9013 LG

NQF Level: 3 US No: 9013
Learner Guide
Primary Agriculture
S h a pe a nd
m o ti o n
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The availability of this product is due to the financial support of the National
Department of Agriculture and the AgriSETA. Terms and conditions apply.
Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space
in different contexts.
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Primary Agriculture NQF Level 3 Unit Standard No: 9013
Before we start…
Dear Learner - This Learner Guide contains all the information to acquire all the
knowledge and skills leading to the unit standard:
Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional
Title:
space in different contexts.
US No: 9013 NQF Level: 3 Credits: 4
The full unit standard will be handed to you by your facilitator. Please read the unit
standard at your own time. Whilst reading the unit standard, make a note of your
questions and aspects that you do not understand, and discuss it with your
facilitator.
This unit standard is one of the building blocks in the qualifications listed below.
Please mark the qualification you are currently doing:
Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 49048 3 120
National Certificate in Plant Production 49052 3 120
Are you enrolled in a: Y N

Please mark the learning program you
Learnership?
are enrolled in:
Skills Program?
Your facilitator should explain the above
Short Course?
concepts to you.
This Learner Guide contains all the information, and more, as well as the activities
that you will be expected to do during the course of your study. Please keep the
activities that you have completed and include it in your Portfolio of Evidence.
Your PoE will be required during your final assessment.
What is assessment all about?

You will be assessed during the course of your study. This is called formative
assessment. You will also be assessed on completion of this unit standard. This is
called summative assessment. Before your assessment, your assessor will discuss
the unit standard with you.
Assessment takes place at different intervals of the learning process and includes
various activities. Some activities will be done before the commencement of the
program whilst others will be done during programme delivery and other after
completion of the program.
The assessment experience should be user friendly, transparent and fair. Should
you feel that you have been treated unfairly, you have the right to appeal. Please
ask your facilitator about the appeals process and make your own notes.
Version: 01 Version Date: July 2006
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Your activities must be handed in from time to time on request of the facilitator for
the following purposes:
The activities that follow are designed to help you gain the skills, knowledge
and attitudes that you need in order to become competent in this learning
module.
It is important that you complete all the activities, as directed in the learner
guide and at the time indicated by the facilitator.
It is important that you ask questions and participate as much as possible in

order to play an active roll in reaching competence.
When you have completed all the activities hand this in to the assessor who
will mark it and guide you in areas where additional learning might be
required.
You should not move on to the next step in the assessment process until this
step is completed, marked and you have received feedback from the assessor.
Sources of information to complete these activities should be identified by your

facilitator.
Please note that all completed activities, tasks and other items on which you
were assessed must be kept in good order as it becomes part of your
Portfolio of Evidence for final assessment.
Enjoy this learning experience!

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How to use this guide …

Throughout this guide, you will come across certain re-occurring “boxes”. These
boxes each represent a certain aspect of the learning process, containing
information, which would help you with the identification and understanding of these
aspects. The following is a list of these boxes and what they represent:
What does it mean? Each learning field is characterized by unique terms and
definitions – it is important to know and use these terms and definitions correctly. These
terms and definitions are highlighted throughout the guide in this manner.
You will be requested to complete activities, which could be group activities, or individual
activities. Please remember to complete the activities, as the facilitator will assess it and
these will become part of your portfolio of evidence. Activities, whether group or individual
activities, will be described in this box.
Examples of certain The following box indicates a summary of

concepts or principles to concepts that we have covered, and offers
help you contextualise you an opportunity to ask questions to your
them easier, will be shown facilitator if you are still feeling unsure of
in this box. the concepts listed.
My Notes …
You can use this box to jot down questions you might have, words that you do not understand,
instructions given by the facilitator or explanations given by the facilitator or any other remarks that
will help you to understand the work better.
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What are we going to learn?

What will I be able to do? .....................................................…………………….… 6
Learning outcomes …………………………………………………………………………… 6
What do I need to know? .................................................…..……………………… 7
Introduction ……………………………………………………………………………….…… 8
Session 1 Measure, estimate and calculate.....…………………………….….. 9
Session 2 Explore, describe, represent, interpret and justify………..……. 28
Am I ready for my test? ........................................................... 46
Checklist for Practical assessment .......................................... 49
Paperwork to be done .............................................................. 50
Terms and conditions………………………………………………….. 51
Acknowledgements .................................................................. 51
SAQA Unit Standard

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What will I be able to do?

When you have achieved this unit standard, you will be able to:
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.
The purpose of this module is to equip the learner with the necessary skills,
knowledge and attributes that will enable him/her to describe, apply,
analyse and calculate shape and motion in 2-and 3-dimensional space in
different contexts.
Learning Outcomes
At the end of this learning module, you must is able to demonstrate a
basic knowledge and understanding of:
Measure, estimate, and calculate physical quantities in practical situations.
This includes:
Using basic instruments such as rulers, measuring tapes, measuring
cylinders or jugs, thermometers, spring or kitchen balances, watches and
clocks.
Estimating quantities such as length/distance, area, mass, time, speed and
temperature.
Estimating the area and volume of simple irregular shapes and objects.
The quantities should range from the low or small to the high or large.
Using mass, volume temperature, distance, and speed values in practical
situations relevant to the learner or the workplace.
The ability to do calculations involving the effects on area and volume when
altering linear dimensions.
Calculating heights and distances using Pythagoras` theorem.
Calculating 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.
Using symbols and units in accordance with SI conventions and as
appropriate to the situation.
Explore, describe and represent, interpret and justify geometrical
relationships and conjectures. This includes:
Taking applications from different contexts such as packaging, arts, building
construction, dressmaking.
Using tessellations and symmetry in artifacts and in architecture.
Using rough sketches to interpret, represent and describe situations.
Using and interpreting scale drawings of plans (e.g., plans of houses or
factories; technical diagrams of simple mechanical household or work
related devices such as jacks,

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Nets of prisms and cylinders.

Using the Cartesian co-ordinate system in determining location and
describing relationships in at least two dimensions such as a road map.
What do I need to know?

