SAQA - 7456 - 9010-9012-9013-11241 - Summative Assessments

NATIONAL CERTIFICATE: BUSINESS
ADMINISTRATION SERVICES ID 67465 LEVEL 3 – 120

CREDITS
SUMMATIVE ASSESSMENTS
BUSSINESS MATHEMATICS
SKILLS PROGRAM 1
SAQA - 7456 -9010-9012-9013-11241
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FULL NAME &
SURNAME
ID NUMBER:
NAME OF ASSESSOR
DATE OF ASSESSMENT
VENUE
ACHIEVED NOT ACHIEVED

KNOWLEDGE
SKILLS
Signature of learner Signature of Assessor
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ASSESSMENT PACK
Please complete the following sections (A and B) before commencing with this assessment. The
moderator of this assessment will complete section C.
Section A Learner Information

Name:
Surname:
Date:
Contact telephone no:
Learnership agreement no:
Company: Site:
ID
Section B Assessor Information

Name:
Surname:
Date:
Assessor no:
Provider no: Site:
ID
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Section C Moderator Information
Name:
Surname:
Date:
Moderator no:
Provider no: Site:
ID
Results:
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1. INSTRUCTIONS TO ASSESSOR
Introduction:
This assessment guide has been designed as a generic assessment guide and is intended for
use by the accredited Training Providers.
Purpose of the assessment
The purpose of summative assessment against this unit standard is to:
♦ Award credits to the NQF to learners who are able to start and run their businesses.
Learning assumptions
The following knowledge, skills, attitude and/or equivalent:

♦ A knowledge, comprehension and application of language at NQF 02.
Assessment methods
The following assessment methods will be used for the summative assessments:
♦ Written and/or/verbal questioning
♦ Product sample and on site assessment
2. Assessment Process
General
 Use the assessment guide and your latest company policies and standard operating
procedures to assess the evidence received from the learner.
 Use the section: Addition Comments/Questions to note down any further comments or
questions on the evidence assessed.
 Use the model answers as a guideline to assess the learner’s answers to the assessment
questionnaire.
 The learner can complete the assessment questionnaire orally. In this case, agree a date,
time and venue.
 Provide the learner with a feedback within 10 working days of receiving the evidence.
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Step 1 - Planning for the Assessment
Review this assessment guide to:
 Ensure that you understand all the requirements of the assessment in terms of evidence
required to prove competence.
 Identify and prepare the learner for the assessment by:
o Completing the Assessment Plan with the learner to discuss and agree the details
regarding the assessment.
o Completing the Assessment Preparation Checklist and getting the learner to sign.
 Ensure that you have familiarized yourself with the following:
o The various patrolling functions and standard operating procedures within the
company.
Step 2: Complete the Assessment
 Collect the evidence in accordance with the methods and evidence requirements specified.
 Mark each question as correct or incorrect in the “Office Use” column.
 Record the evidence on the assessment guide and indicate “Competent”, “Not Yet
Competent” or “Not Assessed” for each assessment criterion. Note down any comments at the
back of the assessment guide.
 Ask the learner additional questions, if necessary, to clarify points. Record these on the guide.
 All questions must be complete as per the criteria specified.
 Answers provided must be similar to the model answers.
Step 3 - After the Assessment
 Prepare the feedback by writing comprehensive, developmental feedback after each section
on the Assignment Sheets. In addition to this, you are required to write a summary overall
feedback on the Assessment Guide.
 Provide the feedback to the learner in a safe, undisturbed in nature.
 Ensure that your feedback is developmental and supportive in nature.
 Advise the learner on what action to follow in the event of a “Not Yet Competent” rating.
 Advise the learner on what action to take where he/she feels the need to appeal against your
decision.
 Allow the learner time to provide you with feedback relevant to the process.
 Record the learner’s feedback in the guide and ensure that it is given to the person responsible
for the quality assurance of assessment tools.
 Ensure that the learner co-signs the assessment guide to indicate agreement with the feedback.
3. Assessment documentation required:
Step 1: Planning for the Assessment
♦ Assessment Plan
♦ Assessment Preparation Checklist
♦ Assessment Policy (including Appeals)
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♦ Evidence Matrix
♦ Assessment Instruments
Step 2: Conducting the Assessment

