9007 LG

Work with a range of patterns and functions and solve problems
Primary Agriculture NQF Level 2 Unit Standard No: 9007

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NQF Level: 2 US No: 9007
Learner Guide
Primary Agriculture
Work with a range

of patterns and
functions and solve
problems
My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .
The availability of this product is due to the financial support of the National
Department of Agriculture and the AgriSETA. Terms and conditions apply.
Version: 01 Version Date: July 2006


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Before we start…
Dear Learner - This Learner Guide contains all the information to acquire all
the knowledge and skills leading to the unit standard:
Title: Work with a range of patterns and functions and solve problems
US No: 9007 NQF Level: 2 Credits: 3
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 48976 2 120
National Certificate in Mixed Farming Systems 48977 2 120
National Certificate in Plant Production 48975 2 120
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.
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.


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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.
How to use the activity sheets…

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 and worksheets, 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 and worksheets, hand this
workbook 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? .................................................…..……………………… 6
Session 1 Patterns............................................……………………………….. 7
Session 2 Functions............................................………………………………. 18
Session 3 Functions and their graphs...............……………………………….. 30
Am I ready for my test? ........................................................... 52
Checklist for Practical assessment .......................................... 54
Paperwork to be done .............................................................. 55
Bibliography ............................................................................. 56
Terms & Conditions……………………………………………………… 56
Acknowledgements.................................................................. 57
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:
Convert flexibly between and within various representations of functions.
Compare, analyse and describe the behaviour of patterns and functions.
Represent situations mathematically in order to interpret and solve
problems.
Learning Outcomes
At the end of this learning module, you must is able to demonstrate a
basic knowledge and understanding of:
Relationships between variables
Mathematical functions
Representations of functions and relations.
What do I need to know?

It is expected of the learner attempting this unit standard to
demonstrate competence against the unit standard:
Mathematics and Communications at NQF level 1
My Notes …
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Session 1 Pa t t e r n s
After completing this session, you should be able to:

SO 1: Convert flexibly between and within various
representations of functions.
In this session we explore the following concepts:

understand how geometric patterns evolve;
understand how number patters evolve.
1.1 Geometric patterns

Number patterns are more easily understood once you grasp the basics of
geometrical patterns.
Ben is a store man and has to ensure that the stores are well organised. One of the
main concerns in his job is to safely stack crates on top of each other. All of the crates
he receives are 1m x 1m x 1m. Ben has worked out a pattern that ensures that the
crates are stacked firmly, because they are as wide as they are long and as high as they
are wide.


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The table below shows the pattern:

Dimension of Crate 13 23 3
Number of Crates used 1 8 27
What if he had to continue stacking crates in this pattern? He sees that:
Dimension of Crate 13 23 33 43 53 63 73
Number of Crates used 1 8 27 64 125 216 343
He realises that he will need a lot of space to stack more than 3 crates by 3
crates by 3 crates. It will be impossible to continue with this pattern in his
store.
For a pattern to emerge, we need to know at least 3 of the numbers or items

in the sequence of patterns so that we can predict the next.
Pattern 1:
1 1+1 2+1
In this sequence, we can predict that the next two objects will be:
3+1 4+1
The pattern will end up as follows:
1 1+1 2+1 3+1 4+1 5+1 6+1
Pattern 2:
}}} }}} }} }} }
}}} }}} }} }} }
12 12-2 10-2 8-2 6-2
}
}
4-2 2-2
}}} }}} }} }} } }
}}} }}} }} }} } }
12 12-2 10-2 8-2 6-2 4-2 2-2
Pattern 3:


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1 1+1 2+1
1 1+1 2+1 3+1 4+1
1.2 Number patterns

Number patterns can be very powerful and for one man named Sessa, it
became his road to riches.
When the King of Persia learned to play chess, he enjoyed it so much that he
wanted to reward the inventor of the game. The king called Sessa to the
palace and told Sessa that he (the king) would grant any wish that Sessa may
have to reward him for this fine game.
In those days, rice was the most valuable commodity. The more rice you
owned, the richer you were.
Sessa told the king what his wish was. He wanted:
one grain of rice for the first square on the chessboard
two grains of rice for the second square
four grains of rice for the third square
and for each square that followed, the number of grains of rice should be
doubled
The King, clearly not a number pattern expert, agreed to this wish. He called
upon one of his servants to bring a bag of rice. The servant started counting
and soon the king realised that he does not have enough grain in his country
to fulfil Sessa’s wish. In fact, the total rice production in the world today,
cannot fulfil Sessa’s wish.
Let’s look at a chessboard to understand the king’s dilemma. We start at the

top left hand corner. The --- lines show the first 4 squares. You may continue
to draw the squares, but a number pattern can solve our mystery much faster.


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Square
1 2 3 4 5 6 7 8 9
Number
Number
1 2 4 8 16 32 64 128 256
of Grains
To work out how this pattern develops, we simplify the table. In this case, we
use exponents (to the power of) to do this (i.e. 25 = 2 x 2 x 2 x 2 x 2):
Square
1 2 3 4 5 6 7 8 9
Number
Number
20 21 22 23 24 25 26 27 28
of Grains
Do you see the pattern that is emerging? In every subsequent term, the
exponent increases by 1. If we were to extend this table to the 50th square,
the number of grains of rice would be 249.
We now represent this pattern in mathematical terms :
Let n be the number of grains. In Sessa’s pattern n = 2.