It is expected of the learner attempting this unit standard to demonstrate
competence against the unit standard:
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.
My Notes …
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Introduction
Workshop structure
Knowledge
My Current 1. Properties of geometric shapes
components
Financial 2. Length, area, volume, mass, time, temperature, speed
3. The Cartesian system
4. Scale drawing.
1. Reading scales on the measuring instruments correctly.

2. Estimating quantities to a tolerance justified in the context
of the need.
Module 1:
Module 3. Choosing the appropriate instrument to measure a
Measure, estimate, and
particular quantity.
1:Banking
calculate physical
quantities in practical 4. Measuring quantities correctly to within the least step of
situations the instrument.
5. Carrying out calculations correctly.
6. Using symbols and units in accordance with SI
conventions and as appropriate to the situation.
1. Analysing shapes and reflecting on the properties of the

shapes accurately, clearly and completely.
2. Including quantitative information appropriate to the
situation and need.
Module 2: 3. Planning investigations of geometrical properties.
Geometrical 4. Representing problems comprehensively and in
relationships and mathematical terms.
conjectures. 5. Achieving results through efficient and correct analysis
and manipulation of representations.
6. Presenting problem-solving methods clearly, logically and
in mathematical terms.
7. Solutions are correct and are interpreted and validated in
terms of the context of the problem.
My Notes …
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Session 1 Me a s u r e , e s t i ma t e a n d
ca l cul a t e.
After completing this session, you should be able to:
SO 1: Measure, estimate, and calculate physical quantities in
practical situations.
In this session we explore the following concepts:
Properties of geometric shapes
Volume of 3-dimensional figures
Measuring basic quantities
1.1 Properties of geometric shapes

Surface area of 2-d figures
Rectangle Square
Area = length x breadth Area = side x side

Triangle Circle
Area = ½ x base x height Area = π x radius x radius = π x (radius)2

Any flat figure can be broken down into combinations of the shapes shown above.
Calculate the surface area of the shape shown on the right
The area must be divided up into shapes that we can calculate the area of:
Area 1 = area of triangle = ½ x base x height
= ½ x 12m x 5m = 30m2
Area 2 = area of rectangle = l x b = 12m x 5m = 60m2

Total area = area 1 + area 2 = 30m2 + 60m2 = 90m2

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Please complete Activity 1:

Calculate the surface area of each of the following shapes:
1.
2.
3. Calculate the shaded area
Surface area of 3-dimensional geometric shapes
To calculate the surface area of a three dimensional figure, we need to break the
shape up into known shapes by creating a net diagram. If you had to cut out the
net and fold it, it would give you a 3-d shape.
3-D shape Net diagram
Rectangular prism

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Cylinder
Triangular prism
Calculate the surface area of the rectangular prism shown

on the right.
To begin, we must draw a net of the shape.

Total Area = 2xArea 1 + 2xArea 2 + 2x Area 3
= (2x8cmx12cm) + (2x12cmx5cm) + (2x5cmx8cm)
= 192cm2 + 120cm2 + 80cm2
= 392cm2

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1.2 Volume of 3-dimensional figures

Many three dimensional shapes are right prisms. If a right prism is cut into slices
that run parallel to the base, then all the slices have the same cross section. A right
prism can also be described as a three dimensional shape in which the sides are at
right angles to the base. All the sides must then have the same height.
For example, the triangular prism is a right prism. The shaded area is the base, and
the sides all form 900 with the base. The sides are all the same height.
The same prism is now lying on its

base. The dark grey line indicates a
slice that can be cut. The slice has the
The triangular prism is lying with its base
same shape as the base. The sides of
pointing towards you.
the prism are all the same height. The
sides are all perpendicular to the base.
The rectangular prism, the cylinder, the triangular prism and a prism that has any
other shape as its base are all right prisms. The cone and the sphere are NOT right
prisms.
3-D shape Volume
Rectangular prism Volume = area of base x height
= area of rectangle x height
= length x breadth x height
Cylinder Volume = area of base x height

= area of circle x height
= π r2 x height
Triangular prism Volume = area of base x height

= Area of triangle x height of prism
= ½ x base of triangle x height of
triangle x height of prism

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A farmer needs to calculate the volume

of cement needed to cast a triangle-
shaped concrete slab. The dimensions
and shape are given in the drawing on
the left.
First we need to identify the base of the prism. The base is a triangle.
Volume = area of base x height
= area of triangle x height of slab
= ½ x 600cm x 600cm x 10cm
= 180 000cm3
= 1,8m3 (see later notes on conversions of volumes)
A farmer has a round water reservoir on his farm.

He wants to work out how much water it holds.
The reservoir has a diameter of 15m and is 2m
deep.
We need to identify the base. The base surface is either the top surface of the
reservoir, or the bottom, i.e. it is a circle.
Now we need to calculate the radius. The radius is half of the diameter, i.e. 7,5m
Volume = area of base x height
= area of circle x depth of tank
= π r2 x depth of tank
= π x 7,5m x 7,5m x 2m
= 353,43m3

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1. A swimming pool is 7m long, 5m wide, and 3m deep. It has the same depth
everywhere. What is the inside surface of the swimming pool and what is the volume
(in m3)?
Drawing of pool
Net diagram
2. Calculate the volume of a cylinder with a radius of 3 metre and a depth of 5 metre.
What is the surface area of the wall of the cylinder?
3. A farmer decided to build a dam on this farm. He wanted to have a cylindrical shaped
dam. The diameter of the dam was to be 20m and the depth was to be 4m. How
many cubic meters of water will the dam hold when it is full?
1.3 Measuring basic quantities

A measurement is an act of assigning a specific value to a physical variable. That
physical variable becomes the measured variable. A measurement system is a tool
used for this quantification of the physical variable. As such, it is used to extend the
abilities of the human senses that, while they can detect and recognize different
degrees of roughness, length, sound, colour, and smell, are limited and are not very
adept at assigning specific values to sensed variables.

