June 2019?
Pierre will owe for the last 2 months purchases which will be May 2019 R2 100 and June 2019 R3 500,
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this is a total of R5 600.
Suppliers allow 2 months credit 

Question 3 (SO3, AC1)
My after-tax income from my small business is greatly reduced by the incomes taxes I pay each year. A friend of
mine told me I could reduce the amount of taxes I owe by shifting my income elsewhere. Is that true? Explain
your answer
Yes, it is possible to reduce your tax liability by shifting part of your income from the business to family
members whose income fall in a lower tax bracket. Typically shifting the income between family
members will save thousands in taxes. You can legitimately shift income to your kids. It is legal if done
correctly. Income shifting also known as income splitting, it is a tax planning technique that transfers
income from high to low bracket taxpayers. It is also used to reduce the overall tax burden by moving
income from a high to low tax rate jurisdiction. 
Module 1
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Workplace Assignments
Instructions: The following Assignments must be completed by yourself in full. Read the instructions carefully
and ensure that you cover all the requirements of the Assignments thoroughly. Check to ensure that you
referenced each Assignment correctly and included all the required attachments.
Assignment 1: Calculation and Estimation Assignment
Objective: You are required to complete the following formulae Assignment by answering each question in full.
Complete each question on a separate sheet of paper and reference it clearly and accurately.
Activity Questions
Part 1:
1. Calculate distances that one vehicle of the organisation travels per day, per week and per month. If you do
not work directly with vehicles, calculate the distance you travel to work and back. Show your calculations
and state the distance in the correct S1 unit.
2. You have to compare distances travelled by two or more vehicles in order to find out which vehicle travelled
the greatest distance. If you do not work directly with vehicles, compare the distance you travel to work and
back with the distance a fellow worker travels. Show his/her calculations and state the difference in the
correct S1 unit.
3. Assuming that the vehicle’s fuel consumption is 10 km per litre, calculate the amount of fuel the vehicle uses
from where you get on board to where you are dropped off. Then calculate the cost of the fuel per day, using
the latest fuel prices for your calculations.
Part 2:
1. You have to estimate the volume left in a can of oil after a vehicle has been serviced or a bottle of milk after
some fluid has been poured from the bottle. The actual volume of liquid left must then be measured using a
measuring instrument and the actual amount compared to the estimated amount. Show your estimation and
the actual amount in the correct S1 unit.
2. Calculate the area of the office in which the supervisor works or the area of the workshop. The results must be
stated in the correct S1 unit.
3. Do a rough drawing of the office or workshop and the drawing must be attached to the learner’s PoE.
Module 1
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4. Identify the geometrical shapes of the office furniture, the doors and windows and other objects in the office or
workshop.
5. Estimate the height and width of the front door of the office or the client’s premises. What type of vehicle
would be able to drive through the front door?
6. You have to find your company’s office on a map. You also have to find the premises of two customers on a
road map. A photocopy of the relevant pages of the road map, with marks indicating the workplace and the
premises of the two customers can be attached to the PoE, but has to be signed by the supervisor.
7. Plot a route to follow from the office to the premises of one customer, or any other route as determined by
your supervisor. Write down the route. Your supervisor must check the route for correctness and sign.
Part 1
1.
Daily
10km to work
10km from work
Distance travelled daily to and from work is 20km
Weekly
20km’s X 5 working days
100km’s travelled weekly
Per Month
420km’s travelled monthly
2.
Daily
25km’s to work
25kms from work
Distance travelled daily to and from work is 50km’s
Weekly
250 km’s travelled weekly 
Module 1
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Monthly
1050km’s travelled monthly
I travel at 60km/per hour daily

60km/h = 1 km/min
I travel a total 20 km’s for 20mins per day.
My friend travels at 120km per hour

120km/h = 2km/min
My friend takes 25 mins to travel to 50km daily
My friend travels further daily but at twice the speed as I do. He travels on a highway to work. I travel
in a residential area with the maximum speed being 60km/h. 
3. 10km per litre

Distance I travel is 20km = 2 litres of petrol used daily.
Fuel is R17.20 per litre
R17.20 X 2 litres
=R34.40
It costs R34.40 to travel 20km’s daily
Part 2
1.
I used a 1 litre box of milk.
I estimated ½ litre which is 500ml
I then poured the milk in a measuring jug
Actual measurement was – 400ml of milk
2.
I calculated the area in my room per square meter
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Length was 4m2
Width was 3m2
Area = Length X Width
Area = 4m2 X 3m2 

