Saqa - 7456 - 9010-9012-9013-11241 - Learner Workbook

NATIONAL CERTIFICATE: BUSINESS ADMINISTRATION
SERVICES ID 67465 LEVEL 3 – 120 CREDITS
LEARNER WORKBOOK
BUSSINESS MATHEMATICS
SKILLS PROGRAMME 1
SAQA - 7456 -9010-9012-9013-11241
1
Learner Information:
Details Please Complete this Section
Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:
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.
OVERVIEW
About the Learner This Learner Exercise Workbook has been designed and developed to evaluate
Workbook learners’ level of understanding of the BUSSINESS MATHEMATICS SKILLS
PROGRAM 1 SAQA - 7456 -9010-9012-9013-11241 module.
It forms part of a series of Learner Workbooks that have been developed for
NATIONAL CERTIFICATE: BUSINESS ADMINISTRATION SERVICES
ID 67465 LEVEL 3 – 120 CREDITS
Purpose The purpose of this Learner Exercise Workbook is to evaluate learners

understanding on the specific outcomes and/or assessment criteria of the
following SAQA Registered Unit Standards:
US No US Title Level Credits
7456 Use mathematics to investigate and monitor the financial 3 5

aspects of personal, business and national issues
9010 DEMONSTRATE AN UNDERSTANDING OF THE USE OF 3 2
DIFFERENT NUMBER BASES AND MEASUREMENT
UNITS AND AN AWARENESS OF ERROR IN THE
CONTEXT OF RELEVANT CALCULATIONS
9012 INVESTIGATE LIFE AND WORK RELATED PROBLEMS 3 5
USING DATA AND PROBABILITIES
9013 DESCRIBE, APPLY, ANALYSE AND CALCULATE SHAPE 3 4
AND MOTION IN 2-AND 3-DIMENSIONAL SPACE IN
DIFFERENT CONTEXTS
252435/11241 Apply basic invoicing and accounting principles 3 6
Context This assessment represents the Formative Assessment component of the
BUSSINESS MATHEMATICS SKILLS PROGRAM 1 SAQA - 7456 -9010-
9012-9013-11241module, for the NATIONAL CERTIFICATE: BUSINESS
ADMINISTRATION SERVICES ID 67465 LEVEL 3 – 120 CREDITS and
should be completed in the classroom/training room.
Resources The following are resources needed for this assessment:

1. Learner Guide; and
2. Assessment Preparation.
Instructions to Facilitators will be required to:
Facilitators
 Explain the completion of the workbook to each learner; and
 Interview the learner on similar questions, should he/she not be able to

write.
Instructions to Learners will be required to:

Learners  Complete the workbook as per the instructions;
 Ensure that all questions are completed;
 Ensure that the completion of the workbook is their own work;
 Ensure that all annexure are attached to the workbook and clearly referred
to;
Assessment Time Learners are required to complete this assessment within the allocated time frame
of.... hours.
Total Mark This formative assessment carries a total mark of _ points. In order to meet the
pass mark, learners are required to achieve a minimum of 80% of the total marks.
Equipment Learners are required to have the following equipment in order to complete this
workbook:
 Pen and Pencil;
 Ruler; and
 Exam Pad – for additional paper.
GENERAL INFORMATION
LEARNER DETAILS
Learner Full Names
Learner ID No.:
Organisation:
Unit/Dept:
Contact Details: Telephone /Cell Numbers: Email Address:
WORKSHOP DETAILS
Workshop Venue:
Facilitator Name:
Date Started:
Date Completed:
ASSESSMENT PREPARATION CHECKLIST
DESCRIPTION YE NO COMMENTS/
S CONTINGENCY
This assessment is a formative assessment and it is based on the
outlined unit standard/s for the BUSSINESS MATHEMATICS
SKILLS PROGRAM 1 SAQA - 7456 -9010-9012-9013-11241
module.
Your assessment evidence for the Use BUSSINESS
MATHEMATICS SKILLS PROGRAM 1 SAQA - 7456 -
9010-9012-9013-11241 module needs to be submitted on.......
(day) of...............(month)...........(year) at the following
address/place................................................................
You will be assessed based on the outlined Unit Standards. The
assessment activities are linked to specific outcomes/assessment
criteria of the outlined Unit Standards.
To determine your competence level, the following are the
methods to be used for this assessment:
1. .....................................................
2. .....................................................
To be declared competent on the BUSSINESS
MATHEMATICS SKILLS PROGRAM 1 SAQA - 7456 -
9010-9012-9013-11241module (formative assessment), you
should have obtained at least 80% of the total mark of this
assessment.
You will be provided with detailed feedback on your
performance of this assessment as follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared “not yet competent” on this assessment,
you will be entitled for re-assessment opportunity/ies.
You will be required to re-submit evidence (only for areas) you
were declared not yet competent. A date for re-submission will
be agreed with the assessor.
You will be entitled to lodge an appeal should you not be
satisfied with the assessment decision of your assessment.
You will be required to provide the assessor feedback on
assessment procedure – this is to assist in improving the
assessment practices.
Your results of assessment and portfolio of evidence information
will not be provided to any person without your written consent.
Learner’s Declaration
I…………………………………………………………………………………………….herewith declare that I am

