Learner Work File 9016 V1 3

Learner Name
ID Number
Organisation
FORMATIVE ASSESSMENT:
LEARNER WORK FILE VERSION 1
Unit Standard Title: Represent, analyse and calculate shape
and motion in 2 and 3 dimensional space
in different contexts
Unit Standard No: 9016

Unit Standard Credits: 4
NQF Level: 4
Mark information:
Specific
1 2 3 4 5 Total % C / NYC
Outcome/Section
Maximum marks 47 81 98 226 100
This outcomes-based learning material was developed by Masifunde Training Centre with funding from INSETA in July 2014.
The material is generic in nature and is intended to serve as a minimum standard for the industry.
This material may be used and copied for your own personal use. This material may not be republished, nor may it be reverse
engineered, translated, modified or used to make derivative information of materials without the express written permission of
INSETA which can be obtained by contacting insetacallcentre@inseta.org.za. Short excerpts from the material may be
reproduced without authorisation on condition that the source is indicated.
Disclaimer
Whilst every effort has been made to ensure that the learning material is accurate, INSETA and Masifunde Training Centre
(Pty) Ltd take no responsibility for any loss or damage suffered by any person as a result of the reliance upon the information
contained herein.
9016 Formative Assessment: Learner Work File Ver. 1 1
Section 1: 47 marks
Activity 1 (10 marks)

Fill in the answers.
(a) 35 m = __________ mm (b) 0,7 m = ___________ mm

(c) 56 mm = ___________ m (d) 80 km = ___________ m
(e) 32 cm = ___________ mm (f) 790 cm = __________ m
(g) 600 m = ___________ km (h) 23,7 km = ___________ m
(i) 451 m = ___________ cm (j) 64 mm = __________ cm

2.1 (a) Estimate the length of the following lines A, B and C and then
(b) Measure them accurately. (6)
Give your answer in cm or mm.
A _______________ (a) ___________ (b) ___________

B ___________________ (a) ___________ (b) ___________
C __________________________ (a) __________ (b) ___________
2.2 (a) Estimate the dimensions of the floor in your training room.
Estimated length = __________ Estimated breadth = ____________ (2)
(b) Accurately measure the floor area of the training room. If the cost of
carpeting is R30 per m2, estimate how much it would cost to carpet the training
room. (5)
Length = __________ Breadth = ____________
Area =
Cost =
INSETA copyright 2014


3.1 Calculate the area in square units of:
(a) A rectangle with length 6cm and breadth 5 cm (3)
(b) A triangle with base 6cm and height 8 cm (3)
3.2 Calculate the area and circumference of a circle with radius 7 cm (6)

Triangle ABC is right angled at C. Find the

length of AB correct to 1 decimal place if
AC = 5cm and BC = 6cm (6)
A rectangular field is to be divided

along its diagonal PR into two plots. If the
dimensions of the field are 150m by 75m,
calculate the length of fencing needed to
divide the field (calculate the length of
PR). Round off to an acceptable level of
accuracy. (6)

Section 2: 81 marks
5.1 Consider a wooden crate that

measures 35 cm X 35 cm X 35 cm.
(a) If we wanted to paint the outside of the crate, would we calculate the surface
area or the volume of the crate?
(1)
(b) If we wanted to work out how much sand would be needed to fill the crate,
would we calculate the surface area or the volume of the crate?
(1)
(c) Calculate the surface area (the crate is closed at the top. i.e. it has a lid). (5)
(d) Calculate the volume of the crate. (3)

5.2 Consider the rectangular block represented here:
(a) How many faces does the block have? (1)
(b) What is the area of face A? (Remember that area = L X B) (2)
(c) What is the area of face B? (2)
(d) What is the surface area of the block? (3)
(e) What is the volume of the block? Be careful to give your answers in the correct
units. (3)


The cylindrical can drawn here has a
height of 12cm and a diameter of 6cm.
(a) What is the volume of the can? Use  = 3.14 (2)

