SAQA-7447 - Facilitator Guide
SAQA-7447 - Facilitator Guide
SAQA-7447 - Facilitator Guide
CONSTRUCTION
ID 49411 LEVEL 1 CREDITS 120
FACILITATOR GUIDE
US ID 7447
WORKING WITH NUMBERS IN VARIOUS CONTEXTS
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Facilitator Information:
Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures thereto, is
protected and expressly reserved. No part of this document may be reproduced, stored in a retrievable
system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise without the prior permission.
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Facilitator Guide Introduction
About the Facilitator This Facilitator Guide provides a comprehensive overview of
Guide Working with numbers in various contexts, and forms part of a series of
Facilitator Guides that have been developed for GENERAL EDUCATION
AND TRAINING CERTIFICATE: CONSTRUCTION
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be between the facilitator and the
participants or between the participants.
Brainstorming Participants generate a number of ideas
on a particular subject or question. It
may be used to gather different opinions
or to find out what participants know
about a particular topic.
Role-play Participants are asked to act out a
scenario where each participant plays a
particular role. A role-play may be used
to illustrate how people respond in
different situations.
Panel discussion This is a planned presentation by one or
more experts. It may be followed by a
discussion session or a round of
questions.
Resources White board and/or Flipcharts
Learner Workbook
Theory
Practical
Assessments 2 Hrs.
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Learners are supplied with all resources and aids as required by the program including:
Objects & devices such as equipment, protective clothing, and safety gear,
etc.
Use this checklist below during your preparation to ensure that you have all the equipment,
documents and training aids for a successful session.
Preparation: Yes No
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Enterprise knowledge I know & understand the values, ethics,
vision & mission of the workplace & have prepared my programme
delivery, reporting & administrative tasks accordingly.
Equipment check:
Documentation checklist:
Attendance Register
Course Evaluation
Portfolios of evidence
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Learning Program Time Frames
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TRAINING PROGRAM
Start with an ice-breaker, and eventually discuss the global outcome of the
learning units with learners and emphasize the assessment process.
Learners Responsibilities
5 min
Etc
Learning Unit
PURPOSE:
Express and interpret a range of contexts using mathematical symbols, and find applications for
numerical models;
Solve a range of everyday problems using estimation and calculations;
Verify and justify solutions within different contexts;
Perform operations on simple and complex numerical expressions;
Describe and compare counting systems from different cultures;
Critically analyse the development of the base ten number system;
Apply the relationship between rational and whole numbers;
Apply the relationship between rational numbers and integers.
LEARNING ASSUMED TO BE IN PLACE:
Solve realistic and abstract problems involving changing quantities by addition, subtraction, multiplication and division;
Solve realistic and abstract problems involving variables in non-symbolic form;
Demonstrate knowledge of different ways of expressing fractions and work with fractions, percentages and decimals to describe
situations and calculate change situations;
Demonstrate knowledge of the development of mathematics as a human activity and use alternate number system to the base ten
system.
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Write the mathematical sentence (the equation).
12(x) + 9 = 105
x + (x + 7) = 45
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Now we solve the mathematical sentence (the equation).
2x + 7 = 45 (combine like terms)
2x = 38 (subtract 7 from both sides of the equation)
x = 19 (divide both sides of the equation by 2)
Jake has 19 marbles!
12(x) + 9 = 105
3+4=
3 + -4 =
3-4=
2 8
3 - -4 =
3+4=
Then, if you are adding a positive number, move your finger to the right
3+4=7
as many places as the value of that number. For example, if you are
adding 4, move your finger 4 places to the right.
If you are adding a negative number, move your finger to the left as
3 + -4 = -1
many places as the value of that number. For example, if you are adding
-4, move your finger 4 places to the left.
If you are subtracting a positive number, move your finger to the left as
3 - 4 = -1
many places as the value of that number. For example, if you are
subtracting 4, move your finger 4 places to the left.
3 + 4 = 3 -4
3 Complete 10
2,5,10
Rational Numbers
Rational numbers have integers AND fractions AND decimals. Now you can see that numbers can belong to more
than one classification group. Rational numbers can also have repeating decimals which you will see be written like
this: 0.54444444... which simply means it repeats forever, sometimes you will see a line drawn over the decimal place
which means it repeats forever, instead of having a ...., the final number will have a line drawn above it.
Integers
Integers can be whole numbers or they can be whole numbers with a negative signs in front of them. Individuals often
refer to integers as the positive and negative numbers. Integers are -4, -3, -2, -1, 0, 1, 2, 3, 4 and so on.
rational numbers: if a and b are integers (b is not 0) then a/b is a rational numbers
real numbers: the completion of the rational numbers (a bit more sophisticated to explain fully)