ready for the assessment, that we have reviewed the assessment preparation and plan, I understand the assessment
process and I am happy that the assessment will be conducted in a fair manner.
Learner Signature: Date: Facilitator Signature: Date:
1
Use mathematics to investigate and monitor
the financial aspects of personal, business,
Learning Unit national and international issues
UNIT STANDARD NUMBER : 7456
LEVEL ON THE NQF : 3
CREDITS : 5
FIELD : Physical, Mathematical, Computer and Life
Sciences
SUB FIELD : Mathematical Sciences
This unit standard will be useful to people who aim to achieve recognition at some level in
Further Education and
PURPOSE:
Training or to meet the Fundamental requirement of a wide range of qualifications
registered on the National
Qualifications Framework.
People credited with this unit standard are able to:
Use mathematics to plan and control personal and/or household budgets and income and
expenditure.
Use simple and compound interest to make sense of and define a variety of situations
including investments, stokvels, inflation, appreciation and depreciation.
Investigate various aspects of financial transactions including costs, prices, revenue, cost
price, selling price, loss and profit.
LEARNING ASSUMED TO BE IN PLACE:
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 2.
Answer the following question in the space provided below.
Activity Questions Description US ID SO AC

1 7456 1,2,3
You have a monthly income of R5 500.00. Draw up a realistic monthly budget that you
should be able to follow for at least eight months. The following fixed monthly expenses
must 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 January
1997 at 9.5% p.a. interest compounded annually. They planned to use the money to buy 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
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Palesa considers two investment options.

♦ Bank A offers 7% p.a. compound interest if she invests R15 000 for five years.
♦ Bank B offers 8,5% p.a. simple interest if she invests R15 000 for five years.
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
A course at university costs R10 000 rand. If a father wishes to send his daughter to do this 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
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. If it
6 depreciates at 5% p.a. What will it be worth after 7456 1,2,3
three years?
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SELF-ASSESSMENT
The learner must make use of the following self-evaluation checklist to rate himself against the learning
outcomes of this particular training module in establishing the level of mastery of the information.
1. Not able to comply
2. Reasonable compliance (Not acceptable for final evaluation)
3. Able to comply fully
LEARNING OUTCOMES 1 2 3
1 Explain and discuss the importance of using information in
the work situation
2 Collect information from a variety of sources by
recognising/reading and/or using sensory cues
3 Organise, summarise and respond to information collected
during the course of work activities
4 Enter data into retrieval systems
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Learner Signature Date
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Facilitators’ Signature Date
ASSESSMENT FEEDBACK REPORT
FACILITATOR FEEDBACK & REMARKS
ASSESSMENT JUDGEMENT
Learner’s Total Mark: Requirements met Requirements not met
Action/s required:
By when:
LEARNER FEEDBACK & COMMENTS
DECLARATION BY THE FACILITATOR
I ……………………………………………............. (Facilitator) hereby certify that I have examined