(Remember: volume = area of base X height).
(b) If 1cm³ = 1ml, how many millimeters of cold drink does the can hold? (1)
(c) What is the usual volume of liquid in a can of soda? (1)
(d) If a can manufacturer wanted to calculate how much metal was needed to make
a cold drink can, what measurement would he need – volume or surface area?
(1)
(e) Calculate the surface area of the can. (Remember that the circumference of a
circle is d where d is the diameter of the circle) (10)


7.1 Consider the following figure:
a) Find its volume (3)
b) Find its surface area (3)
7.2 Find the volume of the following figure (4)

Assessment 1 (23 marks)
1. (a) Find the volume of a box with a rectangular base measuring 20cm by 5cm
and a height of 25cm. (Draw a rough sketch of the box). (3)
2. Consider the figure below:
(i) Describe its shape (1)

(ii) Find its volume (3)
(iii) Draw a net of the figure (1)
(iv) Calculate its surface area (10)
(i)
(ii
(iii)
(iv)

A rectangular door KLMN measuring

1,8m X 0,6m needs a support KM to make
it stable. How long should the piece of
wood KM be? (5)

8.1 Find the volume and surface area of a sphere with a radius of 1,2m (4)
8.2 Find the volume and surface area of a cone with a radius of 5cm and a
perpendicular height of 11cm.
(8)

Section 3: 98 marks
Find 3 items to measure their mass.
(a) Estimate the mass of the object.
(b) Choose the correct instrument and accurately measure the object’s mass.
9.1 (a) _____________________ (b) ____________________

9.2 (a) _____________________ (b) ____________________
9.3 (a) _____________________ (b) ____________________
Use a thermometer to
(a) estimate and
(b) record the temperature of the following:
10.1 a cup of hot water (a) _________ (b) _________

10.2 a glass of tap water (a) _________ (b) _________
10.3 a glass of ice water (a) _________ (b) _________
11.1 Record the time at this moment. (1)
_______________
11.2 What will the time be in 12 hours time? (1)

_______________
11.3 A journey takes 6 hours. If you leave home at 19.30, what time will you reach
your destination?
(1)
11.4 If the distance you have traveled is 598km, and you take 6 hours (without
stopping), what speed were you travelling?
(3)

12.1 Use the set of axes given, to plot the following points: (10)
H (1;2), I (4;0), J (3;-4) , K (-1;6) , L (-4;5) , M (0;3) , N (2; -2), P (-3;0) ,Q (0;-
3) ,
R (-2;-5)
12.2 Using the Cartesian plane below,

(a) Write down the co-ordinates of the points A to J. (Use the table on the right of
the plane) (10)
(b) Give the co-ordinates of a point which is: (5)
(i) 2 units to the left of F ________________________

(ii) 2 units above E ________________________
(iii) 3 units to the left of D ______________________
(iv) 3 units below the origin ______________________
(v) 4 units to the right of H _______________________

A( ; )
B( ; )
C( ; )
D( ; )
E( ; )
F( ; )
G( ; )
H( ; )
I( ; )
J( ; )
Assessment 2 (12 marks)
1. Find the volume and surface area of a sphere with a radius of 6cm (4)

2. A transport truck containing cartons of spices drives from Durban to Umtata, a

distance of 436kms.
a) If the truck takes 5 hours to reach Umtata, what is its average speed? (3)
b) If the truck leaves Durban at 22.10, what time will it reach Umtata? (1)
3. On the following set of axes, plot the points A(-1;5), B(6;-3), C(2;0), D(-4;-4)
(4)

13.1 You may choose any item you have with you and draw 4 different
perspectives of it. (You could draw a book or a ruler or a sharpener). Remember:
 Draw it at eye level
 Keep the scale the same in each perspective (8)
(a) From above (2 marks) (b) From underneath (2marks)
(c) From the front (2 marks) (d) From the left (2 marks)
13.2 Look at the diagram below. (6)

Draw what you would see from the direction of

(a) arrow A (2 marks) (b) arrow B (2 marks) (d) arrow C (2
marks)

