/ Working with numbers in various contexts / 1
Primary Agriculture / NQF Level 1 / Unit Standard No: 14084
Facilitator Guide
Primary Agriculture

Before you get started…

Dear Facilitator,

This Facilitator Guide (together with the relevant Learner Guide) is aimed at facilitators who will be assisting learners wishing to complete the following unit standard:

Title: / Working with numbers in various contexts
US No: / 14084 / NQF Level: / 1 / Credits: / 1

This guide contains all necessary facilitation instructions to ensure that learners will attain the expected competencies required by the above-mentioned unit standard. This guide is designed to be used during the presentation of a learning session based on this unit standard. The full unit standard is attached at the end of this guide as well as at the end of the relevant Learner Guide. Learners are advised to read the unit standard at their time. Please discuss the unit standard with the learners to ensure that they understand what is expected from them to achieve the outcomes of the unit standard.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently facilitating, because that will be determined by the context of application:

Title / ID Number / NQF Level / Credits / Mark
National Certificate in Animal Production / 48970 / 1 / 120 / 
National Certificate in Mixed Farming Systems / 48971 / 1 / 120 / 
National Certificate in Plant Production / 48972 / 1 / 120 / 

Please mark the learning program the learners are enrolled in:

Are you facilitating a: / Y / N
Learnership? /  / 
Skills Program? /  / 
Short Course? /  / 

Please explain the above concepts to the learner.

There are four guides, namely the Learner Guide, the Learner Workbook, the Assessor Guide and the Facilitator Guide. These guides have been developed to address specific aspects of the learning experience. You therefore need to use these guides additional each other.

Make this an enjoyable learning experience!

Context of Application …

Primary Agriculture is a diverse sector and a wide range of commodities is being produced for both national and international market. Each commodity has its own production requirements and practices. You will be facilitating the learning process within a specific context where a specific agricultural commodity is being produced. The learning material has been written in a generic manner, as it is aimed to be available on national level and should be suitable to be applied within a variety of commodities. It is therefore inclusive of all agricultural commodities and crop in this field. Therefore, the examples that are being used in the materials may not always be applicable to your specific community, commodity, environment or region.

This presents you, the facilitator, with the challenge to contextualise the learning material. It is imperative that you, the Facilitator and Assessor interpret and present activities, case studies and projects related to the material in such a way that learners can easily identify and apply their knowledge within their own context. This will require from you to add examples of crop, which are applicable to the community or farm. Learners must be guided with examples from their own communities, commodities, environment or regions. This should be done supplementary to the learning material:

  • Examples relevant to the commodity,
  • Including commodity specific requirements,
  • Including operating procedures of the farm,
  • Including agricultural practice specific requirements,
  • Agricultural markets,
  • Guiding learners to write these specifities down in the learning guide,
  • Etc.

The contextualisation of the learning material is a very important step in preparing for and facilitating the learning experience and enough time and effort should be put into this exercise.

According to the qualifications mentioned on page 2, this module could be contextualised to fit the following groups of commodities:

Plant Production / Animal Production
  • Organic production,
  • Hydroponic production,
  • Perma-culture production,
  • Agronomy,
  • Horticulture, Natural resources harvesting.
/
  • Small stock production,
  • Large stock production,
  • Dairy production,
  • Pig production,
  • Poultry production,
  • Game,
  • Aqua / mari culture,
  • Commercial insects
  • Animal fibres harvesting,
  • Bee keeping.
/
  • Natural resources harvesting
  • Organic production,
  • Perma-culture production,
  • Eco/Agri Tourism,
  • Agro Chemicals,
  • Horse Breeding, etc.

How to use this guide …

Throughout the guide information is given specifically aimed at you, the facilitator, to assist in the actual presentation of the learning material and/or facilitation of the learning process. Although this guide contains all the information required for attaining competency in this unit standard, references to additional resources, both printed and electronic, are provided for additional reference by the facilitator and further study by the learner.

Please note that the purpose of this information is merely to guide you, the facilitator, and is provided as a suggestion of possibilities. It remains the responsibility of every facilitator to re-assess the learner/s in each learning situation throughout the learning process in order to stay in touch with their specific learning needs. This should be the determining factor in the choice of the learning approach to follow.

Use the different boxes listed below for identification purposes:

What & How will you be Facilitating?

The Learning Experience ...... / 6
Introduction...... / 7
Learning Program Time Frames ...... / 10
Tips for level of learning ...... / 10
Facilitator’s Checklist & Training Aids ...... / 11
Contextualisation of Content! ...... / 12
Session 1: / Count and/or estimate a number of items and an amount of money and record the number or amount oral ...... / 13
Session 2: / Demonstrate understanding of and use the continuous, recurring, patterned nature of the whole number ...... / 15
Session 3: / Work with fractions and demonstrate understanding of the size… / 17
Session 4: / Demonstrate understanding of and use mathematical language, symbols and notation...... / 19
Session 5 / Explain the origin and logic of, and use, an alternative means of counting and recording quantity...... / 21
What will I do differently next time………………………………………. / 22

The Learning Experience…

When learners have achieved this unit standard, they will be able to:

Count and/or estimate a number of items and an amount of money and record the number or amount orally and in writing.

Demonstrate understanding of and use the continuous, recurring, patterned nature of the whole number system to generate order and compare numbers, and identify and complete simple number and visual patterns.

Work with fractions and demonstrate under standing of the size, concept and use of fractions and the link between fractions, decimals and percentages.

Demonstrate understanding of and use mathematical language, symbols and notation to represent and communicate mathematical relations, concepts and generalizations.

Explain the origin and logic of, and use an alternative means of counting and recording quantity.

Learners will specifically be able to:

Count and/or estimate a number of items and an amount of money and record
the number or amount oral.

Demonstrate understanding of and use the continuous, recurring, patterned nature of the whole number.

Work with fractions and demonstrate under-standing of the size.

Demonstrate understanding of and use mathematical language, symbols and notation.

Explain the origin and logic of, and use, an alternative means of counting and recording quantity.

Introduction

A note for Learners, Facilitators and Assessors

Please take note that this workbook is the first in a series of 5, designed for the level 1 qualifications registered by Agri-SETA.

On completion of these five workbooks you will be prepared for summative assessment that will carry a total credit value 12.

These five workbooks are an integrated learning program related to the following unit standards:

14048Demonstrate an understanding of and use the numbering system
7447Working with numbers in various contexts
7448Work with measurement in a variety of contexts
7449Collect, analyse, use and communicate numerical data
7450Describe, represent and interpret mathematical models in different contexts

Please consult the table of contents and the facilitator guide to cross reference which Specific Outcome and criteria each learning session pertains to.

Accordingly, persons credited with completing these 5 unit standards are able to:

  1. Count and/or estimate a number of items and an amount of money and record the number or amount orally and in writing.
  2. Demonstrate understanding of and use the continuous, recurring, patterned nature of the whole number system to generate order and compare numbers, and identify and complete simple number and visual patterns.
  3. Work with fractions and demonstrate under standing of the size, concept and use of fractions and the link between fractions, decimals and percentages.
  4. Demonstrate understanding of and use mathematical language, symbols and notation to represent and communicate mathematical relations, concepts and generalizations.
  5. Explain the origin and logic of, and use an alternative means of counting and recording quantity.
  1. Express and interpret a range of contexts using mathematical symbols, and find applications for numerical models.
  2. Solve a range of everyday problems using estimation and calculations.
  3. Verify and justify solutions within different contexts.
  4. Perform operations on simple and complex numerical expressions.
  5. Describe and compare counting systems from different cultures.
  6. Critically analyse the development of the base ten number system.
  7. Apply the relationship between rational and whole numbers.
  8. Apply the relationship between rational numbers and integers.
  9. Demonstrate understanding of the relationships between common quantities in various contexts.
    Use measuring instruments to measure and calculate quantities in various contexts; and
    Solve measurement problems in various contexts.
  10. Identify situations for investigation and data collection, collect data.
  11. Classify and analyse data.
  12. Summarise and display organised data.
  13. Extract and interpret information from various forms of display, communicate findings and critically evaluate information; and
  14. Demonstrate understanding of the concept of chance and simple probabilities.
  15. Describe and represent relationships in a variety of contexts using tables.
    Describe and represent relationships in a variety of contexts using simple algebraic expressions and/or equations.
  16. Describe and represent relationships in a variety of contexts using graphs.
  17. Describe and represent relationships in a variety of contexts geometrically.
  18. Analyse and explain the behaviour of graphs in terms of increasing and decreasing trends.
  19. Analyse and explain the behaviour of general algebraic equations and formulae in terms of increasing and decreasing relationships between variables.

Why it is important to be competent in numeracy and become literate in mathematics

Attitudes and misconceptions

Do your experiences in math cause you anxiety? Have you been left with the impression that math is difficult and only some people are 'good' at math? Are you one of those people who believe that you 'can't do math', that you're missing that 'math gene'? Do you have the dreaded disease called Math Anxiety? Read on, sometimes our school experiences leave us with the wrong impression about math. There are many misconceptions that lead one to believe that only some individuals can do math. It's time to dispel those common myths…


Learning Program Time Frames

Total time allocated (hours) / Theoretical learning time allocated (hours) / Practical learning time allocated (hours) / Activities to be completed
Complete Program (including summative assessment) / 20 hours / 8 hours / 12 hours / 11
Learner Orientation and “Ice Breaker” / 1 hour / 30 minutes / 30 minutes / -
Purpose, Introduction and Learner Directions / 1 hours / 30 minutes / 30 minutes / -
Session 1 / 2 hours / 30 minutes / 1 hour
30 minutes / 1
Session 2 / 4 hours / 1 hour / 3 hours / 2 - 3
Session 3 / 5 hours / 2 hours / 3 hours / 4 -6
Session 4 / 5 hours / 2 hours / 3 hours / 7 - 11
Session 5 / 1 hour / 1 hour / - / No Activity
Preparation for Assessment & revision / 1 hours / 30 minutes / 30 minutes / -

Tips for level of learning

Facilitator’s Checklist & Training Aids

Learner support strategies
Learners are supplied with all resources and aids as required by the programme – including:
  • Objects & devices such as equipment, protective clothing, safety gear, etc.
  • Learner Guides and Learner Workbook
  • Visual aids, etc.

This checklist has been designed to assist you in delivering the best possible facilitation to the learners.

Use this checklist below during your preparation to ensure that you have all the equipment, documents and training aids for a successful session.

Preparation / Yes / No
Content Knowledge
I have sufficient knowledge of the content to enable me to facilitate with ease.
Application Knowledge
I understand the program matrix and have prepared for program delivery accordingly.
Ability to Respond to Learners Background and Experience
I have studied the learner demographics, age group, experience and circumstances, and prepared for program delivery accordingly.
Enthusiasm and Commitment
I am passionate about my subject and have prepared my program delivery to create a motivating environment with real commitment to success.
Enterprise Knowledge
I know and understand the values, ethics, vision and mission of the Citrus Academy and the service provider under whose auspices the program will be conducted, and have prepared my program delivery, reporting and administrative tasks accordingly.
Equipment check:
Learner Guides: 1 per learner
Learner Assessment Guides: 1 per learner
Writing material and stationery for facilitator and learner
White board and pens
Flip chart paper
Proxima projector and screen
Notebook computer and program disk
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence

Contextualisation of Content!

Go through this module and indicate what specific information / activities / examples should be included in this module.

Contextualisation
What specific information / activities / examples should I include in this module?
  • Commodity specific?

  • Operating procedures of the farm?

  • Agricultural practices?

  • Agricultural markets?

Session

/ 1 / Count and/or estimate a number of items and an amount of money and record the number or amount oral
Concept (SO 1 AC 1-6) / Time frame / Activities related to the concept
The origin and logic of, and use, an alternative means of counting and recording quantity / 2 hours / Activity 1
Ancient, self-generated or cultural number systems. Logic to be explained only in terms of how it works and how it is generalized.
The system used to count at least 3 different quantities in the range of whole numbers 1 to 100.
The origin of the system,
How the system works
How the system can be generalized
The use of the system in accordance with its logic to correctly express the quantity being counted.
Let’s Describe and compare counting systems from different cultures.– Our own, African culture other than own, and one other type
Let’s learn to translated numbers from one base system to another.
How counting systems developed and their significance.
Examples of how the systems might have been used, and the limitations of the system.
/ Please allow learners to complete Activity 1 in their workbooks
Type of activity / Resources / Instructions to give to the learners / Conclusions
1.Individual Exercise / Learner guide and workbook / As per instruction in Learner workbook. / As per relevant assessment criteria

Session

/ 2 / Demonstrate understanding of and use the continuous, recurring, patterned nature of the whole number
Concept (SO 2 AC 1 - 5) / Time frame / Activities related to the concept
Identified patterns are consistent throughout the pattern. / 4 hours / Activity 2 - 3
Completed patterns are internally consistent.
Numbers are correctly sequenced according to size or identified patterns.
Numbers generated or expanded using groupings of 1s; 10s; 100s and 1 000s equate to the original numbers
The language of comparison is used where appropriate and demonstrates the relationship between numbers.
/ Please allow learners to complete Activity 2 - 7 in their workbooks
Type of activity / Resources / Instructions to give to the learners / Conclusions
2. Group discussion / Learner guide and workbook / Discuss in your group and write down your ideas. / As per relevant assessment criteria
3.Individual Exercise / Learner guide and workbook / Complete the following exercise. / As per relevant assessment criteria


Session

/ 3 / Work with fractions and demonstrate understanding of the size
Concept (SO 3 AC 1-7) / Time frame / Activities related to the concept
Drawings indicating the size of fractional parts of shapes are close enough to exact sizes to make the fraction denoted clear. / 5 hours / Activity 4-6
The sizes of fractional parts of quantities and lengths are exactly correct
The relative sizes of fractions are displayed through correct sequencing and direct comparisons.
Symbolic representations of fractions, decimals and percentages accord with recognized conventions.
Explanations of how to find fractions of shapes, lengths and quantities ; clarify the role of the denominator and numerator.
The language of fractions is used correctly.
Descriptions of the uses of fractions, decimals and percentages are in line with everyday examples.
/ Please allow learners to complete Activity 8-13 in their workbooks
Type of activity / Resources / Instructions to give to the learners / Conclusions
4.Individual exercise / Learner guide and workbook / As per instruction in Learner workbook. / As per relevant assessment criteria
5.Individual exercise / Learner guide and workbook / As per instruction in Learner workbook. / As per relevant assessment criteria
6.Individual exercise / Learner guide and workbook / As per instruction in Learner workbook. / As per relevant assessment criteria


Session

/ 4 / Demonstrate understanding of and use mathematical language, symbols and notation
Concept (SO 3 AC 1-4)) / Time frame / Activities related to the concept
Numbers in word and symbolic form are read and written according to accepted conventions. / 5 hours / Activity 7 - 11
Ordinals in word and abbreviated form are read and written according to accepted conventions.
Fractions in words and symbols are read and written according to accepted conventions.
The ordinal and cardinal value of numbers are linked correctly using language and abbreviations for ordinal and cardinal numbers.
/ Please allow learners to complete Activity 14-18 in their workbooks
Type of activity / Resources / Instructions to give to the learners / Conclusions
7.Individual exercise / Learner guide and workbook / As per instruction in Learner workbook. / As per relevant assessment criteria
8.Individual exercise / Learner guide and workbook / As per instruction in Learner workbook. / As per relevant assessment criteria
9.Individual exercise / Learner guide and workbook / Compare the fractions. / As per relevant assessment criteria
10.Individual exercise / Learner guide and workbook / Compare the fractions. / As per relevant assessment criteria
11.Individual exercise / Learner guide and workbook / Compare the fractions. / As per relevant assessment criteria