the learner workbook and I am satisfied with the evidence provided by the learner.
20
DECLARATION BY LEARNER
I, …………………………………………………………………….declare that I am satisfied that the

feedback given to me by the Facilitator was relevant, sufficient and done in a constructive manner. I
accept the assessment judgment and have no further questions relating to this particular assessment event.
Learner Date Facilitator Date
DECLARATION BY THE ASSESSOR
I ……………………………………………............. (Assessor) hereby certify that I have examined the

learner workbook and I am satisfied with the Facilitator Judgment of this assessment.
Assessor Date Moderator Date
2
Demonstrate an understanding of the use of
different number bases and measurement
Learning Unit units and an awareness of error in the context
of relevant calculations
CREDITS : 2
FIELD : Physical, Maths, Computer and Life Sciences
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 end and
3 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 the end and check to
4 9010 1,2,3 4
see if the addition is correct)
10012 + 11002
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Subtract the following binary numbers: (Convert
these binary numbers to decimal numbers at the end
6 and check to see if the addition is correct) 9010 1,2,3
11012 - 1012
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these binary numbers to decimal numbers at the end
7 and check to see if the addition is correct) 9010 1,2,3
11002 - 10012
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these binary numbers to decimal numbers at the
8 end and check to see if the addition is correct) 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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10 Convert the following numbers from scientific to 9010 1,2.3
decimal notation:
a) 1,23 × 106
b) 5,16 × 10-3
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11 Convert the following measurements as instructed, 9010 1,2,3
writing your answers in scientific notation where
necessary.
a) 12 km to m
b) 20 cm to m
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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SELF-ASSESSMENT
The learner must make use of the following self-evaluation checklist to rate himself against the learning
outcomes of this particular training module in establishing the level of mastery of the information.
1
2
3
4
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Action/s required:
By when:
I ……………………………………………............. (Facilitator) hereby certify that I have examined

the learner workbook and I am satisfied with the evidence provided by the learner.
33 | P a g e ALL COPYRIGHT RESERVED

I, …………………………………………………………………….declare that I am satisfied that the

feedback given to me by the Facilitator was relevant, sufficient and done in a constructive manner. I
accept the assessment judgment and have no further questions relating to this particular assessment event.
I ……………………………………………............. (Assessor) hereby certify that I have examined the

learner workbook and I am satisfied with the Facilitator Judgment of this assessment.
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.
 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 table.
2 9012 1,2,3
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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SELF-ASSESSMENT
The learner must make use of the following self-evaluation checklist to rate himself against the
learning outcomes of this particular training module in establishing the level of mastery of the
information.
1
2
3
4
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________________________________

Learner’s Total Mark: Requirements met Requirements

not met
Action/s required:
By when:
I ……………………………………………............. (Facilitator) hereby certify that I have

examined the learner workbook and I am satisfied with the evidence provided by the learner.
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.
Answer the following question in the space provided below.

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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6 A cylindrical can has a height of 12 cm and a 9013 1,2,3
diameter of 6 cm. Find:

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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7 ♦ If a man runs 5 km in 30 minutes, at what speed is 9013 1,2,3

he running?
♦ Draw a set of axes and plot the following points:
⇒ H (1;2) , I (4;0) , J (3;-4) , K (-1;6) , L (-4;5) , M (0;3) ,
N (2;-2)
(Remember! The x -axis is written first, then the y -
axis)
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8 ♦ On a plan the dimensions of a room are 35 mm × 45 9013 1,2,3

mm. Give the actual dimensions of the room if the
scale of the drawing is:
i) 1 : 1000
ii) 1 : 200
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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SELF-ASSESSMENT
The learner must make use of the following self-evaluation checklist to rate himself against the learning outcomes of
this particular training module in establishing the level of mastery of the information.
1
2
3
4
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Action/s required:
By when:
I ……………………………………………............. (Facilitator) hereby certify that I have examined the learner