14.1 (a) Using a scale of 1:50, draw a plan of a kitchen with length 4 m and breadth
3m.
(b) On your plan, put in a stove measuring 0,5 m x 0,5 m, and a 2 m x 1 m

table.
Kitchen (2 marks) stove (2 marks) table (2 marks)
14.2. Here is a plan of a house.
Scale: 1 : 150

(a) What are the dimensions of the bedroom on the drawing? (2)
(b) What are the actual dimensions of the bedroom? (4)
(c) How many squares metres of tiles should be bought to tile the bedroom? (2)
Using the scale given on the map on page 23 of your Learner Guide, calculate the
approximate distance from:
Use the scale: 1cm = 40 km
a) Durban to Empangeni
(4cm)___________________________________________
b) Richard’s Bay to Hluhluwe

(3cm)___________________________________________
c) Port Edward to Durban

(5cm)___________________________________________
d) Pietermaritzburg to Dundee (passing through Greytown)

(5,2cm)__________________________________________
e) Umhlanga to Mkuze
(7,9cm)__________________________________________

Use the World Map of Time Zones on page 26 of your Learner Guide to answer the
following:
16.1 If it is 5.30 in the United Kingdom, calculate the time it will be in: (5)
a) Eastern Australia (K) _________

b) South Africa (B) _____________
c) Brazil (P) __________________
d) India (E) ___________________
e) Alaska (V) _________________
16.2 It is 14.30 in South Africa and you need to contact an overseas client. What
time will it be in his/her country if the client lives in: (5)
a) New Zealand (M) ______________

b) France (A) ___________________
c) New York (Q) _________________
d) Japan (I) _____________________
e) London (Z) ___________________

All qualifications and part qualifications registered on the

National Qualifications Framework are public property. Thus the
only payment that can be made for them is for service and
reproduction. It is illegal to sell this material for profit. If the
material is reproduced or quoted, the South African Qualifications
Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
Represent analyse and calculate shape and motion in 2-and 3-dimensional

space in different contexts
SAQA US UNIT STANDARD TITLE
ID
9016 Represent analyse and calculate shape and motion in 2-and 3-
dimensional space in different contexts
ORIGINATOR ORIGINATING PROVIDER
SGB Math Literacy, Math,
Math Sciences L 2 -4
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer Mathematical Sciences
and Life Sciences
ABET UNIT OLD NQF NEW NQF CREDITS
BAND STANDARD LEVEL LEVEL
TYPE
Undefined Regular- Level 4 NQF Level 04 4
Fundamental
REGISTRATION REGISTRATION REGISTRATION SAQA
STATUS START DATE END DATE DECISION
NUMBER
Reregistered 2009-07-01 2012-06-30 SAQA
0480/09
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2013-06-30 2016-06-30
In all of the tables in this document, both the old and the new NQF Levels are
shown. In the text (purpose statements, qualification rules, etc), any reference to
NQF Levels are to the old levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by
any other unit standard.
PURPOSE OF THE UNIT STANDARD

This unit standard is designed to provide credits towards the mathematical literacy
requirements of the NQF at level 4. The essential purposes of the mathematical
literacy requirements are that, as the learner progresses with confidence through the
levels, the learner will grow in:
An insightful use of mathematics in the management of the needs of everyday

living to become a self-managing person.
An understanding of mathematical applications that provides insight into the
learner`s present and future occupational experiences and so develop into a
contributing worker.
The ability to voice a critical sensitivity to the role of mathematics in a
democratic society and so become a participating citizen.
People credited with this unit standard are able to:

Measure, estimate, and calculate physical quantities in practical situations
relevant to the adult with increasing responsibilities in life or the workplace
Explore analyse and critique, describe and represent, interpret and justify
geometrical relationships and conjectures to solve problems in two and three
dimensional geometrical situations
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF

PRIOR LEARNING
The credit value is based on the assumption that people starting to learn towards this
unit standard are competent in
Mathematical Literacy and Communications at NQF level 3.
UNIT STANDARD RANGE

The scope of this unit standard includes length, surface area, volume, mass, speed ;
ratio, proportion; making and justifying conjectures.
Contexts relevant to the adult, the workplace and the country.
More detailed range statements are provided for specific outcomes and assessment
criteria as needed.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Measure, estimate, and calculate physical quantities in practical situations relevant
to the adult.
OUTCOME NOTES
Measure, estimate, and calculate physical quantities in practical situations relevant
to the adult with increasing

responsibilities in life or the workplace.