The first term in Sessa’s pattern = 1 = 20
The second term in Sessa’s pattern = 2 = 21
The third term in Sessa’s pattern = 4 = 22
The fourth term in Sessa’s pattern = 8 = 23
The fifth term in Sessa’s pattern = 16 = 24
When we write this pattern in mathematical language, it will be:
n = 2n – 1
We then apply our formula to test its validity:


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Square 1 2 3 4 5 6 7 8 9
number (n)
Number of
Grains 21-1 22-1 23-1 24-1 25-1 26-1 27-1 28-1 29-1
(2n-1)
= 20 21 22 23 24 25 26 27 28
= 1 2 4 8 16 32 64 128 256
It is also now much simpler to calculate any term that is required i.e.
Calculate the 41st term: 41 = 241-1 = 240
Once we have a table with two terms, we can draw a graph.
Square
Number 1 2 3 4 5 6 7 8 9
(n)
Number of Grains
2 2 2 2 2 2 2 2 2
(2n-1)
= 2 2 2 2 2 2 2 2 2
= 1 2 4 8 16 32 64 128 256
130
Number of Grains
120
110
100
90
80
70
60
50
40
30
20
10
1 2 3 4 5 6 7 8 9 10


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In the early seventeenth century, a French mathematician, Blaise Pascal,

developed a triangle that is known today as Pascal’s triangle. This is his
triangle:
row 1
1
row 2
1 1
row 3
1 2 1
row 4
1 3 3 1
row 5
1 4 6 4 1
row 6
1 5 10 10 5 1
row 7
1 6 15 20 15 6 1
Pascal’s triangle works like this:
row 1
1
1+0 1+0
row 2
1 1
1+0 1+1 1+0
row 3
1 2 1
1+0 1+2 2+1 1+0
row 4
1 3 3 1
1+0 1+3 3+3 3+1 1+0
row 5
1 4 6 4 1
1+0 1+4 4+6 6+4 4+1 1+0
row 6
1 5 10 10 5 1
1+0 1+5 5+10 0+10 10+ 5 5+1 1+0
row 7
1 6 15 20 15 6 1


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Multilevel marketing works in a similar way. If you are part of a multilevel
marketing organisation, you might use this as part of your marketing strategy
to recruit new salespeople.
☺
☺☺
☺☺ ☺☺
☺☺ ☺☺ ☺☺ ☺☺
☺☺ ☺☺ ☺☺ ☺☺ ☺☺ ☺☺ ☺☺ ☺☺
You start as the main salesperson and you recruit two of your friends to act as
agents for you. You then encourage your two agents to each appoint two new
agents. Your first two agents now have to encourage their two new agents to
each recruit two new agents and so it goes on.
If you are earning 1% commission on each person in such a downline, then it

pays you to have more agents and to ensure that your agents recruit more
agents, because you are increasing your commission without doing any work.
Each agent sells about R100’s products a month. You earn 1% commission on each agent’s
sales:
b
You
bb
1 1 R2
bb bb
1 1 1 1 R4
bb bb bb bb
1 1 1 1 1 1 1 1 R8
bb bb bb bb bb bb bb b
b
1 1 1 1 1 1 1 1 1 1 1 .1 1 1
R16
1 1
Total R30
You earn R30 without selling anything!
Please complete My Notes …

Activity 1 at the .......................................
end of this . .......................................
session.
. .......................................
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1
My Name:
Individual Activity: .......................
Answer all the questions My Workplace:
below. ......................
SO 1 AC 1 My ID Number:
1. Work out the next 5 terms in the number sequences below and
explain your calculation using ‘n’ as your first term:
a 297; 290; 276; 255; …
b 1; 10; 100; …
c 3; 9; 81; …
d 1; 4; 9; 16; …
e 25; 26; 28; 31; …


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2. Write down the sequence of the numbers of dots. Work out the next
three terms and explain in words how you got the answer.
3. If a cow produces its first she-calf at age two years and after that
produces another single she-calf every year, how many she-calves
are there after 12 years, assuming none die?
This is not as simple as it looks. To solve this problem you need to draw
up a diagram:
Year Total
number of
female
cows
1 o The cow has no offspring 1
A
2 o The cow has no offspring 1
A
3 o o The cow has one calf 2
B A
4 o o o 3
B A C
5 o o The first calf o o o 5
E B has a calf A D C
6 o o o o o o o o
E B A D C
7 o o o o o o o o o o o o o
E B A D C


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In year one the cow A has no offspring. In year two the cow has no
offspring. In year three the cow has a calf B. In year 4 the cow has
another calf C. In year 5 the cow has another calf D, but the first calf B
also has her own calf E. And so on.
a. How many cows will there be in years 6 and 7?
b. Write the total number of cows as a sequence.
c. Determine the number pattern. Hint: It is called the Fibonacci

Series.
d. Copy and complete the table below

Year 1 2 3 4 5 6 7 8 9 10 11 12
Total number of cows
e. Do some research to find two other examples in nature where

the Fibonacci series occurs.
Facilitator comments: Assessment:


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I understand Questions that I still would

Concept (SO 1)
this concept like to ask
Appropriate information is selected to

convert flexibly between and within
various representations of functions.
Appropriate representations are

selected for specific applications.
Conversions represent the functions

accurately and appropriately
My Notes …
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Session 2 Fu n c t i on s

SO 2: Compare, analyse and describe the behaviour of
patterns and functions.

record data
understand and apply the function of a straight line
use the Cartesian plane
• In this session, we develop an understanding of how to work out a straight-line graph

and look at examples of where it can be applied.
2 .1 Recording data
In the previous session, we were collecting and organising data by drawing up
tables and sequencing the data from smallest to largest. Any data that is
recorded and that stand in relation to each other, will enable you to draw a
graph. (Sessa’s rice grains resulted in a curved line graph.)
When you record data, always remember to:

check the formula or function that you have used creates a logical
sequence in the data table
check the answers for accuracy
organise the data from smallest to largest