= 12m2
3.
4.
Desk – Rectangle
Window – Oval
Door – Rectangle
Clock – Circle/round
Conference desk – Octagon
5.
Height – 80 inches
Module 1
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Width – 30 inches 
No vehicle can drive in as it is a narrow frame
6.
Customer 1
Workplace
Customer 2
7.
Head east on Sastri Circle
Continue straight on Sastri circle
Turn left into Belvedere drive
Turn right into Hillview road
Turn left into Gopal Hurbans road R102
Turn left into Metcalf Park
Turn left into Maharaj Street
Destination will be on the right 
Module 1
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Assignment 2: Community Trends
Objective: You are required to compile a report based on accurate data collected from your community on the
use of three (3) different suppliers of business communication products. You can select any one (1) of the
products below to base your research on.
Product Types:
1) Business Telephone Answering / Messaging Service

2) Business Internet Service
3) Document Storage
Instructions:
Step 1: Select any one (1) of the above products and design a simple questionnaire to gather data from your
community to determine which one of the three suppliers are the most popular amongst your community for the
selected product.
Step 2: Visit organizations in your community to gather data from community members on the selected product
and the three suppliers identified.
Step 3: Analyze your collected data by plotting the results from your questionnaire into a table or chart. Your
table or chart should clearly show the favorite supplier / product from the responses received.
Outcome: Write a short report on your findings of your research (100-150 words).
Business Internet Service

We value your input and would like to find out which internet service provider best meets your needs.
Please help us in our survey by completing the below questionnaire.
Questionnaire
1. Which of the 3-business internet service do you prefer? Please put a tick under the
relevant service provider
Module 1
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Telkom Rain Rapid net
2. Please tell us why you chose this service provider. 

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________
3. Will you recommend this service provider to your family and friends?
Yes No
Thank you for participating in the above survey. Your feedback is highly appreciated
Step 2 and 3
I visited organizations in my community and got 20 questionnaires filled out. After speaking to the business
owners and analyzing their completed questionnaires, the results were as follows which clearly indicates which
service provider has been favored.
Business Internet services

16
14
Number of votes
12
10
8
6
4
2
0
Telkom Rain Rapid net
Service Provider
After analyzing the completed questionnaires, it is evident that the most popular reason for choosing paid net as
a service provider is that the speed and signal are excellent, which results in less downtime and hence allows
them to run their business more business more efficiently. It is also more cost effective compared to other
service providers.
The consensus is that they will recommend rapid net as a service provider to their family and friends solely
Module 1
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based on the excellent service, they receive from the said service provider. 
Outcome
Most businesses and even in our homes, internet access is just as important as our utility bills. Businesses use
the internet services from communication (VOIP, Email, etc.) to processing credit card payments. Without
internet some businesses simply can’t operate efficiently.
Due to the current situation WRT the covid pandemic businesses such as call centers and non-face to face
interactive business are home based, thus is to curtail the covid infection rate by ensuring a safer working
environment for employees, hence there has been an increase in home installations for internet services.
The main factors which influence the choice of service providers are: 
Cost
Availability
Speed
Type of connection
Reliability
Connectivity is most essential. Most businesses owners I spoke to thus far indicated that Rapid Net has been
able to provide all the above and has met their needs when compared to other service providers. 
Important Hint:
As part of your evidence, please record your interaction with staff or clients of the business which you have
contacted or consulted with to gather information for this Assignment.
Assignment 3: Analyze and Compile Budget
Objective: You have to analyse the budget of your department and draw up a budget for the next 3 months based
on the previous 12 month’s income and expenditure. You may do this on a template provided by the organisation
or use your own.
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Instructions: Complete each question on a separate sheet of paper and reference it clearly and accurately.
Activity Questions
1. Analyse the income and expenditure of your department for the past year. Increase the income by 10% and
each expenditure item by 7%. Write down your results. Make at least two suggestions on how to reduce
expenses Attach the income and expenses statement to your PoE.
2. By how much did the wages increase? How much extra income must be generated to pay this increase?
Make suggestions how to increase the income of your department.
3. Compare the previous two year’s income and expenses for your department. Make a summary of the
variances and investigate the results of the variances. For instance, did a reduction in costs lead to more
profit, etc.
4. You have to calculate the impact that an increase of 10cents on the petrol price has on the expenses of the
organisation
5. Assist your manager to develop a budget for your department. Attach a copy of the budget to your workbook.
6. Interest rates have increased over the past year. Find out what the prime rate is that is charged by banks.
Calculate the size of the home loan you can afford at the current prime interest rate. What will the size of the
loan be and how much will your monthly repayments be?
7. Find out from a bank how the interest on fixed deposits has increased/decreased over the past 18 months.
You invested an amount of R15000 18 months ago. Calculate what your annual income would have been
then. Calculate what your annual income would be now. By how much has your annual income
increased/decreased? Would you agree with me if I state that higher interest rates benefit pensioners?
Motivate your answer. Your supervisor has to sign all the documents you attach to your PoE to confirm that it
is your own work and that the figures you used are realistic
8. Government should use taxes to pay for infrastructure, welfare, etc. If government were to increase the social
benefits paid to children by R20 and there are, for example 3,845,684 children receiving this allowance, how
much extra would the allowances cost? If the allowance paid is R210 per child, what would the total
allowances cost the country? Where would government get the money from?
9. Of the number of children receiving allowances from government, 15% are fraudulent claims. Calculate the
number of fraudulent claims. Calculate the cost to the country of these fraudulent claims. Make a suggestion
on where government should spend this money if it was possible to get it back from the fraudsters.
10. Your employer has offered an increase of 6% but the union demands and increase of 10%. Calculate how
much income you will lose if the employees in your company went on strike for 14 days and the rule of no
work no pay applies.
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11. Calculate what your income will be if you add an increase of 6% to your current salary/wages. Calculate
what your income will be if you add an increase of 10% to your current salary/wages. Now calculate how
many months you will have for an increase of 10% in order to make up the money you lost during the strike.
Please see attached files for answers regarding the above question. Documents are marked summative
module1 Rielee Millican workplace assignment 3
Personal Narrative
Answer the following questions based on your experience during the completion of this module. Discuss what
you did well and what you would like to do differently.
What went well? What would I do differently?