OUTCOME RANGE
Basic instruments to include those readily available such as rulers, measuring
tapes, measuring cylinders or jugs, thermometers, spring or kitchen balances,
watches and clocks.
In situations which necessitate it such as in the workplace, the use of more
accurate instruments such as vernier callipers, micrometer screws, stop watches and
chemical balances.
Quantities to estimate or measure to include length/distance, area, mass, time,
speed acceleration and temperature.
Distinctions between mass and weight, speed and acceleration.
The quantities should range from the low or small to the high or large.
Mass, volume temperature, distance, and speed values are used in practical
situations relevant to the young adult or the workplace.
Calculate heights and distances using Pythagoras' theorem.
Calculate surface areas and volumes of right prisms (i.e., end faces are polygons
and the remaining faces are rectangles)
cylinders, cones and spheres from measurements in practical
situations relevant to the adult or in the workplace.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Scales on the measuring instruments are read correctly.
2. Quantities are estimated to a tolerance justified in the context of the need.
3. The appropriate instrument is chosen to measure a particular quantity.
4. Quantities are measured correctly to within the least step of the instrument.
5. Appropriate formulae are selected and used.
6. Calculations are carried out correctly and the least steps of instruments used are
taken into account when reporting final values.
7. Symbols and units are used in accordance with SI conventions and as appropriate
to the situation.

SPECIFIC OUTCOME 2
Explore, analyse & critique, describe & represent, interpret and justify geometrical
relationships.
OUTCOME NOTES
Explore, analyse and critique, describe and represent, interpret and justify
geometrical relationships and
conjectures to solve problems in two and three dimensional geometrical situations.
OUTCOME RANGE
Applications taken from different contexts such as packaging, arts, building
construction, dressmaking.
The operation of simple linkages and mechanisms such as car jacks.
Top, front and side views of objects are represented.
Use rough sketches to interpret, represent and describe situations.
The use of available technology (e.g., isometric paper, drawing instruments,
software) to represent object.s
Use and interpret scale drawings of plans (e.g., plans of houses or factories;
technical diagrams of simple mechanical household or work related devices,
Road maps relevant to the country.
World maps.
International time zones.
The use of the Cartesian co-ordinate system in determining location and
describing relationships in at least two dimensions.
ASSESSMENT CRITERIA
1. Descriptions are based on a systematic analysis of the shapes and reflect the
properties of the shapes accurately, clearly and completely.
2. Descriptions include quantitative information appropriate to the situation and
need.
3. 3-dimensional objects are represented by top, front and side views.
4. Different views are correctly assimilated to describe 3-dimensional objects.
5. Available and appropriate technology is used in producing and analysing
representations.

6. Relations of distance and positions between objects are analysed from different
views.
7. Conjectures as appropriate to the situation, are based on well-planned
investigations of geometrical properties.
8. Representations of the problems are consistent with and appropriate to the
problem context. The problems are represented comprehensively and in
mathematical terms.
9. Results are achieved through efficient and correct analysis and manipulation of
representations.
10. Problem-solving methods are presented clearly, logically and in mathematical
terms.
11. Reflections on the chosen problem solving strategy reveal strengths and
weaknesses of the strategy.
12. Alternative strategies to obtain the solution are identified and compared in terms
of appropriateness and effectiveness.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

This Unit Standard will be assessed by an assessor and moderated by a
moderator, registered with the relevant accredited ETQA responsible for the quality
assurance of this Unit Standard.
Any institution offering learning that will enable achievement of this Unit
Standard must be accredited as a provider through the appropriate quality assuring
ETQA, or Learning Programme approval with an ETQA that has a Memorandum of
Understanding with the quality assuring ETQA.
Verification (external moderation) of assessment and moderation by the

provider, will be conducted by the relevant quality assuring ETQA according to the
moderation guidelines in the relevant Qualification and the agreed ETQA policy
and procedures.