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2.2 Functions of the Straight line Graph

A straight-line graph is a graph that represents data that increases
proportionally in a linear manner and there is always an x and a y involved.
The function that is always used to indicate a straight line graph is:
y = mx+c
Richard weighs the crates that have to be loaded on a truck and his job is to ensure that
the trucks aren’t overloaded. He still uses a spring loaded scale to weight the crates.
Each crate weighs 10kg. Richard notices that when he weighs one crate the spring
stretches to 2 metres. If he weighs three crates at once, the spring stretches to 6 metres.
He sees a direct relationship between the weight of the crate and the stretch of the
spring.
He records this on a table:
Length of Spring 2 4 6 8 10
Weight of Crates 10 20 30 40 50
He draws this out on a graph:
100
90
80
70
Weight of the Crate
60
50
40
30
20
10
1 2 3 4 5 6 7 8 9 10 11
Length of the spring
Richard sees that:

If there is no weight on the spring, the spring does not stretch. Therefore
nil weight is nil stretch on the spring. It cuts the y-axis at the zero
point on this graph.
The length of the spring varies according to the weight of the crate. Both
are variables (they change).
Length of the Spring is dependent on the Weight of the Crate.
The line steadily slopes upward. For every 10kg weight added, the spring
stretches 2 metres. DO YOU SEE A PATTERN?
• The Length of the Spring is the: dependent
variable
Therefore, we use the symbol: y

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• The Weight of the Crate is the: independent
variable
Therefore, we use the symbol: x
• The slope of the line is the: gradient
And is represented by the symbol: m
• Let’s apply this to the function: y = mx + c
2y = 10x + c
• In the function, c shows where the line goes through the y-axis. In this
case it is at zero. So c is zero: 2y = 10x + 0
2y = 10x
• But we have learnt to simplify everything in mathematics and we need to
simplify this function so that we only have y not 2y.
• We apply the first rule in calculations:
• What we do to the left of the equal sign we must do to the right of the
equal sign!
• 2y = 10 x
2
/2 y = 10/2 x Divide both sides by 2
y = 5x
Let’s redraw this on a new graph, using x and y, instead of weight and length:
x 2 4 6 8 10
y 10 20 30 40 50
He draws this out on a graph:
y-axis
100 y = 5x
90
80
70
60
50
40
30
20
10
1 2 3 4 5 6 7 8 9 10 x-axis
Before we learn more about functions, let’s look at the plotting area of the
graph.
2.3 The Cartesian Plane


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The area on which we plot a graph is called the Cartesian Plane. It is a plane
(or area) where:
two axis’s, namely the x-axis (horizontal) and the y-axis (vertical),
cut through each other at a 90 angle
at the zero point of each axis
all intervals to the right of the zero point on the x-axis are positive
digits and all intervals to the left of the zero point are negative digits
and this is named the x` (x- complement) side of the x-axis
all intervals north of the zero point on the y-axis are positive digits and
all the points to the south of the zero point on the y-axis are negative
digits and are plotted on the y- complement (y`) side of the y-axis
The Cartesian Plane:
y
+4
+3
+2
+1
x -4 -3 -2 -1 -1 +1 +2 +3 +4 x
-2
-3
-4
y
We have plotted all our graphs on a similar plane up to now, but we have not
used the negative axis’s of the Cartesian plane. We will learn how this works in
the examples that follow.
2.4 Working with y=mx + c

When given a straight line graph function for which you must plot a straight
line graph on a Cartesian plane, you need to:
simplify the function so that you have y standing alone on the left side of
the function
work out what the x and y values in the equation are, before proceeding
with any further operations.
Solve the function 2y = 4x + 8

Simplify: 2y = 4x + 8
2
/2 y = 4 /2 x + 8 / 2
y = 2x + 4
Then draw up a table:
x
y


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And assume that x is equal to 1. Replace x with 1 in the function and calculate what y will be
in the function y = 2x + 4
= 2+4
= 6
Which means that if x = 1 then y = 6. Complete your table.
x 1
y 6
Now assume that x is equal to 2. Replace x with 2 in the function and calculate what y will
be in the function y = 2x + 4
y = 2.2 + 4
= 4+4
= 8
What means that if x = 2 then y = 8. Complete your table.
x 1 2
y 6 8
Then assume that x is equal to 3. Replace x with 3 in the function and calculate what y will
be in the function y =2x + 4
y = 2.3 + 4
= 6+4
= 10
Which means that if x = 3 then y = 10. Complete your table.
x 1 2 3
y 6 8 10
Continue until you feel you have enough data to draw a graph.
You should end up with a table such as:
x 1 2 3 4 5
y 6 8 10 12 14
Now draw a Cartesian plane to plot out your graph.
• Find the point where x = 1. Draw a pencil line up to the point where y = 6. This is
written as co-ordinates in the following format: {1:6}.
Always write the x- value first and the y-value last.
• Draw in the lines where x = 2 and y = 8. Coordinate pair = {2:8}
• Continue until you have drawn in all the lines. (All co-ordinate pairs i.e. {3:10} and
{4:12} and {5:14}
• Finally join the points where the two lines meet with a straight line and check that the
straight line cuts through 4 on the y-axis.