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Measurement of length
In South Africa we use the metric system for measuring length. The S I unit of
length is the metre. The following table gives you the relationship between the
length measurements.
10 millimetres (mm) = 1 centimetre (cm)
10 centimetres (cm) = 1 decimeter (dm)
10 decimetres (dm) = 1 metre (m)
10 metres (m) = 1 decametre (dam)
10 decametres (dam) = 1 hectometre (hm)
10 hectometres (hm) = 1 kilometre (km)
1000 metres (m) = 1 kilometre (km)
Please complete Activity 3 a, b & c:

a. You have to estimate the length and width and height of the classroom in
centimetres as well as metres. Thereafter you have to use a measuring
instrument such as a ruler or a measuring tape to obtain a more accurate
answer. Write down the method you followed to obtain an estimate as well as
the more accurate answer and your answer.
b. Why is there a difference in your estimated values when compared to the values you
obtained from the measuring instrument?
c.
Calculate the floor area of your classroom in centimetres2
Area =
Measurement of area
The general formula for calculating area is:
Area = length x width
• Assume you are working in cm, then cm x cm = cm2

• Assume you are working in m, then m x m = m2
• Assume you are working in cm and you want to convert your area
answer into square metre, then you first have to convert cm into
metre before performing your calculation, or you can divide your
answer by 10000.
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Here is an example:
You have a tile measuring 40 cm x 40 cm. What is the area of the tile in cm2 and m2?
= 40 cm x 40 cm
= 1600cm2
= 0.40 m x 0.40 m
= 0.16m2
The following table gives you the relationships between different area
measurements.
100 mm2 = 1 cm2
10 000 cm2 = 1 metre2
100 metres2 = 1 are
100 acres = 1 hectare
10 000 metres2 = 1 hectare
100 hectares = 1 kilometre2
1 000 000 metres2 = 1 kilometre2
Please complete Activity 3 d:

d. Calculate the floor area of your classroom in metres2.
Area =
Measuring volume
Volume is the amount of space an object occupies.
The volume of an object can be calculated geometrically using mathematical

equations or by measuring liquid displacement.
The general formula for calculating volume is:
Volume = length x width x height
• Assume you are working in cm, then cm x cm x cm = cm3
• Assume you are working in m, then m x m x m = m3
• Assume you are working in cm and you want to convert your volume
answer into cubic metre, then you first have to convert cm into metre
before performing your calculation, or you can divide your answer by
1,000,000.

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You have a cube measuring 40 cm x 40 cm x 20 cm. What is the volume of the cube
in cm3 and m3?
= 40 cm x 40 cm x 20 cm
= 32 000cm3
= 0.40 m x 0.40 m x 0.2 m
= 0.032m3
The following table gives you the relationships between different volume
measurements.
1000 mm3 = 1 cm3 1 ml

3 3
1000 cm = 1 decimetre 1 litre
3 3
1000 dm = 1 metre 1 000 litre
3 3
1 million cm = 1 metre 1 000 000 litre
Please complete Activity 3 e, f & g:

e. Calculate the volume of your classroom in cm3
Volume =
f. Calculate the volume of your classroom in m3
Volume =
g. Calculate the volume of your classroom in litres
Volume =
Measuring mass
The S I unit of mass is the kilogram. Mass is the amount of matter an object has.
We often use a triple-balance beam to measure mass.
Here is a picture of a triple beam

balance. You probably have used one
in school.
Using a triple-balance beam
Carrying the balance

• Be sure all riders are back to
the zero point.
• Place one hand under the
balance and the other hand on the support (arm) to carry the balance.
Using the balance
• Zero the balance before you determine the mass of any substance.
• Slide all of the riders back to the zero point.
• Check to see that the pointer swings freely along the scale.

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• Use the adjustment screw to obtain an equal swing of the beams, if

necessary. You do not have to wait for the pointer to stop at the zero
point. The beam should swing an equal distance above and below the
zero point.
• Once you have placed the object to be massed on the pan, move the riders
along the beams beginning with the largest mass first. If the beams are
notched, make sure all riders are in a notch before you take a reading.
Remember; the pointer does not have to stop swinging, but the swing should
be an equal distance above and below the zero point on the scale.
Because a triple beam balance compares a known mass to an unknown mass
it is unaffected by gravity. Unlike a spring scale, which really measures
weight, the triple beam balance gives a true measure of mass.
Problem 1:
A block is put onto a triple beam balance.

What is the mass of the object (to the
closest tenth of a gram?
Look on the picture to the right and get a
closer look at reading the scale after the
scale has been balanced. Remember to
find the mass using a triple beam balance
you must add the mass 0g 70g 9.3g
values of each of the three beams.
The answer is 79.3g

a. You have to determine the volume of a glue stick. You fill a measuring cylinder with
500 ml of water. Thereafter you add the glue stick into the water. The level of the
water rises to 550 ml. What is the volume of the glue stick in ml and in cm3?

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b. What is the mass of the pineapple on the kitchen scale?

c. What is the range that the kitchen scale can measure?
d. A block is put on a triple-balance beam.

What is the mass of this object?
e. What is the range that this triple
balance beam can measure?
Measuring time
Nowadays we can easily find out the time by looking at a watch or clock, but it has
not always been so easy.
How can I tell if my watch is telling the right time?
You could compare your watch with a friend's. If they both say the same, you
could check with another friend just to make sure. If the different watches show
different times, you could check them by listening to the Greenwich time signal
on the radio. At certain times of the day, usually on the hour, six pips are
broadcast in quick succession. The last pip sounds slightly different from the rest.
If your minute and second hand are both on the twelve when the last pip starts,
then your watch is telling the right time.
But how do they know when to broadcast the six pips?
The pips are controlled by the time service at the SABC. Nowadays the time of
transmission is worked out by comparing the time shown on more than 200
extremely accurate atomic clocks in different parts of the world.
Why do we want to measure time?
In the security field, you need to report at what time a particular incident took
place. It could also be required of you to say how long a particular incident
lasted. This information is crucial in a court of law.