♦ Assessor Guide
♦ Learner’s workbook
♦ Summative assessment pack
Step 3: After the Assessment
♦ Assessment Comments
♦ Feedback Report
4. Specific Instructions
Please note that Part 3 Assessment Instruments are not included in this guide and are to be included
by the assessor on an individual basis.
The actual summative assessments need to be completed and signed off by both learner and assessor.
The assessor will take control of the completed assessment instruments and will file them under the
tab for Assessment Evidence.
The completed assessment pack will be kept in safekeeping at the training provider for three months
after endorsement by CETA and will then be returned to the learner.
Guidelines where an appeal is lodged
 The normal appeal procedure prescribed by CETA and described by the provider’s Quality
Management System will be followed.
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ASSESSMENT PLAN
ASSESSMENT DETAILS
Date of Assessment Option 1 Option 2 Option 3 Option 4
TIME OF ASSESSMENT
Start: End:
VENUE Contact
person
LANGUAGE MEDIUM
METHOD OF
METHOD OF ASSESSMENT (please tick off the one to be used)
OBSERVATION ORAL WRITTEN
Simulation Knowledge test Knowledge test

Product Interview
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PRE-ASSESSMENT MEETING CHECKLIST
ACTION YES/NO COMMENTS
Set learner at ease; be friendly, polite and

professional.
Explain to the learner and agree on the
following issues.
1. The unit standard that will be assessed
2. Date, time, venue and process to be
followed during the assessment.
3. Summative assessment tools to be used for
the assessment.
4. The assessment plan
5. Purpose of assessment
Explain to the learner and agree on the role of
all involved during the assessment process.
Identify possible barriers and or disabilities of
the learner.
Explain the meaning and application of RPL.
Explain, discuss and provide one complete set

of the Appeals process documentation.
Explain to the learner when final results
will be available and how feedback will be
provided.
Discuss previous assessment results if
applicable.
I, ______________________________ (initials and surname of learner), DECLARE THE

FOLLOWING:
A copy of the unit standard(s) involved has been given to me prior to this meeting. I know I will be
assessed against the criteria, which have been set to the applicable unit standards. The criteria have
been discussed with me, and the procedures and purpose of the assessment has been clearly explained
to me.
I am well aware of the venue, date and time that I will be assessed. I consider the period of time given
to me to prepare myself for the assessment to be fair.
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I understand clearly that I have the right to appeal against any decision made by the assessor during
the assessment of the evidence provided by me, and that I have free access to the appeals procedures
attached to this assessment pack. I understand that I have the right to be accompanied by another
person during all procedures, and that I have free access to the Training Division of SBV’S Health
and Safety Procedures- filed at the offices.
Signature of learner Date
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Assessment Instruments
TAKE NOTE
The assessment instruments included in this assessment
pack are all summative assessment instruments and are to
be read in conjunction with the formative assessment instruments
contained in the learner workbook. Both formative
(workbook) and summative assessments are to be retained
as part of the learner’s portfolio of evidence.
A number of the assessment instruments contained in this assessment are workplace

knowledge based questions.
This means that you will arrange with the learner, a time that is suitable, during
which the learner will complete each questions.
Complete the following activities according to the instructions provided
US No US Title Level Credits
7456 Use mathematics to investigate and monitor the 3 5

financial aspects of personal, business and
national issues
9010 DEMONSTRATE AN UNDERSTANDING OF THE 3 2
USE OF DIFFERENT NUMBER BASES AND
MEASUREMENT UNITS AND AN AWARENESS OF
ERROR IN THE CONTEXT OF RELEVANT
CALCULATIONS
9012 INVESTIGATE LIFE AND WORK RELATED 3 5
PROBLEMS USING DATA AND PROBABILITIES
9013 DESCRIBE, APPLY, ANALYSE AND CALCULATE 3 4
SHAPE AND MOTION IN 2-AND 3-DIMENSIONAL
SPACE IN DIFFERENT CONTEXTS
252435/11241 Apply basic invoicing and accounting 3 6
principles
14 | P a g e ALL COPYRIGHT RESERVED

Activity Questions Description US ID SO AC
1 7456 1,2,3
Task 1
You have a monthly income of R5 500.00. Draw up a realistic monthly budget that
youshould be able to follow for at least eight months. The following fixed monthly
expensesmust appear on your budget:
♦ Rent - R1 500.00
♦ Electricity - R 185.00
♦ Transport - R 450.00
♦ Cellphone - R 375.00
♦ Medical aid - R 500.00
♦ Savings - R 400.00
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2 7456 1,2,3
Tom celebrated his 21st birthday in January 2008. His parents invested R10 000 in
January1997 at 9.5% p.a. interest compounded annually. They planned to use the money
tobuy him a car for a birthday present.
♦ How much money will they receive from this investment on his 21st birthday?
♦ How much of this money is interest?
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3 7456 1,2,3
Palesa considers two investment options.