workbook and I am satisfied with the evidence provided by the learner.
I, …………………………………………………………………….declare that I am satisfied that the feedback

given to me by the Facilitator was relevant, sufficient and done in a constructive manner. I accept the assessment
judgment and have no further questions relating to this particular assessment event.
I ……………………………………………............. (Assessor) hereby certify that I have examined the learner

workbook and I am satisfied with the Facilitator Judgment of this assessment.
65 | P a g e
Apply basic invoicing and accounting principles
Learning Unit 5
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.
SPECIFIC OUTCOME 1:
Explain items of expenditure and revenue.
Learning Outcome 1: 1. A definition of expenditure is provided in the context of freight
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forwarding and customs clearing.
Learning Outcome 2: 2. A definition of revenue is provided in the context of freight

forwarding and customs clearing.
Learning Outcome 3: 3. The difference between expenditure and revenue are explained as
they apply to freight forwarding.
Complete the following questions as per instructions provided
Activities

1 Define expenditure and revenue 252435 1 2
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Activity Questions Description US ID S AC

O
Explain the difference between expenditure and revenue in freight
2 252435 1 2
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SPECIFIC OUTCOME 2:
Explain fixed and variable costs.
Learning Outcome 1:  Fixed cost is defined with examples.
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Learning Outcome 2:  Variable cost is defined with examples.
Learning Outcome 3:  Three examples are provided where fixed costs could happen.
Learning Outcome 4: Examples are provided where variable costs could be confused as fixed
costs. The consequences of a variable cost being confused as a fixed cost is
explained with examples.
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3 Define Fixed cost with examples. 252435 1 2
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Define Variable cost is with examples.
4 252435 1 2
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SPECIFIC OUTCOME 3:
Perform invoicing operations and post amounts to the appropriate accounts.
Learning Outcome 1:  An invoice is prepared which has items of expenditure and items
revenue for a sea freight shipment for a full container load and import
which has paid customs duty, duty schedule, and the ocean freight is on
a collect basis.
Learning Outcome 2:  An invoice is prepared for an air freight export shipment which has
items of expenditure and items of revenue where the master airway bill
is collected, insurance must be invoiced as well as cartage collection
charges.
Learning Outcome 3:  The expenditure items must be posted to the appropriate accounts for
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both the sea freight and airfreight invoices.
Learning Outcome 4: A record is made up of the over-recoveries of the items of expenditure

which must later be taken to profit.
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Describe how to Prepare Commercial Invoices 25243
5 1 2
5
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Explain the following
 Certificate of origin Invoice,

 Packing List, etc. 25243
6 1 2
5
 Original Bill of Lading
 Sea Waybill - Express Release
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SPECIFIC OUTCOME 4:
Reconcile and identify individual transactions with statements of accounts
Learning Outcome 1:  Ocean freight or air freight is identified as items of the organisations
74 | P a g e
invoices.
Learning Outcome 2:  Cartage is identified as an item of the company's invoices and