An individual wishing to be assessed through RPL against this Unit Standard,

may apply to an assessment agency or provider institution accredited by the relevant
quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation
with the relevant quality assuring ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment
of the specific outcomes in terms of the stipulated assessment criteria. Candidates
are unlikely to achieve all the specific outcomes, to the standards described in the
assessment criteria, without knowledge of the listed embedded knowledge. This
means that the possession or lack of the knowledge can be inferred directly from the
quality of the candidate`s performance against the standards.
Properties of geometric shapes

Surface area and volume
Mathematical argument and evaluation based on logical deduction
Spatial interrelationships
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems using critical and creative thinking:
Solve a variety of problems relevant to the adult with increasing responsibilities
involving space, shape and time using geometrical techniques.
UNIT STANDARD CCFO COLLECTING

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

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

Use mathematics:
Use mathematics to analyse, describe and represent realistic and abstract situations
and to solve problems relevant to the adult with increasing responsibilities.
All qualifications and part qualifications registered on the National Qualifications

Framework are public property. Thus the only payment that can be made for them is for
service and reproduction. It is illegal to sell this material for profit. If the material is
reproduced or quoted, the South African Qualifications Authority (SAQA) should be
acknowledged as the source.

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Learner Name

Unit Standard No: 9016

Maximum marks 47 81 98 226 100

Activity 1 (10 marks)

(a) 35 m = __________ mm (b) 0,7 m = ___________ mm

Activity 2 (13 marks)

A _______________ (a) ___________ (b) ___________

Estimated length = __________ Estimated breadth = ____________ (2)

Length = __________ Breadth = ____________

INSETA copyright 2014

Activity 3 (12 marks)

(b) A triangle with base 6cm and height 8 cm (3)

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Activity 4 (12 marks)

Triangle ABC is right angled at C. Find the

A rectangular field is to be divided

INSETA copyright 2014

5.1 Consider a wooden crate that

(d) Calculate the volume of the crate. (3)

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5.2 Consider the rectangular block represented here:

(a) How many faces does the block have? (1)

(b) What is the area of face A? (Remember that area = L X B) (2)

(c) What is the area of face B? (2)

(d) What is the surface area of the block? (3)

INSETA copyright 2014

Activity 6 (15 marks)

(a) What is the volume of the can? Use  = 3.14 (2)

(c) What is the usual volume of liquid in a can of soda? (1)

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Activity 7 (10 marks)

7.2 Find the volume of the following figure (4)

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Assessment 1 (23 marks)

2. Consider the figure below:

(i) Describe its shape (1)

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A rectangular door KLMN measuring

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Activity 8 (12 marks)

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9.1 (a) _____________________ (b) ____________________

10.1 a cup of hot water (a) _________ (b) _________

11.2 What will the time be in 12 hours time? (1)

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Activity 12 (25 marks)

12.2 Using the Cartesian plane below,

(i) 2 units to the left of F ________________________

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Assessment 2 (12 marks)

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2. A transport truck containing cartons of spices drives from Durban to Umtata, a

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Activity 13 (14 marks)

(a) From above (2 marks) (b) From underneath (2marks)

13.2 Look at the diagram below. (6)

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Draw what you would see from the direction of

Activity 14 (14 marks)

(a) 35 m = mm (b) 0,7 m = _ mm

A _________ (a) _ (b) _______

Estimated length = Estimated breadth = __ (2)

Length = Breadth = __

9.1 (a) _ (b)

10.1 a cup of hot water (a) _ (b) _