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You can verify whether your graph is correct by taking a new ‘reading’ from the x-axis and
substituting the x- value in the function.
Where x = -2: Where x = -3:
y = 2x + 4 y = 2x + 4
= 2.-2 + 4 = 2.-3 +4
= -4 + 4 = -6 + 4
=0 = -2
{x:y}={-2:0} {x:y}= {-3:-2}
My Notes …
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Solve the function 2y = 4x - 2

Simplify: 2y = 4x - 2
2
/ 2y = 4/ 2 x – 2/ 2
y = 2x – 1
Then draw up a table:
x -2 -1 0 1 2
y -5 -3 -1 1 3
You can verify whether your graph is correct by taking a new ‘reading’ from the x-axis and
substituting the x- value in the function.
Where x = 3: Where x = 7:
y = 2x - 1 y = 2x -1
= 2.3 -1 = 2.7 -1
= 6 -1 = 14 -1
= 5 = 13
{x:y} = {3:5} {x:y} = {7:13}
Check whether your graph is consistent with these co-ordinates.
If you have to determine the function from a graph, then follow the following
example:


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The following graph is given and you have to determine the straight line function
y = mx + c.
Collect all the information possible from the graph:
• In the function y=mx+c, the c is where x = 0. We read from the graph where the
straight line intersects with the y-axis i.e.{0:-4}. This is called the Y-intercept. Replace
the value in the equation: y=mx-4
• m represents the gradient (or the slope) of the straight line. Read the gradient from the
graph. For every 2 intervals that x increases, y increases by 4. Therefore, our gradient
is 4:2 or simplified 2:1. Our m value is 2/1 = 2.
Check whether this applies to this graph by substituting the values in the function:
y = mx + c
= 2x – 4
Where x = 2: Where x = 9
y = 2x – 4 y=2x–4
= 2.2 – 4 = 2.9 – 4
=4–4 = 18 - 4
=0 = 14
∴{x:y} = {2:0} ∴ {x:y} = {9:14}


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Please complete Activity My Notes …

2 at the end of the ...................................
session . ...................................
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. ...................................
. ...................................

Concept (SO 2)
Patterns and functions are

compared in terms of:
i. Shape and symmetry,
ii. Finding function values,
iii. Finding input values,
iv. The average rate of change of
function values.
The key features of the graphs of

functions are described and
interpreted correctly.
The behaviour of functions is

described as being increasing or
decreasing or constant as
determined visually from graphical
representations.
My Notes …
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27
2
Individual Activity: My Name:
Answer all the questions below. ..................
My Workplace:
..................
My ID Number:
SO 2 AC 2
...................
1. Draw the following straight line graphs on a Cartesian Plane.
a y = 3x – 2
_
_
_
_
_
_
_
_
_
b 4y = 2x +4
_
_
_
_
_
_
_
_
_
c 2x + 2y = 4
_
_
_
_
_
_
_
_
_


28
d y = 3x
e 2y = 8x – 6


29
2. Determine the equations of the following straight line graphs.
a) b)
c) d)
a) _____________________________
b) _____________________________
c) _____________________________
d) _____________________________


30
Session 3 Fu n c t i on s a n d t h e i r G r a ph s

SO 3: Represent situations mathematically in order to
interpret and solve problems.

identify and work out the function of a hyperbola
draw a hyperbola on the Cartesian plane
identify and work out the function of a parabola
draw a parabola on the Cartesian plane.
• We will look at the hyperbola and the parabola, which are different to the straight
line graph. The purpose of this session is to introduce you to these graphs and
their application. This will be extended in subsequent NQF levels.
3.1 The hyperbola

Function of the hyperbola
The function of the hyperbola is y = k/x. Once again we have two variables, x
and y, but a constant term (k) has to be considered. You can see from the
function, y = k/x, that we will be dealing with irrational numbers or fractions.
Terms in the Function of the Hyperbola
In the function: y = k/x
the y is once again the: dependent variable

the x is again the: independent variable
and the k is the: constant term


31
The constant term does not change, it stays constant. (It remains the same
throughout any calculations in the equation.)
We could also write this function as: xy = k

But we need to have y to the left of the equation to work out the graph.
Therefore, the equation is simplified to eliminate x on the left- hand side i.e.
Drawing the hyperbola graph
The procedure for drawing the hyperbola, stays the same as with the straight
line graph. We assume a value for x and calculate y.
Solve the function: xy = 10

Simplify the function:
xy = 10
xy 10
/x = /x
y = 10 /x
Draw your table. Calculate by replacing the x-value and working out the y- value:
10
y = /x
Where x = 1 Where x = 2 Where x = 3
y = 10 y = 10 y = 10
/x /x /x
= 10 = 10 = 10
/1 /2 /3
= 10 = 5 = 3.333
Where x = 4 Where x = 5
y = 10 /x y = 10
/x
= 10 /4 = 10
/4
= 2.5 = 2
x 0 1 2 3 4 5
y NA 10 5 3.3333 2.5 2
• Now draw a Cartesian plane to plot out your graph.
• Find the point where x = 2. Mark the point where y = 10 with a dot.
• This is written as co-ordinates in the following format: {2:10}.
• Always write the x- value first and the y-value last.
Mark the co-ordinates where x = 1 and y = 10. Coordinate pair: {1:10}
Continue until you have plotted all the points (All co ordinate pairs i e { 1: 10} and {