♦ Bank A offers 7% p.a. compound interest if she invests R15 000 for fiveyears.
♦ Bank B offers 8,5% p.a. simple interest if she invests R15 000 for fiveyears.
i) Which of these two investments earns her more interest?
ii) How much more does she earn on the better investment?
iii) Is compound interest always the better option? Explain your answer.
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4 7456 1,2,3
Task 4
A course at university costs R10 000 rand. If a father wishes to send his daughter to
dothis in five years time, what will it cost him if the rate of inflation is estimated to be
11,5% p.a.?
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5 7456 1,2,3
Task 5
Bheki's house is valued at R200 000. If houses in his neighbourhood are appreciating at a rate of 12% p.a.,
what can he expect to sell his house for after two years?
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A company's machinery is valued at R950 000.
6 If it depreciates at 5% p.a. What will it be worth 7456 1,2,3
after three years?
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ASSESSOR REPORT
ASSIGNMENT
CANDIDATE NAME:
DATE OF FEEDBACK:
OVERALL ASSESSMENT DECISION:
I ______________________________, the assessor, declare the candidateCompetent / Not

Yet Competent (circle relevant) on all the criteria within the assignment.
STRENGTHS:
WEAKNESSES:
LEARNER COMMENTS:
DEVELOPMENT PLAN:
CANDIDATE DECLARATION:
I _____________________________________, the candidate, declare that I have received

feedback and been informed of my overall competence for the criteria within the assignment.
ASSESSOR SIGNATURE LEARNER SIGNATURE
____________________ ____________________

2
Demonstrate an understanding of the use of
different number bases and measurement units and
Learning Unit an awareness of error in the context of relevant
calculations
UNIT STANDARD NUMBER : 9010
LEVEL ON THE NQF : 3

CREDITS : 2
FIELD : Physical, Maths, Computer and Life Sciences
SUB FIELD : Mathematical Sciences
Assessment Instruments
TAKE NOTE
The assessment instruments included in this assessment
pack are all summative assessment instruments and are to
be read in conjunction with the formative assessment instruments
contained in the learner workbook. Both formative
(workbook) and summative assessments are to be retained
as part of the learner’s portfolio of evidence.
A number of the assessment instruments contained in this assessment are

workplaceknowledge based questions.
This means that you will arrange with the learner, a time that is suitable,
during which thelearner will complete each questions.
24 | P a g e loveLife Acdemy by Wakhiwe

Using the columns given, convert the following
1 9010 1 1
numbers from binary to decimal:
1112
110012
1012
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Convert the following numbers from decimal to
binary:
2 a) 35 9010 1 2
b) 22
c) 57
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Add the following binary numbers:(Convert
these binary numbers to decimal numbers at the
3 end and check to see if the addition is correct) 9010 1 3
10112 + 1 0 12
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Add the following binary numbers:(Convert
these binary numbers to decimal numbers at
4 the end and check to see if the addition is 9010 1,2,3 4
correct)
10012 + 11002

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Subtract the following binary numbers:
(Convert these binary numbers to decimal
numbers at the end and check to see if the
6 9010 1,2,3
addition is correct)
11012 - 1012
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7 9010 1,2,3
11002 - 10012
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8 9010 1,2,3
100002 - 10102
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Convert the following numbers from decimal to
scientific notation:
9 9010 1,2,3
a) 234,16
b) 0,000000375
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Convert the following numbers from scientific to
decimal notation:
10 9010 1,2.3
a) 1,23 × 106
b) 5,16 × 10-3
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Convert the following measurements as
instructed, writing your answers in scientific
notation where necessary.
a) 12 km to m
11 b) 20 cm to m 9010 1,2,3
c) 4,65 km to m
d) 5 345 mm to m
e) 125 litres to kilolitres
f) 0,0073 grams to pictograms
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12 9010 1,2,3
♦ The boiling point of water is 100ºC. You have a tank that has a temperature
control in degrees Fahrenheit. What must you set the temperature to in order to
boil the water in the tank?
♦ Danny is an operator at a bottling plant. Each bottle has a volume of 500 ml. He
is given an export order to the USA for 400 gallons of vinegar.
i) How many bottles must he fill?