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Please complete Activity 5 a - c:

a. What is the time on your watch right now? How does this compare with the
times of two other learners in class?
b. How can you ensure that the time on your watch is accurate?
c. Go outside of the classroom. Measure the time it takes two learners walking
at different speeds to walk around the classroom. How does your answers
compare to that of the other learners?
Measuring temperature
Three temperature scales are in common use in science and industry. Two of those
scales are SI metric:
The degree Celsius (°C) scale was devised by dividing the range of temperature
between the freezing and boiling temperatures of pure water at standard
atmospheric conditions (sea level pressure) into 100 equal parts. Temperatures on
this scale were at one time known as degrees centigrade, however it is no longer
correct to use that terminology.
The kelvin (K) temperature scale is an extension of the degree Celsius scale down
to absolute zero, a hypothetical temperature characterized by a complete absence of
heat energy. Temperatures on this scale are called kelvins, NOT degrees kelvin,
kelvin is not capitalized, and the symbol (capital K) stands alone with no degree
symbol. kelvin is 273.15 less than °C.
The degree Fahrenheit (°F) non-metric temperature scale was devised and
evolved over time so that the freezing and boiling temperatures of water are whole
numbers, but not round numbers as in the Celsius temperature scale.
Some baseline temperatures in the three temperature scales:
temperature kelvins degrees Celsius degrees Fahrenheit
symbol K °C °F
boiling point of water 373.15 100. 212.
melting point of ice 273.15 0. 32.
absolute zero 0. -273.15 -459.67

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Mechanical thermometers: Mechanical devices used

to measure temperature are classified in various ways.
In this section, we will discuss only the expansion
thermometer types. Expansion thermometers operate on
the principle that the expansion of solids, liquids, and
gases has a known relationship to temperature change.
Liquid-in-glass thermometers are the oldest, simplest,
and most widely used devices for measuring
temperature. A liquid-in-glass thermometer has a bulb
and a very fine-bore capillary tube. The tube contains
alcohol or some other liquid that uniformly expands or
contracts as the temperature rises or falls. The selection
of liquid is based on the temperature range for which
the thermometer is to be used.
Almost all liquid-in-glass thermometers are sealed so

atmospheric pressure does not affect the reading. The
space above the liquid in this type of thermometer may
be a vacuum, or this space maybe filled with an inert
gas, such as nitrogen, argon, or carbon dioxide. The
capillary bore may be round or elliptical. In either case,
it is very small; therefore, a relatively small expansion or
contraction of the liquid causes a relatively large change
in the position of the liquid in the capillary tube. Although the capillary bore has a
very small diameter, the walls of the capillary tube are quite thick. Most liquid-in-
glass thermometers have an expansion chamber at the top of the bore to provide a
margin of safety for the instrument if it should accidentally overheat.
The South African Weather Service use the following terms when sharing weather
forecasts on radio and TV.
Temperatures
Summer Winter
(October to March) (April to September)
Very Hot >35 ºC >35 ºC
Hot 30 - 34 ºC 27 - 34 ºC
Warm 26 - 29 ºC 23 - 26 ºC
Cool 20 - 25 ºC
Mild 17 - 22 ºC
Cold 15 - 19 ºC 12 - 16 ºC
Very Cold <15 ºC <12 ºC

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a. What is the temperature indicated on the thermometer?
b. Describe the difference between oC and Kelvin.
c. At what temperature does water boil at sea level?

d. How would you rate the following summer day temperatures? Mark the appropriate
box with an x.
Temperature Very cold Cold Cool Warm Hot
8oC
28oC
30oC
22oC
16oC
34oC
Measuring speed
Speed is calculated once you have the distance travelled as well as the time it took
to complete the distance. The equation for speed is
v = ∆s/∆t
The SI unit for speed is m/s or ms-1.
Calculate the speed of a motor vehicle after it took 2 minutes to travel 2.4 km.
v = ∆s/∆t
= 2400m / 120s
= 20ms-1
An odometer in a motor vehicle to is used to measure the distance of the vehicle.

Mechanical odometers are turned by a flexible cable made from a tightly wound
spring. The cable usually spins inside a protective metal tube with a rubber housing.
On a bicycle, a little wheel rolling against the bike wheel turns the cable, and the
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gear ratio on the odometer has to be calibrated to the size of this small wheel. On a
car, a gear engages the output shaft of the transmission, turning the cable.
The cable snakes its way up to the instrument panel, where it is connected to the
input shaft of the odometer.
The gearing
This odometer uses a series of three

worm gears to achieve its 1690:1 gear
reduction. The input shaft drives the
first worm, which drives a gear. Each
full revolution of the worm only turns
the gear one tooth. That gear turns
another worm, which turns another
gear, which turns the last worm and
finally the last gear, which is hooked up
to the tenth-of-a-kilometer indicator.

1. Calculate the speed of a motor vehicle after it took 3 minutes to travel 1,8 km.
2. What instrument will you use to measure the following quantities?
Quantity Measuring instrument
Time
Speed
Length
Volume
Area
Mass
Temperature

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Calculating heights and distances
In the diagram below side c is called the hypotenuse. The hypotenuse is always the
side opposite the 900 angle.
θ
b
Pythagoras’ theorem states the following for a right-angled triangle:
c2 = a2 + b2
In words, Pythagoras’ theorem states: In a right-angled triangle the sum of the

squares of the shorter two sides is equal to the square of the hypotenuse.
Calculate the size of the side marked x in each case.

x2 = 42 + 32 = 16 + 9 = 25
x = 5m
x2 + 52 = 132
x2 + 25 = 169
x2 = 169 – 25 = 144
x = 12m
The sides of a right angles triangle can also be seen in relation to the other angles:
Side AC lies opposite angle B.
Side BC lies adjacent (next to) angle B

25
Notice that there are two sides adjacent to angle B: side AB and side BC. We do,
however, already know that side AB is the hypotenuse. So only side BC is called
“adjacent”.
Side AC lies adjacent to angle A.
Side BC lies opposite angle A.
Trigonometry laws are as follows:

The trigonometric ratios must be learnt.
sin θ = opposite/hypotenuse Learning tip: Remember this silly rhyme.
cos θ = adjacent/hypotenuse The first letters of each word help you to
tan θ = opposite /adjacent remember.
Some Old Hags
Cackle And Haggle
Till Old Age
In triangle ABC on the left, we can work out the three trig ratios.
sin 300 = o/h = ½ = 0,5
cos 300 = a/h = √3/2 = 0,867
tan 300 = o/h = 1/3 = 0,33

Now use a scientific calculator and work out sin 300.
You get 0,5.
(key sequence on calculator: sin 30 =)
Work out cos 300 and you get 0,867
Work out tan 300 and you get 0,33.