32
2:-5})
Finally join the points.
But we have not finished. The value of x can also be negative. Therefore, we have to
calculate the negative value of the hyperbola y=10/x.
Draw your table. Calculate by replacing the x-value and working out the y-
value:
10
y = /x
Where x = -1 Where x = -2 Where x = -3
10 10 10
y = /x y = /x y = /x
10 10 10
= /-1 = /-2 = /-3
= -10 = -5 = -3.3333
Where x = -4 Where x = -5
10 10
y = /x y = /x
10 10
= /-4 = /-4
= -2.5 = -2
x 0 -1 -2 -3 -4 -5
y NA -10 -5 -3.3333 -2.5 -2
Plot your graph on the same Cartesian plane.
Find the point where x = -1. Mark the point where y = -10 with a dot. This is written as
co-ordinates in the following format: {-1:-10}. Always write the x- value first and the y-
value last.
Mark the co-ordinates where x = -2 and y = -5. Coordinate pair: {-2:-5}
Continue until you have plotted all the points. (All co-ordinate pairs i.e. {-3:-3.3} and {-
5:-2})
Finally join the points
The hyperbola is never one single curved graph, it has a counterpart that
looks like a mirror image of the first one. The complementary hyperbola, is
calculated with the negative value of x.
When you work with the hyperbola, remember the following characteristics:
• the graph consists of two parts
• the graph has 2 lines of symmetry where y=x and y=- x
• because we cannot divide by 0, the y-value will never intersect with the x-
axis. The hyperbola may get very close to the x-axis, but will never meet
it.
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .
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33


34
Activity 3 at the ........................................
end of this . ........................................
session.
. ........................................
. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. ........................................
. ........................................
. ......
3.2 The parabola

The parabola can be defined with the following functions:
Parabola y = ax2
2
y = ax + c
2
y = ax + bx
y = ax2 + bx + c
We will look at each parabola individually to support your understanding of the

parabola.
The function y = ax2

When you see the function y=ax 2 , immediately draw up your table and
substitute x with a value. We will draw the graph for y = 2x 2
Calculate and complete your table:

y = 2x2 y = 2x2 y = 2x2
2
= 2.(-3) = 2.(-2)2 = 2.(-1)2
= 2(-3)(-3) = 2(-2)(-2) = 2(-1)(-1)
= 2.9 = 2.4 = 2.1
Where x = -0 Where x = 1 Where x = 2

y = 2x2 y = 2x2 y = 2x2
= 2.02 = 2.12 = 2.22
= 2.0 = 2.1.1 = 2.2.2
=0 = 2.1 = 2.2
=2 =8
Where x = 3
y = 2x2
= 2.32
= 2.3.3
= 2.9
= 18
x -3 -2 -1 0 1 2 3

35
y 18 8 2 0 2 8 18
The parabola has a complementary graph which is represented in this
case by the function: y = -2x 2

y = -2x2 y = -2x2 y = -2x2

= -2(-3)2 = -2(-2)2 = -2(-1)2
= -2(-3)(-3) = -2(-2)(-2) = -2(-1)(-1)
= -2.9 = -2.4 = -2.1
= -18 = -8 = -2
y = -2x2 y = -2x2 y = -2x2

= -2.02 = -2.12 = -2.22
= -2.0 = -2.1.1 = -2.2.2
=0 = -2.1 = -2.4
= -2 = -8
Where x = 3
y = -2x2
= -2.32
= -2.3.3
= -2.9
= -18
x -3 -2 -1 0 1 2 3
y -18 -8 -2 0 -2 -8 -18
Features of the parabola y = ax 2 in general form:

the y-axis is the line of symmetry
the turning point is where x = 0 and y = 0 , which is where the x-axis
and
y-axis meet on the Cartesian plane.


36
2
The function y = ax +c
In the function y=ax 2 + c, we have a y-intercept, which is c. The rest of the
parabola remains the same. In our calculations, we need to make room for
the +c that has been added.
Solve and draw the parabola: y=3x2 + 2
y = 3x2 + 2 y = 3x2 + 2 y = 3x2 + 2
= 3.(-3)2 + 2 = 3.(-2)2 + 2 = 3.(-1)2 + 2
= 3.(-3)(-3) + 2 = 3.(-2).(-2). + 2 = 3.(-1).(-1). + 2
= 27 + 2 = 12 + 2 = 3+2
= 29 = 14 = 5
y = 3x2 + 2 y = 3x2 + 2 y = 3x2 + 2
= 3.02 + 2 = 3.12 + 2 = 3.22 + 2
= 0+2 = 3.1.1 + 2 = 3.2.2. + 2
= 2 = 3+2 = 12 + 2
= 5 = 14
Where x = 3
y = 3x2 + 2
= 3.32 + 2
= 3.3.3. + 2
= 27 + 2
= 29
x -3 -2 -1 0 1 2 3
y 29 14 5 2 5 14 29


37
case by the function:
y = - 3x 2 + 2
(Remember that it is the value of a that creates the complement.)
Where x = -3 Where x = -2 Where x = - -1
y = -3x2 + 2 y = -3x2 + 2 y = -3x2 + 2

= -3.(-3)2 + 2 = -3.(-2)2 + 2 = -3.(-1)2 + 2
= -3(-3).(-3) + 2 = -3(-2).(-2) + 2 = -3(-1).(-1) + 2
= -27 + 2 = -12 + 2 = -3 + 2
= -25 = -10 = -1
y = -3x2 + 2 y = -3x2 + 2 y = -3x2 + 2

= -3.02 + 2 = -3.12 + 2 = -3.22 + 2
= 0+2 = -3.1.1 + 2 = -3.2.2 + 2

= -3 + 2 = -12 + 2 = -1 = -10
Where x = 3
y = -3x2 + 2
= -3.32 + 2
= -3.3.3 + 2
= -27 + 2
= -25
x -3 -2 -1 0 1 2 3
y -25 -10 -1 2 -1 -10 -25
Features of the parabola y = ax 2 + c

the y-axis is the line of symmetry
the turning point is where x = 0 and y = c
the value of a indicates the possibility of where the graph intersects
the x- axis