statements from the transporter taking into account all over-and-under
recoveries.
Learning Outcome 3:  All landside and surface charges are identified including port authority
charges, airline charges, depot charges and carrier's handling.
Learning Outcome 4:  All customs and charges are identified and reconciled with bills of
entries, statements and deferment accounts.
Learning Outcome 5:  Other disbursements charges are identified and reconciled with
invoices from those parties taking into account all over-and-under
recoveries.
Learning Outcome 6:  Supplementary charges from outside parties are identified and
reconciled to the organisations invoice taking into account all over-and-
under recoveries.
Learning Outcome 7:  Supplementary invoices are disbursed by the organisation and account
for all disbursement items which have been invoiced.
Learning Outcome 8:  Reconciliation is made between the invoices and statement of accounts
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Explain how to Reconcile a Bank Statement? 25243
7 1 2
5
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Explain Freight Invoice Auditing 25243
8 1 2
5
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SPECIFIC OUTCOME 5:
Identify and disburse the items on behalf of the organisation to be recovered
in the invoicing process
Learning Outcome 1: The review identifies strengths and weaknesses in the instruments and
process, and records these for incorporation in assessment redesign.
Learning Outcome 2: Feedback from relevant parties is analysed and used to influence future
assessments positively.
Learning Outcome 3: Weaknesses in the assessment design and process that could have
compromised the fairness of assessment are identified and dealt with
according to the organisation's assessment policy.
Learning Outcome 4: Weaknesses in the assessment arising from poorly defined outcomes and
criteria are identified, and effective steps are taken to inform relevant
bodies.
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Explain the role of a freight forwarder in disbursing the
items on behalf of the organization to be recovered in the 25243
9 1 2
5
invoicing process
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10 List Some advantages of self-billing 252435 1 2
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SELF-ASSESSMENT
The learner must make use of the following self-evaluation checklist to rate himself against the learning outcomes of
this particular training module in establishing the level of mastery of the information.
1
2
3
4
5
6
____________________________________________ ________________________________
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____________________________________________ ________________________________
83 | P a g e
Action/s required:
By when:
I ……………………………………………............. (Facilitator) hereby certify that I have examined the learner

workbook and I am satisfied with the evidence provided by the learner.
I, …………………………………………………………………….declare that I am satisfied that the feedback

given to me by the Facilitator was relevant, sufficient and done in a constructive manner. I accept the assessment
judgment and have no further questions relating to this particular assessment event.
I ……………………………………………............. (Assessor) hereby certify that I have examined the learner

workbook and I am satisfied with the Facilitator Judgment of this assessment.
85 | P a g e
86 | P a g e

Saqa - 7456 - 9010-9012-9013-11241 - Learner Workbook

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NATIONAL CERTIFICATE: BUSINESS ADMINISTRATION

SERVICES ID 67465 LEVEL 3 – 120 CREDITS

SAQA - 7456 -9010-9012-9013-11241

Purpose The purpose of this Learner Exercise Workbook is to evaluate learners

US No US Title Level Credits

7456 Use mathematics to investigate and monitor the financial 3 5

Resources The following are resources needed for this assessment:

 Interview the learner on similar questions, should he/she not be able to

Instructions to Learners will be required to:

ASSESSMENT PREPARATION CHECKLIST

I…………………………………………………………………………………………….herewith declare that I am

UNIT STANDARD NUMBER : 7456

LEVEL ON THE NQF : 3

FIELD : Physical, Mathematical, Computer and Life

SUB FIELD : Mathematical Sciences

LEARNING ASSUMED TO BE IN PLACE:

Activity Questions Description US ID SO AC

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

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

FACILITATOR FEEDBACK & REMARKS

Learner’s Total Mark: Requirements met Requirements not met

LEARNER FEEDBACK & COMMENTS

DECLARATION BY THE FACILITATOR

I ……………………………………………............. (Facilitator) hereby certify that I have examined

I, …………………………………………………………………….declare that I am satisfied that the

Learner Date Facilitator Date

DECLARATION BY THE ASSESSOR

I ……………………………………………............. (Assessor) hereby certify that I have examined the

Assessor Date Moderator Date

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

Activity Questions Description US ID SO AC

i) How many bottles must he fill?

FACILITATOR FEEDBACK & REMARKS

Learner’s Total Mark: Requirements met Requirements not met

LEARNER FEEDBACK & COMMENTS

DECLARATION BY THE FACILITATOR

I ……………………………………………............. (Facilitator) hereby certify that I have examined

33 | P a g e ALL COPYRIGHT RESERVED

I, …………………………………………………………………….declare that I am satisfied that the

Learner Date Facilitator Date

DECLARATION BY THE ASSESSOR

I ……………………………………………............. (Assessor) hereby certify that I have examined the

Assessor Date Moderator Date

Investigate life and work related problems using

34 | P a g e ALL COPYRIGHT RESERVED

LEARNING ASSUMED TO BE IN PLACE:

 Pose questions, collect and organise data.

Activity Questions Description US ID SO AC