These trigonometric ratios can be used to work out sides and angles of right-angled
triangles.
My Notes …
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26
Work out all the missing sides and angles in the triangle
MNL
a) Work out the hypotenuse by using Pythagoras.
ML = 5
b) Work out angle L by using Trig:
Sin L = o/h = 4/5 = 0,8
L = 53,130
(key sequence on calculator: 2nd function sin 0,8)
c) Work out angle M by using the fact that angles
of a triangle add up to 1800
M = 1800 – 900 – 53,130 = 36,870
1. It is 11:00 on a sunny summer day. You are standing next to a block of flats. Calculate
the height of the block of flats (y) based on the information in the diagram. Calculate
the hypotenuse of the shaded area by using Pythagoras’ theorem.
Answer
Height of building
tan θ = a/b
tan 30o = a / 20
a = tan 30o x 20
= 0.577 x 20
= 11.54m
Hypotenuse
a? c?
According to Pythagoras
c2 = 2
a + b 2
c2 = (11.54)2 + (20)2 Shaded

= 133.17 + 400 30o
= 533.17
c = √533.17
= 23.09m b =

a) A ladder rests against a wall 24m high. The foot of the ladder is 7m from the foot of
the wall. Calculate the length of the ladder.
Diagram

27
b) In the triangle below
a. Name the hypotenuse

b. Name the side opposite θ
c. Name the side adjacent to θ
d. Sin θ =
e. Cos θ =
f. Tan θ =
c) It is 11:00 on a sunny summer day. You are standing next to a block of flats.
Calculate the height of the block of flats (y) based on the information in the
diagram. Calculate the hypotenuse of the shaded area by using Pythagoras’
theorem.
a? c?
Shaded
30o
b = 40
I understand Questions that I still would

Concept (SO 1)
this concept like to ask
Scales on the measuring

instruments are read correctly.
Quantities are estimated to a

tolerance justified in the context of
the need.
The appropriate instrument is

chosen to measure a particular
quantity.
Quantities are measured correctly

to within the least step of the
instrument.
Calculations are carried out

correctly.
Symbols and units are used in

accordance with SI conventions and
as appropriate to the situation.

28
E x p l or e , d e s c r i b e ,
Session 2 r e pr e s e n t , i n t e r pr e t a n d
j ust i f y .
After completing this session, you should be able to:
SO 2: Explore, describe and represent, interpret and justify
geometrical relationships and conjectures.
In this session we explore the following concepts:

Tessellations
The four types of symmetry in the plane
Nets of prisms and cylinders
Cartesian co-ordinate system
2 .1 Tessellations
A dictionary* will tell you that the word "tessellate" means to form or arrange small
squares in a checkered or mosaic pattern. The word "tessellate" is derived from the
Ionic version of the Greek word "tesseres," which in English means "four." The first
tilings were made from square tiles.
A regular polygon has 3 or 4 or 5 or more sides and angles, all equal. A regular
tessellation means a tessellation made up of congruent regular polygons.
[Remember: Regular means that the sides of the polygon are all the same length.
Congruent means that the polygons that you put together are all the same size and
shape.]
Only three regular polygons tessellate in the Euclidean plane: triangles, squares or
hexagons. We can't show the entire plane, but imagine that these are pieces taken
from planes that have been tiled.
Here are examples of
A tessellation of triangles
A tessellation of squares
A tessellation of hexagons

29
When you look at these three samples you can easily notice that the squares are
lined up with each other while the triangles and hexagons are not. Also, if you look
at 6 triangles at a time, they form a hexagon, so the tiling of triangles and the tiling
of hexagons are similar and they cannot be formed by directly lining shapes up
under each other – a slide (or a glide!) is involved.
You can work out the interior measure of the angles for each of these polygons:
Shape Angle measure in degrees
triangle 60
square 90
pentagon 108
hexagon 120
more than six sides more than 120 degrees
Since the regular polygons in a tessellation must fill the plane at each vertex, the
interior angle must be an exact divisor of 360 degrees. This works for the triangle,
square, and hexagon, and you can show working tessellations for these figures. For
all the others, the interior angles are not exact divisors of 360 degrees, and
therefore those figures cannot tile the plane.
Make your own tessellation
Your tessellation must be based on a shape

that will tessellate. Look at the foxes. Can you
see the shape they are based on?
This is the fundamental, or primary, cell.
Parallelograms will all tessellate. You can see
that every part needed to make up the full
foxes picture is contained in the parallelogram.
All you need to do is to repeat them and you
get the full tessellation. By joining similar
points in a tessellation, it should usually be possible to work out the fundamental
cell. In 2 motif tessellations it will contain both of them!
So what shapes will tessellate?

There are only 3 regular geometric shapes that will. 'Regular', means that all sides
and internal angles are equal. These are the equilateral triangle, square and
hexagon.
The 'F's show that the shapes can be flipped and rotated without affecting the ability
to tessellate. This can make whole pictures more varied and interesting. Not all the
possibilities are shown here.
My Notes …
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30
Other well known geometric shapes that will tessellate are the rectangle,
parallelogram, and diamond (or rhomboid). Note that the parallelogram and
diamond can be squashed or thick, it makes no difference to their ability to
tessellate. The parallelogram could have alternate rows tipped the other way.
Hexagons do not have to have equal sides. Those with opposite sides equal will all
tessellate as shown below left.
So far 3 other 6 sided figures have been found that will tessellate. One is shown
below right.

31
Regular pentagons will not tessellate, as shown below, but there are 14 known 5
sided shapes that will. Here is one quite pretty one...
What about 4 sided figures? We know squares, rectangles, parallelograms and

rhomboids are OK but are there any others?
Well, kites are well known to tessellate. In fact, any 4 sided shape will tessellate if
put back to back with a copy of itself - it forms a hexagon with opposite sides equal
and, as we have seen, these will always tessellate.
How about triangles other than equilateral ones? Once again, if used in pairs, they
will form parallelograms or kite shapes and we have seen that these do tessellate!
(In the case of kites, you will need 4 to make 2 parallelograms).
Enough of geometric shapes. What about irregular shapes like animals and birds –
much more interesting – how do we find shapes like these and make picture
tessellations? Well, you must start with a basic shape that will tessellate – that's why
geometric shapes are important.
My Notes …
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32
Tessellation construction
Line Method
This method is capable of producing some unexpected tessellations! As explained in
'basics', you must start with a shape that will tessellate – in this case an equilateral
triangle. You can lay down a grid if you want but as each side is equal...
1. First – draw a wavy line.
2. Now if the software package you are using allows layers, it is easy to copy the line,
paste it back on a new layer and then rotate it 60°. This can be in either direction - it
makes no difference. Move it so the ends meet as shown. If you have not got layers
the principle is the same but more fiddly.
You now have 2 sides of the triangle.
5. Draw a straight construction line joining the ends of the 2 wavy lines. Mark the centre.
This line will be removed later.
4 If you have layers, use a new one. Draw another wavy line from one end of the
construction line to the middle.
5 Copy and paste this line. Now you need to rotate it 180°. Move it to bridge the gap...

33
6. This is the arty part – can you see the shape of an animal or flower? Different people
will see different things. There is no right answer! If you really can't see anything with
yours then try again with another start line.
Did you see an animal here?
If you use your imagination you will see that I
tried to create the head of a calf.
Whatever you have, it will now tessellate.
Copy and paste another...
7. If you make alternate ones a different colour they will show up better and not run into
each other. You will need to rotate some of them through ± 60° to get them to fit.
8. Continue filling them in until you have filled the page.
9. Here is the complete picture with the calves completely filling all the space with no
gaps – a true tessellation!
Carry on to see the framework on which it is based and to see a larger picture of the
finished tessellation...
10. If we overlay a grid, you can see how each individual picture is based on an
equilateral triangle.

34
Tessellations in architecture
Brick-like tessellations can be seen on the mid-bottom

portions as well as at the very top. The regular tessellation
can be seen on the mid-upper portion in the picture to the
right.
Tessellations abound in the design shown here. You can

find the semi regular tessellation 3.6.3.6 on the third, fifth,
seventh, and ninth steps in the image on the left.
Islamic tower
Date of Artwork:
Please complete Activity 9.
a. What is a tessellation?
b. What is the important principle for the interior angle in order for a
tessellation to work?
c. Give examples where you have seen tessellations being used in
architecture in buildings or in the home.
My Notes …
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35
2.2 The four types of symmetry in the

plane
A pattern is symmetric if there is at least one symmetry (rotation, translation,
reflection, glide reflection) that leaves the pattern unchanged.
Rotation
To rotate an object means to turn it around. Every rotation has a center and an
angle.
Translation
To translate an object means to move it without rotating or reflecting it. Every

translation has a direction and a distance.
Reflection
To reflect an object means to produce its mirror image. Every reflection has a mirror
line. A reflection of an "R" is a backwards "R".

36
Glide reflection
A glide reflection combines a reflection with a translation along the direction of the
mirror line. Glide reflections are the only type of symmetry that involve more than
one step.
Symmetries create patterns that help us organize our world conceptually. Symmetric
patterns occur in nature, and are invented by artists, craftspeople, musicians,
choreographers, and mathematicians.
In mathematics, the idea of symmetry gives us a precise way to think about this
subject. We will talk about plane symmetries, those that take place on a flat plane,
but the ideas generalize to spatial symmetries too.
Plane symmetry involves moving all points around the plane so that their positions
relative to each other remain the same, although their absolute positions may
change. Symmetries preserve distances, angles, sizes, and shapes.
A figure, picture, or pattern is said to be symmetric if there is at least one symmetry

that leaves the figure unchanged.
For example,
ATOYOTA
The letters in ‘ATOYOTA’ form a symmetric pattern: if you draw a vertical line through the
center of the "Y" and then reflect the entire phrase across the line, the left side becomes
the right side and vice versa. The picture doesn't change.
If you draw the figure of a person walking and copy it to make a line of walkers going
infinitely in both directions, you have made a symmetric pattern. You can translate the
whole group ahead one person, and the procession will look the same. This pattern has an
infinite number of symmetries, since you can translate forward by one person, two people,
or three people, or backwards by the same numbers, or even by no people. There is one
symmetry of this pattern for each integer (positive, negative, and zero whole numbers).
My Notes …
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37

a. Classify all the capital letters in English (in their simplest forms) according to their
symmetries. For example, "A" has a reflection in a vertical line, and "R" has no
symmetry (except rotation by 0 degrees).
Letter Classification
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
b. Use the box below to make a symmetric pattern by starting with an asymmetric
shape (a letter is fine) and repeating a single translation over and over (also
translate it backwards). That is, decide on a direction and distance for your
translation (for example, 3 cm to the right).

38
Translate your letter 3 cm to the right, then translate the new letter 3 cm to the right, etc.
Also translate the original letter 3 cm. to the left, etc. Did you get any other types of
symmetries (reflections, glide reflections, or rotations) in the process?
c. Make a symmetric pattern by starting with an asymmetric shape and repeating

a single glide reflection over and over (also glide it backwards). That is, pick a
reflection line and a translation in a direction parallel to the reflection line.
Keep applying the same glide reflection to the new shapes that you generate
until you run out of paper. Did you get any other types of symmetries
(reflections, translations, or rotations) in the process?

39
d. House plan
1. How many bedrooms does this house have?

2. How many doors does the owner bedroom have?
3. How many bathrooms are there and where are they situated?
4. What does each bathroom contain?
5. How many windows does the kitchen have?
6. What is included in bedroom 2?
7. What is the room next to Bedroom 2?
8. What is the floor space area of the living room?
9. What interesting feature does this house have that we do not always in
find in a South African house?
2.3 Nets of prisms and cylinders

Group work: You will be given the following materials:
• Solid figures of prisms and pyramids
• Nets which cover the prisms and pyramids
• Graph paper
• Scissors
• Masking Tape
• Pencil
• Ruler
Instructions:
1. Start with a blank piece of paper.
40
2. Place your prism on top of the paper, and trace around the side,
which is touching the paper.
3. Without lifting the solid, 'roll' it to an adjacent side, and then trace
that side.
4. Continue 'rolling' and tracing until you have traced all of the sides
of your solid.
5. After you trace a side, you may wish to put a small piece of
masking tape on that side to ensure that you don't trace it twice!
6. You will need to plan ahead to ensure that you have traced all of
the sides and that you can roll from one to the next.
7. After you have drawn your net, take scissors and cut the net apart.
Try to reconstruct the figure with tape.

a. Draw the nets of your prism and pyramid.
b. Trace the following net on to a separate piece of paper. Cut it out and stick it
together with masking tape.
Draw windows and doors on the net.

• Make a sketch of the house, orienting it so that the front of the house faces
north. Label E, W, and S for the three remaining sides of the house.
Fold the net to make the house and confirm the 2-D sketch.
• Determine the area of the net in cm2 by using a cm2 grid/transparency and use
the area information to calculate the cost of painting the outside of the house if it costs
R50 to paint one m2 (note; 1 cm2 corresponds to 1 m2 of the actual house).

41
Can you imagine a net for this shape?
Did it look like this?
2.4 Cartesian co-ordinate system

The modern Cartesian coordinate system in two dimensions (also called a
rectangular coordinate system) is commonly defined by two axes, at right angles to
each other, forming a plane (an xy-plane). The horizontal axis is labeled x, and the
vertical axis is labeled y. In a three dimensional coordinate system, another axis,
normally labeled z, is added, providing a sense of a third dimension of space
measurement. The axes are commonly defined as mutually orthogonal to each other
(each at a right angle to the other). (Early systems allowed "oblique" axes, that is,
axes that did not meet at right angles.) All the points in a Cartesian coordinate
system taken together form a so-called Cartesian plane.
The point of intersection, where the axes meet, is called the origin normally labeled
O. With the origin labeled O, we can name the x axis Ox and the y axis Oy. The x
and y axes define a plane that can be referred to as the xy plane. Given each axis,
choose a unit length, and mark off each unit along the axis, forming a grid. To
specify a particular point on a two dimensional coordinate system, you indicate the x
unit first (abscissa), followed by the y unit (ordinate) in the form (x,y), an ordered
pair. In three dimensions, a third z unit is added, (x,y,z).

42
The choices of letters come from the original convention, which is to use the latter
part of the alphabet to indicate unknown values. The first part of the alphabet was
used to designate known values.
An example of a point P on the system is indicated in the picture below using the
coordinate (5,2).
The arrows on the axes indicate that they extend forever in the same direction (i.e.
infinitely). The intersection of the two x-y axes creates four quadrants indicated by
the roman numerals I, II, III, and IV. Conventionally, the quadrants are labelled
counter-clockwise starting from the northeast quadrant. In Quadrant I the values are
(x,y), and II:(-x,y), III:(-x,-y) and IV:(x,-y). (see table below.)
Quadrant x values y values

I >0 >0
II <0 >0
III <0 <0
IV >0 <0

43

a. Study the copy of a map of part of Roodepoort. Answer the following questions on the
next page:

44
1. What important landmark will you find at the Cartesian coordinates – DT 84?
2. Give the Cartesian coordinates of Bennie Reinecke Pleasure Park.
3. What streets border the Vehicle Testing Ground?
4. Name three community services to be found at DQ 84.
b. Plot the following values on the Cartesian plane provided below. Label the points
that you have plotted.
(i) (5,2)
(ii) (-4,-3)
(iii) (-2,4)
(iv) (1,-4)
I understand Questions that I still would

Concept (SO 2)
this concept like to ask
Descriptions are based on a

systematic analysis of the shapes
and reflect the properties of the
shapes accurately, clearly and
completely.
Descriptions include quantitative

information appropriate to the
situation and need.
Conjectures as appropriate to the

situation, are based on well-
planned investigations of
geometrical properties.

45
Representations of the problems

are consistent with and appropriate
to the problem context. The
problems are represented
comprehensively and in
mathematical terms.
Results are achieved through

efficient and correct analysis and
manipulation of representations.
Problem-solving methods are

presented clearly, logically and in
mathematical terms.
Solutions are correct and are

interpreted and validated in terms
of the context of the problem.
My Notes …
...................................................................................
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...................................................................................
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. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46
Am I ready for my test?

Check your plan carefully to make sure that you prepare in good time.
You have to be found competent by a qualified assessor to be declared
competent.
Inform the assessor if you have any special needs or requirements before
the agreed date for the test to be completed. You might, for example,
require an interpreter to translate the questions to your mother tongue, or
you might need to take this test orally.
Use this worksheet to help you prepare for the test. These are examples of
possible questions that might appear in the test. All the information you
need was taught in the classroom and can be found in the learner guide that
you received.
1. I am sure of this and understand it well
2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means
Questions 1. I am sure 2. I am unsure
1. Calculate the area of the shaded regions

a.
b.

47
2. A farmer wants to build a shed on his farm. He

wants to draw it according to the diagram below.
a) Calculate how many square meters of roofing he

needs to buy.
b) If corrugated iron sheeting costs R70 per m2,
calculate the cost of the roof.
c) Each brick measures 0,22m x 0,11m x 0,076m.

Calculate how many bricks are needed for one of
the side walls.
d) Calculate the volume of the rectangular part of the
shed (i.e. ignore the triangular part under the roof).
e) Calculate the area of the floor in m2
f) Inside the shed he wants to place a drum of radius
1m and height 1,5m. Calculate the volume of the
drum in m3.
g) Convert the volume of the drum to litres.
h) Inside the shed he also wants to build a loft. To get
up to the loft he also needs to build a staircase.
i. What is the distance AD?
ii. What is the distance AB?
iii. Calculate the size of angle A
3. The farmer has a tractor that travels 10 km in 50

minutes. Calculate the speed of the tractor in km/hr.

48
4. Study the picture of the tessellation.

a) Explain, in words, how the tessellation has been
achieved.
b) Name an example of where the use of this particular
pattern could be suitable.
5. Plot the points (1; 5) (2; -3) (-3; -4) (-4; 1) on

the Cartesian plane provided below.

49
Checklist for practical assessment …

Use the checklist below to help you prepare for the part of the practical
assessment when you are observed on the attitudes and attributes that you need
to have to be found competent for this learning module.
Answer Motivate your Answer

Observations
Yes or No (Give examples, reasons, etc.)
Can you identify problems and deficiencies

correctly?
Are you able to work well in a team?
Do you work in an organised and

systematic way while performing all tasks
and tests?
Are you able to collect the correct and

appropriate information and / or samples
as per the instructions and procedures that
you were taught?
Are you able to communicate your

knowledge orally and in writing, in such a
way that you show what knowledge you
have gained?
Can you base your tasks and answers on

scientific knowledge that you have learnt?
Are you able to show and perform the

tasks required correctly?
Are you able to link the knowledge, skills

and attitudes that you have learnt in this
module of learning to specific duties in
your job or in the community where you
live?
The assessor will complete a checklist that gives details of the points that are
checked and assessed by the assessor.
The assessor will write commentary and feedback on that checklist. They will
discuss all commentary and feedback with you.
You will be asked to give your own feedback and to sign this document.
It will be placed together with this completed guide in a file as part
of you portfolio of evidence.
The assessor will give you feedback on the test and guide you if there are
areas in which you still need further development.

50
Paperwork to be done …
Please assist the assessor by filling in this form and then sign as instructed.
Learner Information Form
Unit Standard 9013
Program Date(s)
Assessment Date(s)
Surname
First Name
Learner ID / SETA
Registration
Number
Job / Role Title
Home Language
Gender: Male: Female:
Race: African: Coloured: Indian/Asian: White:
Employment: Permanent: Non-permanent:
Disabled Yes: No:
Date of Birth
ID Number
Contact Telephone
Numbers
Email Address
Signature:
Postal Address

51
Terms & Conditions

This material was developed with public funding and for that reason this material
is available at no charge from the AgriSETA website (www.agriseta.co.za).
Users are free to produce and adapt this material to the

maximum benefit of the learner.
No user is allowed to sell this material whatsoever.
Acknowledgements
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development
Developer:
Kwapele Learning and Consulting
Authenticator:
Ms C Almeida
Technical Editing:
Ms C Almeida
OBE Formatting:
Ms P Prinsloo
Design:
Didacsa Design SA (Pty) Ltd
Layout:
Ms A du Plessis

52
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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:
Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in
different contexts
SAQA US ID UNIT STANDARD TITLE

9013 Describe, apply, analyse and calculate shape and motion in 2-and 3-
dimensional space in different contexts
SGB NAME NSB PROVIDER NAME
SGB for Math Literacy, Math, NSB 10-Physical, Mathematical,
Math Sciences L 2 -4 Computer and Life Sciences
FIELD SUBFIELD
Physical, Mathematical, Computer and Life Sciences Mathematical Sciences
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 3 4
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION SAQA
END DATE DECISION
NUMBER
Reregistered 2004-12-02 2007-12-02 SAQA 1657/04
PURPOSE OF THE UNIT STANDARD

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 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 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:

• 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
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.
53
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 Outcomes and Assessment Criteria:
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
ASSESSMENT CRITERION 1
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.
54
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.
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.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation Option: Providers of learning towards this unit standard will need to meet the accreditation
requirements of the GENFETQA.

55
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.
• Properties of geometric shapes

• Length, area, volume, mass, time, temperature, speed
• The Cartesian system
• Scale drawing
Critical Cross-field Outcomes (CCFO):
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 ORGANIZING

• Collect, analyse, organise and critically evaluate information:
Gather, organise, and interpret information about objects and processes.
UNIT STANDARD CCFO COMMUNICATING

• 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

56
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
All qualifications and unit standards 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.

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NQF Level: 3 US No: 9013

Title ID Number NQF Level Credits Mark

Are you enrolled in a: Y N

What is assessment all about?

It is important that you ask questions and participate as much as possible in

Sources of information to complete these activities should be identified by your

Enjoy this learning experience!

Version: 01 Version Date: July 2006

How to use this guide …

Examples of certain The following box indicates a summary of

Version: 01 Version Date: July 2006

What are we going to learn?

Learning outcomes …………………………………………………………………………… 6

What do I need to know? .................................................…..……………………… 7

Session 1 Measure, estimate and calculate.....…………………………….….. 9

Session 2 Explore, describe, represent, interpret and justify………..……. 28

Am I ready for my test? ........................................................... 46

Checklist for Practical assessment .......................................... 49

Paperwork to be done .............................................................. 50

Terms and conditions………………………………………………….. 51

SAQA Unit Standard

Version: 01 Version Date: July 2006

What will I be able to do?

Version: 01 Version Date: July 2006

Nets of prisms and cylinders.

What do I need to know?

Version: 01 Version Date: July 2006

1. Reading scales on the measuring instruments correctly.

1. Analysing shapes and reflecting on the properties of the

Version: 01 Version Date: July 2006

1.1 Properties of geometric shapes

Area = length x breadth Area = side x side

Area = ½ x base x height Area = π x radius x radius = π x (radius)2

Calculate the surface area of the shape shown on the right

Area 2 = area of rectangle = l x b = 12m x 5m = 60m2

Version: 01 Version Date: July 2006

Please complete Activity 1:

3. Calculate the shaded area

Surface area of 3-dimensional geometric shapes

Version: 01 Version Date: July 2006

Calculate the surface area of the rectangular prism shown

To begin, we must draw a net of the shape.

Version: 01 Version Date: July 2006

1.2 Volume of 3-dimensional figures

The same prism is now lying on its

Cylinder Volume = area of base x height

Triangular prism Volume = area of base x height

Version: 01 Version Date: July 2006

A farmer needs to calculate the volume

A farmer has a round water reservoir on his farm.

Version: 01 Version Date: July 2006

Please complete Activity 2:

1.3 Measuring basic quantities

Version: 01 Version Date: July 2006

Please complete Activity 3 a, b & c:

The general formula for calculating area is:

Area = length x width

• Assume you are working in cm, then cm x cm = cm2

Please complete Activity 3 d:

The volume of an object can be calculated geometrically using mathematical

The general formula for calculating volume is:

Volume = length x width x height

• Assume you are working in cm, then cm x cm x cm = cm3