38


39
The function y = ax2 + bx
In this function, the value of c = 0. Therefore it has been omitted from the
equation.
Solve and draw the parabola: y=3x2 + 2x

y = 3x2 + 2x y = 3x2 + 2x y = 3x2 + 2x
= 3(-3)2 + 2(-3) = 3(-2)2 + 2.(-2) = 3(-1)2 + 2(-1)
= 3(-3)(-3) + 2(-3) = 3(-2)(-2) + 2(-2) = 3(-1)(-1) + 2(-1)
= 27 - 6 = 12 - 4 = 3-2
= 21 = 8 = 1

y = 3x2 + 2x y = 3x2 + 2x y = 3x2 + 2x
= 3.02 + 2.0 = 3.12 + 2.1 = 3.22 + 2.2
= 0 = 3.1.1 + 2.1 = 3.2.2. + 2.2
= 3+2 = 12 + 4
= 5 = 16
Where x = 3
y = 3x2 + 2x
= 3.32 + 2.3
= 3.3.3. + 2.3
= 27 + 6
= 33
x -3 -2 -1 0 1 2 3
y 21 8 1 0 5 16 33

y = - 3x 2 + 2x


40
2 2 2
y = -3x + 2x y = -3x + 2x y = -3x + 2x
= -3(-3)2 + 2(-3) = -3(-2)2 + 2(-2) = -3(-1)2 + 2(-1)
= -3(-3)(-3) + 2(-3) = -3(-2)(-2) + 2(-2) = -3(-1)(-1) + 2(-1)
= -27 – 6 = -12 – 4 = -3 – 2
= -33 = -16 = -5

2 2 2
y = -3x + 2x y = -3x + 2x y = -3x + 2x
= -3.02 + 2.0 = -3.12 + 2.1 = -3.22 + 2.2
= 0 = -3.1.1 + 2 .1 = -3.2.2 + 2 .2
= -3 + 2 = -12 + 4
= -1 = -8
Where x = 3
y = -3x2 + 2x
= -3.32 + 2.3
= -3.3.3 + 2 .3
= -27 + 6
= -21
x -3 -2 -1 0 1 2 3
y -33 -16 -5 0 -1 -8 -21
Features of the parabola y = ax 2 + bx
the graph touches the y=axis at y=0 which is the value of c

two x- intercepts are expected in this graph and we determine this by
calculating ax 2 + bx = 0
The turning point is determined by x = -b /2a and the y-value calculated
by the substitution onto the original equation
the axis of symmetry will be where x = -b /2a


41


42
The function y = ax2 + bx + c
The final parabola function is a combination of all the previous parabola
functions we worked with.
Solve and draw the parabola: y=2x2 + 2x + 1

2 2 2
y = 2x + 2x + 1 y = 2x + 2x + 1 y = 2x + 2x + 1
= 2(-3)2 + 2.-3 + 1 = 2(-2)2 + 2.-2 + 1 = 2(-1)2 + 2.-1 + 1
= 2(-3)(-3) + 2.-3 + 1 = 2(-2)(-2) + 2.-2 + 1 = 2(-1)(-1) + 2.-1 + 1
= 18 - 6 + 1 = 8-4+1 =2-2+1
= 13 = 5 =1

y = 2x2 + 2x + 1 y = 2x2 + 2x + 1 y = 2x2 + 2x + 1
= 2-02 + 2.-0 + 1 = 2.12 + 2.1 + 1 = 2.22 + 2.2 + 1
= 1 = 2.1.1. + 2.1 + 1 = 2.2.2. + 2.2 + 1
= 2+2+1 = 8+4+1
= 5 = 13
Where x = 3
y = 2
2x + 2x + 1
= 2.32 + 2.3 + 1
= 2.3.3. + 2.3 + 1
= 18 + 5 + 1
= 24
x -3 -2 -1 0 1 2 3
y 13 5 1 1 5 13 24
y = -2x 2 + 2x +1

2 2 2
y = -2x + 2x + 1 y = -2x + 2x + 1 y = -2x + 2x + 1
= -2(-3)2 + 2(-3) + 1 = -2(-3)2 + 2(-2) + 1 = -2(-1)2 + 2(-1) + 1
= -2(-3)(-3)+2(-3)+1 = -2(-2)(-2)+2(-2)+1 = -2(-1)(-1)+2(-1)+1
= -18 – 5 + 1 = -8 – 4 + 1 = -2 – 2 + 1
= 22 = 11 = -3


43
y = -2x2 + 2x + 1 y = 2
-2x + 2x + 1 y = 2
-2x + 2x + 1
= -2.-02 + 2.-0 + 1 = -2.12 + 2.1 + 1 = -2.22 + 2.2 + 1
= 1 = -2.1.1. + 2.1 + 1 = -2.2.2. + 2.2 + 1
= -2 + 2 + 1 = -8 + 4 + 1
= 1 = -3
Where x = 3
y = -2x2 +
2x + 1
= -2.32 + 2.3
+1
= -2.3.3. + 2.3 + 1
= -18 + 5 + 1
= -12
x -3 -2 -1 0 1 2 3
y 22 11 -3 1 1 -3 -12
Features of the parabola y = ax 2 + bx + c

the y-intercept is at x=0 i.e. the value of c
x- intercepts always occur when y=0 i.e. when solving ax 2 +bx+c=y
(always expecting 2 solutions)
2
• the turning point is at the point { -b ; 4ac –b }2a ; 4a

• the axis of symmetry is the line x = -b /2a


44


45
Activity 4 & 5 at ........................................
the end of this . ........................................
session.
. ........................................
. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. ........................................
. ........................................
. ......

