This unit standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 3. The essential purpose of the mathematical literacy requirement is that, as the learner progresses with confidence through the levels, the learner will grow in a confident, insightful use of mathematics in managing everyday living needs 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 become a participating citizen. People credited with this unit standard can pose questions and 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.
This unit standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 3. The essential purpose of the mathematical literacy requirement is that, as the learner progresses with confidence through the levels, the learner will grow in a confident, insightful use of mathematics in managing everyday living needs 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 become a participating citizen. People credited with this unit standard can pose questions and 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.
Course Content
- Situations or issues that can be dealt with through statistical methods are identified correctly.
- Variables contributing to a problem situation are identified and addressed in data gathering, e.g. crime is related to the time of day and location.
- Appropriate and efficient methods are used to collect, record, and organise data.
- Data samples are of adequate size and are representative of the population.
- Graphical representations and numerical summaries are consistent with the data, are clear and appropriate to the situation and target audience.
- Different representations of aspects of the data are compared to take a position on the issue.
- Calculations and the use of statistics are correct and appropriate to the problem.
- Interpretations of statistics are justified and applied to answer questions about the problem.
- New questions that arise from the modeling of the data are discussed.
- Data are gathered, organised, sorted and classified in a suitable manner for further processing and analysis.
- Experiments and simulations are chosen appropriately in terms of the situation to be investigated.
- Probabilities are determined correctly.
- Distinctions are correctly made between theoretical and experimental probabilities.
- Predictions are based on validated experimental or theoretical probabilities.
- The outcomes of experiments and simulations are communicated clearly.
- Non-accredited: Short course only
- Duration: 1h 30m
- Delivery: Classroom/Online/Blended
- Access Period: 12 Months