ii) Danny's colleague checks his calculations, but he rounds off the conversion rate
to 3,8 litres. How many extra bottles would he have filled?
iii) The sales manager who took the order has rounded off the conversion rate to
the nearest litre. How many bottles has he quoted for?
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ASSESSOR REPORT
ASSIGNMENT
CANDIDATE NAME:
DATE OF FEEDBACK:
I ______________________________, the assessor, declare the

candidateCompetent / Not Yet Competent (circle relevant) on all the criteria
within the assignment.
STRENGTHS:
WEAKNESSES:

LEARNER COMMENTS:
DEVELOPMENT PLAN:
I _____________________________________, the candidate, declare that I have

received feedback and been informed of my overall competence for the criteria
within the assignment.
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Investigate life and work related problems using
data and probabilities
Learning Unit 3
CREDITS : 5
FIELD : Physical, Maths, Computer and Life Sciences
This Unit Standard is designed to provide credits towards the mathematical literacy
PURPOSE: requirement of the NQF at Level 3. The essential purposes of the mathematical literacy
requirement are that, as the learner progresses with confidence through the levels, the
learner will grow in: a confident, insightful use of mathematics in the management of the
needs of everyday living to become a self-managing person An understanding of
mathematical applications that provides insight into the learner`s present and future
occupational experiences and so develop into a contributing worker The ability to voice a
critical sensitivity to the role of mathematics in a democratic society and so become a
participating citizen.
LEARNING ASSUMED TO BE IN PLACE:
 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

Consider the following table from Stats SA.
1 9012 1,2,3

What does column 2 represent?
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What does column 5 represent?
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Which column represents the number of males living in non-urban areas?
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If you wanted to find the total number of people, 16 years and older, living in a certain province,
which column would you look in?
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How many males, 16 years and older, live in urban areas in Kwa-Zulu-Natal?
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Draw a bar graph to represent the data in the
2 9012 1,2,3
table. Label the axes of your graph.
Every year millions of man days are lost because of people striking. A man day is one work day
for one person. In other words, if 20 people strike for one day, 20 man days are lost. If 20
people strike for 2 days, 40 man days are lost. Look at this table of man days lost because of
strikes:

Draw a bar graph to represent the data in the table.
3 9012 1,2,3
Label the axes of your graph.
The Human Resources Manager of a company employing 200 workers conducts a survey to
investigate whether there is a relationship between the age of workers and the number of days
they are absent per year. He takes a sample of 15 files and records the age and the number of
days absent of the workers in the sample. He then plots the results of the survey on the
following scatter graph:
♦ Do you think the department would decide that there is a correlation between the number of
days absent and the age of workers? If yes, describe the correlation (positive or negative?) and
explain.
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Use your ruler to draw a line of best fit.
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♦ Using your line of best fit, estimate:

i) How many days a 35 year old worker can be expected to be absent in a year.
ii) The age of a worker who is likely to be absent for 3 days in a year.
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Draw a scatter graph showing the information from
4 9012 1,2,3
the table.
A Maths facilitator wanted to see whether there was a correlation between the numbers of hours
that learners spent studying and the marks achieved for their summative assessments.
She gathered the following information from 12 learners in her NQF 3 Maths Class
♦ Is there a correlation between the numbers of hours that learners spent studying and the
marks achieved for their summative assessments? If yes, describe it.
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♦ Use your ruler to draw a line of best fit.

♦ Use your line of best fit to predict:
i) How long a learner who achieves 55% studied for.
ii) What assessment mark someone who studies for 2½ hours can expect.
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5 9012 1,2,3
Three sets of data are given:

1. Data Set 1: 8 11 11 13 15 21 23
2. Data Set 2: 6 6 7 10 12 14 15 15
3. Data Set 3: 10 14 15 16 18 18 21 23 26
For each set of data find:
a) The mode
b) The median
c) The mean (correct to one decimal place)
d) The range
e) The lower quartile
f) The upper quartile
g) The interquartile range
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6 9012 1,2,3
In a pack of cards, there are 52 cards. There are 4 suits: diamonds, hearts, spades and
clubs. Each suit has a King, a Queen, a Jack and an Ace. It also has cards for 2, 3, 4, 5,
6, 7, 8, 9 and 10. If the pack has been shuffled so that the cards are in no particular order,
and you select one card from the pack without looking, what is the probability of selecting:
a) a Queen
b) a red Queen
c) a Jack of Hearts
d) a Jack of Hearts or Diamonds
e) any club
f) a six or a seven
g) a black six
h) a picture card (Jack, Queen or King)
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7 9012 1,2,3
A soccer team has two different coloured shorts and two different coloured shirts for their kit.
Complete the tree diagram below and then use it to fill in the table:
♦ How many combinations are there? ________________________________

♦ Calculate (in ratio form) the probability that the soccer team wear:
i) black shorts and white shirt
ii) blue shorts and yellow shirt
iii) green shorts
iv) yellow shirts
v) black shorts
vi) black shorts or white shirts
vii) blue shorts or yellow shirts
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ASSESSOR REPORT
ASSIGNMENT
CANDIDATE NAME:
DATE OF FEEDBACK:
I ______________________________, the assessor, declare the candidateCompetent / Not Yet

Competent (circle relevant) on all the criteria within the assignment.
STRENGTHS:
WEAKNESSES:
LEARNER COMMENTS:
DEVELOPMENT PLAN:
I _____________________________________, the candidate, declare that I have received feedback

and been informed of my overall competence for the criteria within the assignment.
____________________ ____________________

4
Describe, apply, analyse and calculate shape
and motion in 2-and 3-dimensional space in
different contexts
Learning Unit

CREDITS : 4
FIELD : Physical, Mathematical, Computer and Life Sciences
When you have achieved this unit standard, you will be able to:
PURPOSE:  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.

Convert the following using the metric system:
1 9013 1,2,3
a) 35 m = _______________ mm
b) 0,7 m = _______________ cm
c) 56 mm = _______________ m
d) 80 km = _______________ m
e) 32 cm = _______________ mm
f) 790 cm = _______________ m
g) 38 543 g = _______________ kg
h) 789 mg = _______________ g
i) 2,5 l = _______________ ml
j) 90 ml = _______________ l
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2 Use the theorem of Pythagoras to calculate the 9013 1,2,3
following:

Use the theorem of Pythagoras to calculate the following:
♦ A rectangular field is to be divided along its diagonal PR into two plots. If the
dimensions of the field are 150m × 75m calculate the length of the fencing needed
to divide the field (length of PR)
♦ Round off to an acceptable level of accuracy.
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Calculate the length of side GH in ΔFGH.
3 9013 1,2,3
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4 Find the length of side CD in ΔCDE. 9013 1,2,3
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Use the formulae of perimeter, area, volume and
5 9013 1,2,3
surface area to calculate the following:
♦ Find the volume of a box with a rectangular base measuring 20 cm by 5 cm and a height of
25 cm. (Draw a rough sketch of the box).
ii) How many of these boxes can be packed into a crate measuring 50 cm by 35 cm by 40 cm?
iii) Find the surface area of the box (draw a net of it first).
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A cylindrical can has a height of 12 cm and a
diameter of 6 cm. Find:
6 9013 1,2,3
i) its volume
ii) its surface area (draw a net of it first)
A cylindrical can has a height of 12 cm and a diameter of 6 cm. Find:

i) its volume
ii) its surface area (draw a net of it first)

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♦ If a man runs 5 km in 30 minutes, at what speed is
he running?
♦ Draw a set of axes and plot the following points:
7 ⇒ H (1;2) , I (4;0) , J (3;-4) , K (-1;6) , L (-4;5) , M (0;3) , 9013 1,2,3
N (2;-2)
(Remember! The x -axis is written first, then the y -
axis)
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♦ On a plan the dimensions of a room are 35 mm × 45
mm. Give the actual dimensions of the room if the
scale of the drawing is:
i) 1 : 1000
ii) 1 : 200
8 9013 1,2,3
iii) 1 : 150
iv) 1 : 800
♦ Using a scale of 1 : 250, draw an accurate plan of a
rectangular garden measuring 25 m × 15 m. Draw in a
rectangular shed measuring 5 m × 4 m
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ASSESSOR REPORT
ASSIGNMENT
CANDIDATE NAME:
DATE OF FEEDBACK:
I ______________________________, the assessor, declare the candidateCompetent / Not Yet

Competent (circle relevant) on all the criteria within the assignment.
STRENGTHS:
WEAKNESSES:
LEARNER COMMENTS:
DEVELOPMENT PLAN:

____________________ ____________________
66 | P a g e
Apply basic invoicing and accounting
5
principles
Learning Unit
UNIT STANDARD NUMBER: 252435/11241

CREDITS : 6
FIELD : Services
SUB FIELD : Transport, Operations and Logistics
The person credited with this Unit Standard will be able to perform routine financial
transactions and calculations and need to apply the processes and procedures necessary
PURPOSE:
to initiate the recording of disbursements and revenues, and to understand the financial
implications to the organisation of each element in the transaction.
The qualifying learner is capable of:
Explaining items of expenditure and revenue.
Explaining fixed and variable costs.
Performing invoicing operations and post amounts to the appropriate accounts.
Reconciling and identifying individual transactions with statements of accounts.
Identifying and disbursing the items on behalf of the organisation to be recovered in the
invoicing process.
 Learners accessing this qualification will be assumed competent in:

 Communication at NQF Level 2 or equivalent.
 Mathematical Literacy at NQF Level 2 or equivalent.
Activity SUMMATIVE TASK US ID SO AC

1 Explain the terms expenditure and revenue
252435 1 2
67 | P a g e
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2 Explain the Difference between Capital 252435 1 2
Expenditure and Revenue Expenditure
68 | P a g e
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3 Explain with examples the terms fixed and variable
costs. 252435 1 2
69 | P a g e
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4 Distinguish between 252435 1 2
70 | P a g e
 Master Ocean Bill of Lading / Air Waybill
and House Bill of Lading/Air Waybill
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5 Outline How to Reconcile a Bank Statement 252435 1 2
71 | P a g e
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6 252435 1 2
72 | P a g e
What are handling and storage services in connection with ship
and aircraft cargo?
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7 What is self-billing? 252435 1 2
73 | P a g e
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74 | P a g e
ASSESSOR REPORT
UNIT STANDARD ID: UNIT STANDARD TITLE CREDITS
CANDIDATE NAME:
DATE OF FEEDBACK:

I ______________________________, the assessor, declare the candidate
Competent / Not Yet Competent (circle relevant) on all the criteria within the assignment.
STRENGTHS:
WEAKNESSES:
75 | P a g e
LEARNER COMMENTS:
DEVELOPMENT PLAN:

____________________ ____________________
76 | P a g e

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NATIONAL CERTIFICATE: BUSINESS

ADMINISTRATION SERVICES ID 67465 LEVEL 3 – 120

ACHIEVED NOT ACHIEVED

Signature of learner Signature of Assessor

Section A Learner Information

Contact telephone no:

Learnership agreement no:

Section B Assessor Information

Contact telephone no:

Contact telephone no:

Purpose of the assessment

The purpose of summative assessment against this unit standard is to:

The following knowledge, skills, attitude and/or equivalent:

Review this assessment guide to:

Step 2: Complete the Assessment

Step 3 - After the Assessment

3. Assessment documentation required:

Step 1: Planning for the Assessment

Step 2: Conducting the Assessment

Step 3: After the Assessment

Guidelines where an appeal is lodged

Date of Assessment Option 1 Option 2 Option 3 Option 4

OBSERVATION ORAL WRITTEN

Simulation Knowledge test Knowledge test

Set learner at ease; be friendly, polite and

Explain, discuss and provide one complete set

I, ______________________________ (initials and surname of learner), DECLARE THE

Signature of learner Date

A number of the assessment instruments contained in this assessment are workplace

Complete the following activities according to the instructions provided

US No US Title Level Credits

7456 Use mathematics to investigate and monitor the 3 5

14 | P a g e ALL COPYRIGHT RESERVED

15 | P a g e ALL COPYRIGHT RESERVED

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

Palesa considers two investment options.

Activity Questions Description US ID SO AC

19 | P a g e ALL COPYRIGHT RESERVED

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

21 | P a g e ALL COPYRIGHT RESERVED

OVERALL ASSESSMENT DECISION:

I ______________________________, the assessor, declare the candidateCompetent / Not

I _____________________________________, the candidate, declare that I have received

ASSESSOR SIGNATURE LEARNER SIGNATURE

23 | P a g e ALL COPYRIGHT RESERVED

UNIT STANDARD NUMBER : 9010

LEVEL ON THE NQF : 3

A number of the assessment instruments contained in this assessment are

Complete the following activities according to the instructions provided

Complete the following activities according to the instructions provided

Activity Questions Description US ID SO AC

24 | P a g e loveLife Acdemy by Wakhiwe

25 | P a g e loveLife Acdemy by Wakhiwe

Activity Questions Description US ID SO AC

26 | P a g e loveLife Acdemy by Wakhiwe

27 | P a g e loveLife Acdemy by Wakhiwe