Concept (SO 2)
Accurate point-by-point plotting is

used to model contextual
problems.
Appropriate symbolic
representations are used to model
contextual problems.
Representations are analysed and

manipulated efficiently in arriving at
results.
Representations are verified in

terms of available data.
Results are interpreted correctly in

terms of the situation.
Interpretations and predictions are

based on the properties of the
mathematical model.
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
........


46
3
My Name:
Individual Activity: ......................
Answer all the questions . My Workplace:
below. ......................
1. Draw the graphs representing the functions of the hyperbola

on a Cartesian plane
a. 8xy = 4
b. y = 3/x
c. 3xy = 12
d. y = 4/2x
e. xy = 5


47


48
4
My Name:
Individual Activity: ......................
Answer all the questions . My Workplace:
below. ......................
1. Draw the parabola for the following graphs on a Cartesian

plane:
a x2 + x + 4
b x2/2 + x – 2
c 3y = 21x2 + 9x + 6
d y = 4x2 -2x
e y = 6x2


49


50
5
My Name:
Individual Activity: .......................
Answer all the questions My Workplace:
below. ......................
1. Draw the following graphs on the same Cartesian plane

provided on the next page.
a y = 2x + 4
b 3x6y = 9
c y = 4x2 + 3
d 2x2 – 3x – 3 = y
2. Complete the following three number patterns by writing the

next three terms, and then write the sequence as an “n” value
of the first term.
a 56; 112; 168; …
b 1 594 323; 531 441; 177 147; ….

c 1; 8; 27; 64; …


51


52
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
1. I am 2. I am
Questions
sure unsure
1. Complete the following number series by writing the

next three numbers
a 2; -4; 8; -16 …
b 1; 6; 11; ……
c 1; 2; 4; 8; …..
d 144; 121; 100; 81; …..
e 1; 1; 2; 3; 5; …..
2.
a Draw the graph of y = 4x-2
b Find the equation of the graph below
10
8
6
4
2
0
-2 -2 0 2 4
-4
-6
-8
-10
-12


53
3. Draw the equations of the following two graphs on the

same set of axes:
i) xy = 8 ii) y = x2 –x –6
4. A farmer monitors the growth of a particular calf by

recording its mass over time. He finds the following
results: At one month the calf had a mass of 25 kg. A
month later the calf weighed 50kg. By month three
the calf had gained 25kg compared to month two. By
month four the calf weighed 100kg.
a) record the farmers results in a suitable table.
b) draw a graph to show the results
My Notes …
. ................................................................................
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..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................


54
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.


55
Paperwork to be done …
Please assist the assessor by filling in this form and then sign as instructed.
Learner Information Form
Unit Standard 9007
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


56
Bibliography
Books:
Gray, D.E, 2004. Doing research in the real world. Sage London.
‘Life skills’ by Edna Rooth
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.


57
Acknowledgements
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development
Donors:
Citrus Academy
Boland College
Weskus College
Developer:
Dr M Roets
Mr J H P van der Merwe
Cabeton Consulting
Authenticator:
Rural Integrated Engineering
Prof P J Robbertse
Ms D Naidoo
Le Toit Management Consultants cc
Mr M M Ratsaka
Mr D N Cronje
Technical Editing:
Mr R H Meinhardt
OBE Formatting:
Ms P Prinsloo
Ms B Enslin


58
Design:
Didacsa Design SA (Pty) Ltd
Layout:
Ms A du Plessis
Ms N Matloa


59
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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
SAQA US ID UNIT STANDARD TITLE

9007 Work with a range of patterns and functions and solve problems
SGB NAME NSB PROVIDER NAME
SGB for Math Literacy, NSB 10-Physical,
Math, Math Sciences L 2 Mathematical, Computer
-4 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 2 5
REGISTRATION REGISTRATION START REGISTRATION SAQA
STATUS DATE 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 2. The essential purposes of the mathematical literacy
requirements are that, as the learner progresses with confidence through the levels, the
learner will grow in:
An insightful use of mathematics in the management of the needs of everyday living to

become a self-managing person
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:
Represent situations mathematically in order to interpret and solve problems.


60
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 Mathematics and Communications at NQF level 1.
UNIT STANDARD RANGE

This unit standard includes the requirement to:
Use algebraic notation to express generality.
Make conjectures, demonstrate and explain their validity.
Recognise equivalence among expressions and situations resulting from manipulation and
rearrangement to forms appropriate for solving problems.
Work with:
-Functions for which there are rules and for which there are no rules;
-Functions that are discrete (rules and no rules);
-Functions that are continuous (rules and no rules).
Investigate, and interpret graphs of situations with regard to the following: -increasing
/decreasing,
-Maximal /minimal,
-Continuous I discrete,
-Rate of change,
-Intercepts,
-Interpolation /extrapolation.
• (The above must be done in relation to the contexts in which the functions are acting as
models.)
Work with the following basic functions: y =ax +b; y =LIX*+b; y =ax; xy=k,
In terms of their:
-Shape and symmetry,
-Finding function values,
-Finding input values,
-Analysing the behaviour of function values (the rate of change).
Represent, interpret and solve problems that relate to these functions by using point-by-point
plotting and numerical analysis.
Convert flexibly among various representations of the above functions (i.e. words, tables,
formulae, graphs).
Learners are not expected to master each concept and procedure when they first encounter
it, but rather to continually develop their mathematical understandings through encounters
with mathematical models of realistic situations.
The contexts and situations should be used to develop a critical awareness of human rights,
social, economic, political, cultural and environmental issues. Examples of the power of
modelling as a descriptive tool to describe situations between two variables and as an
analytic tool to gain additional information about the situation must be developed.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
OUTCOME RANGE
This outcome includes the requirement to:

61
Translate from one representation to another (i.e. verbal, tables, formulae, graphs).
Deal with situations involving the range of functions specified in the main range statement as
well as functions for which there is no rule.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Appropriate information is selected to convert flexibly between and within various
representations of functions.
2. Appropriate representations are selected for specific applications.
3. Conversions represent the functions accurately and appropriately.
SPECIFIC OUTCOME 2
OUTCOME RANGE
This outcome includes the requirement to work with functions.
Identify, contrast and compare the features of the functions listed in the main range
statement as well as functions for which there are no rules.
Recognise equivalent forms of an expression, equation or function.
ASSESSMENT CRITERIA
1. Patterns and functions are compared in terms of:
i. Shape and symmetry,
ii. Finding function values,
iii. Finding input values,
iv. The average rate of change of function values.
2. The key features of the graphs of functions are described and interpreted correctly.
3. The behaviour of functions is described as being increasing or decreasing or constant as
determined visually from graphical representations.
SPECIFIC OUTCOME 3
Represent situations mathematically in order to interpret and solve problems.
OUTCOME RANGE
This outcome includes the requirement to:


62
Use expressions, functions and equations to represent situations.
Develop strategies for deciding whether symbolic, representations are reasonable and
interpret such results.
ASSESSMENT CRITERIA
1. Accurate point-by-point plotting is used to model contextual problems.
2. Appropriate symbolic representations are used to model contextual problems.
3. Representations are analysed and manipulated efficiently in arriving at results.
4. Representations are verified in terms of available data.
5. Results are interpreted correctly in terms of the situation.
6. Interpretations and predictions are based on the properties of the mathematical model.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation
requirements of the GENFETQA.
Moderation Option: The moderation requirements of the GENFETQA must be met in order to
award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the
specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to
achieve all the specific outcomes, to the standards described in the assessment criteria,
without knowledge of the listed embedded knowledge. This means that the possession or
lack of the knowledge can be inferred directly from the quality of tile candidate`s
performance against the standards.
Relationships between variables
Mathematical functions
Representations of functions and relations.
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING


63
Identify and solve problems using critical and creative thinking:
Solve a variety of problems based on patterns and functions.
UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information:
Gather, organise, evaluate and interpret information to compare and represent relationships
and functions.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively:
Use everyday language and mathematical language to describe relationships, processes and
problem solving methods.
UNIT STANDARD CCFO CONTRIBUTING

Use mathematics:
Use mathematics to, describe and represent realistic and abstract situations and to solve
problems.
UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and
conducting assessments against this unit standard:
Focus the assessment activities on gathering evidence in terms of the main outcome
expressed in the title to ensure assessment is integrated rather than fragmented. Remember
we want to declare the person competent in terms of the title. Where assessment at title
level is unmanageable, then focus assessment around each specific outcome, or groups of
specific outcomes.
Make sure evidence is gathered across the entire range, wherever it applies. Assessment
activities should be as close to the real performance as possible, and where simulations or
role-plays are used, there should be supporting evidence to show the candidate is able to
perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the
assessment activities focus on outcomes and are sufficient to enable evidence to be gathered
around all the assessment criteria.
The assessment criteria provide the specifications against which assessment

judgements should be made. In most cases, knowledge can be inferred from the quality of
the performances, but in other cases, knowledge and understanding will have to be tested
through questioning techniques. Where this is required, there will be assessment criteria to
specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality,
as specified in this unit standard, that the candidate can achieve the outcomes again and
again and again. This means assessors will have to judge how many repeat performances are
required before they believe the performance is reproducible.
All assessments should be conducted in line with the following well documented principles of
assessment: appropriateness, fairness, manageability, integration into work or learning,
validity, direct, authentic, sufficient, systematic, open and consistent.
UNIT STANDARD NOTES

N/A


64
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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Work with a range of patterns and functions and solve problems

Primary Agriculture NQF Level 2 Unit Standard No: 9007

NQF Level: 2 US No: 9007

Work with a range

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

Title ID Number NQF Level Credits Mark

Are you enrolled in a: Y N

What is assessment all about?

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

The assessment experience should be user friendly, transparent and fair.

How to use the activity sheets…

It is important that you complete all the activities and worksheets, as

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

Sources of information to complete these activities should be identified by

Enjoy this learning experience!

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

How to use this guide …

Examples of certain The following box indicates a summary of

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

What are we going to learn?

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

Am I ready for my test? ........................................................... 52

Checklist for Practical assessment .......................................... 54

Paperwork to be done .............................................................. 55

Terms & Conditions……………………………………………………… 56

SAQA Unit Standard

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

What will I be able to do?

What do I need to know?

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

After completing this session, you should be able to:

In this session we explore the following concepts:

1.1 Geometric patterns

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

The table below shows the pattern:

For a pattern to emerge, we need to know at least 3 of the numbers or items

1 1+1 2+1 3+1 4+1 5+1 6+1

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

The pattern will end up as follows:

1 1+1 2+1 3+1 4+1

1.2 Number patterns

Sessa told the king what his wish was. He wanted:

one grain of rice for the first square on the chessboard

two grains of rice for the second square

four grains of rice for the third square

Let’s look at a chessboard to understand the king’s dilemma. We start at the

Version: 01 Version Date: July 2006

Primary Agriculture NQF Level 2 Unit Standard No: 9007

We now represent this pattern in mathematical terms :

Let n be the number of grains. In Sessa’s pattern n = 2.

We then apply our formula to test its validity: