Shape, Space, Time and MMootionn - AgriSetaDescribe and represent objects and the environment in...

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My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

My Workplace: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . .

NQF Level: 1 US No: 7463

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

Describe and represent objects and the environment in terms of shape, space, time and motion

Primary Agriculture NQF Level 1 Unit Standard No: 7463 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - on completion of the Learner Guide, you should have acquired all the knowledge and skills to be assessed against the following unit standard:

Title: Describe and represent objects and the environment in terms of shape, space, time and motion

US No: 7463 NQF Level: 1 Credits: 2

Please read the unit standard at your own time (see Learning Guide).

WWhhaatt iiss aasssseessssmmeenntt aallll aabboouutt?? 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.

HHooww ttoo uussee tthhiiss wwoorrkkbbooookk …… Your activity workbook will 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.




Try these questions and see how you do.

1. Put a tick beside each regular shape.

Complete the worksheet

11 SSOO 11

My Name:

. . . . . . . . . . . . . . . . . . My Workplace: . . . . . . . . . . . . . . . . . . My ID Number:

. . . . . . . . . . . . . . . . . ..

Facilitator comments: Assessment:





Hint: You may find it useful to have some squared paper or trace the shapes to try out these questions.

1. Which two of these shapes can be used together for a tessellation?

2. Can these shapes be combined for a tessellation?

3. Copy these shapes and use them to continue the tessellation.


22 SSOO 11

My Name:


. . . . . . . . . . . . . . . . . .






1. Draw in the line/s of symmetry on each shape.

2. Which pattern is symmetrical? Draw in any lines of symmetry.

3. Complete this pattern using the dotted lines as the mirror line.


33 SSOO 22

My Name:


. . . . . . . . . . . . . . . . . .




4. The plans below were drawn on

cm² paper. Each cm on the plans represents 1 m. Use this plan to answer questions 1 to 4.

1. What is the length of the garden?

...........................................................................................................

2. Write down the width of the garden.

...........................................................................................................

3. How long is the pond?

...........................................................................................................

4. How far is the pond from the house?

...........................................................................................................

Mark and label these features on this plan:

5. A patio near the house, 3 m wide.

6. A flower bed 15 m wide along the wall.

7. A path 1 m wide next to fence A, from the edge of the patio to the flower bed.

8. A play house 2 m square behind the trellis, next to fence B.






1. Work out the perimeters of these shapes.

..................................................................................................................

1. ...............................................................................

2. .....................................................................................

3. ............................................................

4. .......................................................................................

5. Sal’s patio is 3.2 m long and 2.7 m wide. Its perimeter is ......................

6. Jake plans a square lawn 13 m wide. Its perimeter is ............................

7. A garden is a rectangle 12 m wide, 37 m long. Is perimeter is ...............

8. Jennie wants to trim a rectangular lampshade with braid. It is 22 cm long and 15 cm wide. Work out the perimeter ..............................................

9. Work out the perimeter of a square of length 17 m ...............................

10. Vic’s room is a rectangular 3.4 m wide and 5.2 m long. Work out its perimeter ...........................................................................................


44 SSOO 22

My Name:


. . . . . . . . . . . . . . . . . .






1. Work out the perimeter of this triangle.

............................................................

2. Work out the perimeter of this shape. All sides are the same length. ............................................................

3. Lou’s garden is this shape. Work out its perimeter.

............................................................

4. Vijay marked out the edge of the plot he wanted to seed for a lawn. What is the perimeter of the shape?

............................................................

5. Work out the perimeter of this patio.

............................................................

Complete this exercise

55 SSOO 22

My Name:


. . . . . . . . . . . . . . . . . .





1. The shapes below were all made from centimeter cubes. Work out the volume of each one.

1. Volume .................... cm³.

2. Volume .................... cm³.

3. Volume .................... cm³.

4. Volume .................... cm³.

Complete this exercise

66 SSOO 22

My Name:


. . . . . . . . . . . . . . . . . .




5. Volume .................... cm³.

2. Work out the volume of each shape below, being careful to use the correct units.

1. Volume .....................

2. Volume .....................

3. Volume .....................

4. Volume .....................

5. Work out the volume of a cuboid 17 cm long, 4 cm wide and 15 cm high.

..........................................................................................................

6. What is the volume of a cube of side length 9 cm?

..........................................................................................................

7. A pool is 3 m wide, 12 m long and 1 m deep. What is its volume?

..........................................................................................................




8. Calculate the volume of a cuboid of length 7 cm, width 6 cm and height 9 cm.

..........................................................................................................

3. Try these questions and see how you do.

1. A storage container is 60 cm long, 25 cm wide and 15 cm deep. What is its volume in cubic centimeters?

..........................................................................................................

2. Bindi is going to order some ready-mix concrete for an area 6 m long and 5 m wide, which needs to be laid to a depth of 10 cm. How many cubic meters will she need?

..........................................................................................................

3. How many liters of water are needed to fill this paddling pool to a depth of 30 cm? ...................................................

4. Dee’s window is a cuboid of length 1 m, width 22 cm and depth 24 cm. What is its volume?

..........................................................................................................

5. Andy’s drive is a rectangle 7.5 m long by 6 m wide and he wants to cover it with gravel to a thickness of 10 cm. How many cubic meters of gravel will he need?

..........................................................................................................

6. Sonia has a rectangular pool in her garden 4 m by 2 m. She has cleaned it out and wants to refill it with water to a depth of 25 cm. How many liters of water will she need?

..........................................................................................................

7. How many cubic meters of sand will be needed to fill a rectangular sandpit 6.5 m long and 4 m wide to a depth of 30 cm?

..........................................................................................................

8. Will a 20 liter bag of compost be enough to fill a cuboid 50 cm by 30 cm by 15 cm?

..........................................................................................................





AAsssseessssmmeenntt FFeeeeddbbaacckk FFoorrmm Comments / Remarks

Feedback to learner on assessment:

Feedback from learner to assessor:

Learner’s Signature:

Date:

Assessor’s Signature: Date:




AAmm II rreeaaddyy ffoorr mmyy tteesstt?? 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

Questions 1. I am sure 2. I am unsure

1. How did the assessor encourage you to be involved in the assessment process?

2. Did the assessor take your special needs into account? If so, how?

3. Did the assessor agree on the assessment procedures with you?

4. Was feedback relevant to your needs?

5. Were you always aware of the outcome of the assessment?

6. Did the assessor help you to explore ways of becoming competent whenever you were judged NYC?

7. Did the assessor allow you to ask questions?

8. Did you always agree with assessment decisions?

9. Was all appropriate documentation completed and signed and did you receive copies?

10. Did the assessor assist or prevent you in any way when gathering evidence so as to obscure its authenticity?

11. All the evidence submitted in my name is my authentic work, which was not acquired by any unethical means.




CChheecckklliisstt ffoorr pprraaccttiiccaall aasssseessssmmeenntt …… 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.

Observations Answer Yes or No

Motivate your Answer (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.




PPaappeerrwwoorrkk ttoo bbee ddoonnee …… Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 7463

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

Postal Address

Signature:

Shape, Space, Time and MMootionn - AgriSetaDescribe and represent objects and the environment in...

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