I was able to identify and solve problems effectively throughout the various activities completed in this
1
module.
I watched utube videos which helped me answer

nothing 
the questions I had difficulty with.
2 I was able to understand how different workplace activities have an impact on each other.
This module made me realize that when one I would be more open minded when it comes to other
applies themselves in any situation one is jobs and or company’s work ethics.
successful.
3 I was able to use new technology effectively in my daily tasks that I carried out.
I am a quick learner, and this helped me Nothing as technology helped me get through this
understand the different sections. module.
4 I was able to communicate effectively with my team members and supervisors.
I asked questions when the need arised Communicate more often with my team members
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5 I was able to complete all my work in an organized and efficient manner.
Yes, and I was able to finish my work ahead of I will stick to my timetable and ensure my logbook is
the due date filled in as I complete each section.
8 Additional Comments
A very interesting and challenging module which I completely enjoyed working on.
Module 1
Page 69

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SUMMATIVE ASSESSMENT

National Certificate: Information Technology: End User Computing

Pendula Trainers (Pty) Ltd

Learner Surname: Millican

Company: Pendula group

Facilitator: Adrian gwara

Submission Date: 9/09/2021

Comments: Very challenging module but I enjoyed working

Learner e-Signature: Assessor e-Signature

• Module 1 - Fundamental Mathematics – this module

Module 1: Fundamental Mathematics

U/S number Unit Standard name Level Cr

Module Credit Total: 22

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

SAQA US ID UNIT STANDARD TITLE

PURPOSE OF THE UNIT STANDARD

People credited with this unit standard are able to:

Work with numbers in different ways to express size/magnitude.

Demonstrate the effect of error in calculations.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

UNIT STANDARD RANGE

This unit standard covers:

Specific Outcomes and Assessment Criteria:

This outcome includes the need to:

1. Conversion between binary and decimal numbers is done correctly.

ASSESSMENT CRITERION RANGE

Using positive whole numbers up to the 16 in decimal.

Work with numbers in different ways to express size and magnitude.

This outcome includes the need to:

Use scientific notation for small and large numbers.

ASSESSMENT CRITERION RANGE

From Giga to Pica (1012 to 10 -12)

ASSESSMENT CRITERION RANGE

SI to Imperial; Degrees F to degrees C.

Demonstrate the effect of error in calculations.

This outcome includes the need to:

Work with rational and irrational numbers.

Explore repeating decimals and convert them to common fraction form

Use scientific notation for small and large numbers.

2. Descriptions are provided of the effect of rounding prematurely in calculations.

3. The desired degree of accuracy is determined in relation to the practical context.

4. The final value of a calculation is expressed in terms of the required unit.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Number systems and rational and irrational numbers

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information:

UNIT STANDARD CCFO COMMUNICATING

UNIT STANDARD CCFO CONTRIBUTING

UNIT STANDARD ASSESSOR CRITERIA

UNIT STANDARD NOTES

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

SAQA US ID UNIT STANDARD TITLE

PURPOSE OF THE UNIT STANDARD

People credited with this unit standard are able to:

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

UNIT STANDARD RANGE

Specific Outcomes and Assessment Criteria:

Measure, estimate, and calculate physical quantities in practical situations.