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BROWSE THE MATERIALS BANK FOR LEARNING AND
ASSESSMENT ACTIVITIES IN THE FOLLOWING AREAS:
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List of Learning and Assessment Activities |
Measurement and shape
| - | Buying and hiring |
| - | The soccer match |
| - | Missing documents |
| - | Planning a function |
| - | Matching records |
| - | Expenditure and revenue |
| - | Source documents |
| - | Fixed and variable costs |
| - | Invoices and receipts |
Mathematical Literacy for Hospitality |
National Certificate: Hospitality |
Level 3 |
Assessment: Attending an exhibition
Unit standard(s): 9013
Summary:
The assessment focuses on learners’ knowledge and skills of map reading, including calculation of distances and estimating travel times.
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Tiling the floors of your new cafe
Unit standard(s): 9013
Summary:
In this activity we use the context of a new café to ask learners to think about calculating areas and perimeters of rectangular shapes. Learners are asked to work out how many wall and floor tiles of different sizes they will need to tile specific areas. They are also asked to calculate the costs of the different tiles.
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Making table cloths and curtains for the new cafe
Unit standard(s): 9013
Summary:
This activity uses the context of decorating a new café to extend the concepts of area and perimeter. In this activity learners are asked to calculate how much material and fringing they would need to make circular table cloths and curtains for a new office kitchen. They are asked to think about how the context impacts upon how accurate their answers need to be and also on how they apply the concepts of area and circumference.
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Buying an urn
Unit standard(s): 9013
Summary:
In this activity learners work with capacity and volumes of cylindrical shapes. They use what they know about the area of a circle and see how this relates to the volume of cylinders. They also draw urns from different views and use this to find out the least amount of water that an urn can hold. They are asked to convert between different metric units of volume and capacity.
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Making decorations with paper folding
Unit standard(s): 9013
Summary:
One of the range statements in Unit Standard 9013 states that learners should investigate symmetry and tessellations in the context of artifacts and architecture. In this activity and the next activity we use the context of planning for a housing conference. Learners examine the patterns in traditional paper shelving. They make their own patterns by folding and cutting paper and find out more about reflected patterns. They then use what they have learnt to make paper chains and cards for an office party.
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Traditional home decorations
Unit standard(s): 9013
Summary:
In this activity the context of the housing conference is extended. Learners examine different kinds of traditional external decorations on homes. In this activity they focus on how patterns are made by placing a key element of the pattern in a variety of positions. Learners explore the following ways of changing the position of a shape: turning the shape (rotation), flipping the shape (reflection), sliding the shape (translation). Learners analyse patterns using this language. They also make their own patterns by making these movements with shapes.
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Reading maps and giving directions
Unit standard(s): 9013
Summary:
In this activity learners read an oblique map (semi - realistic representation) and a road map of the Waterfront. They work with grid references, map symbols and compass directions. Reading road maps includes the skill of looking up a road name in an alphabetical index, finding the correct block (cell) in the rows and columns and understanding that a map is a stylised view from above. Learners will give directions to different places, as well as compare the types of maps and calculate distances on the map. They will need to take distances into account when they assist a tourist to plan his/her time for a day.
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Attending an exhibition
Unit standard(s): 9013
Summary:
This activity extends learners map reading skills. Learners are again asked to think about directions and scale, as well as distance, speed and time.
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Expenditure and revenue
Unit standard(s): 11241
Summary:
This is a preliminary activity designed to introduce learners to the ideas of expenditure and revenue in the context of a small catering business. Learners calculate the costs of producing a product and then calculate how many products need to be sold in order to cover costs as well as make a profit. Hence they distinguish between expenditure and revenue and demonstrate an understanding of the costs of a transaction.
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Source documents
Unit standard(s): 11241
Summary:
In this activity learners work with source documents. They identify the types of documents that are used to keep a record of financial transactions in a business and discuss the importance of recording all these transactions. They analyse the features of various different documents and thus identify items of disbursement and revenue from source documents. They also issue a receipt and an invoice and fill in a cheque counterfoil.
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Fixed and variable costs
Unit standard(s): 11241
Summary:
In this activity learners work with the idea of fixed and variable costs. They examine the income statement of a local sports club, perform various calculations and analyse the circumstances in which cost items can be fixed or variable.
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Invoices and receipts
Unit standard(s): 11241
Summary:
This activity consolidates ideas from previous activities and so is suitable for assessment purposes. Learners organise financial information that has been presented in a variety of different ways and display it on a table that shows the details of each transaction. They also identify income, expense, fixed and variable costs and calculate surplus (deficit).
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Buying and hiring
Unit standard(s): 11241
Summary:
This activity involves the effect of costs relative to a transaction. Learners prepare invoices and use documents that require them to calculate costs and also to offset costs against revenue. The context is the sports club again, and the transactions involve improvements to the facilities so that they can be hired out.
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The soccer match
Unit standard(s): 11241
Summary:
In this activity learners calculate expenditure and revenue in the context of a soccer match. They identify costs relative to a possible transaction and compare these with available revenue. They work with different tariffs and calculate how these impact on income and expenditure.
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Missing documents
Unit standard(s): 11241
Summary:
In this activity learners reconcile transactions with records and accounts. They identify items that are missing and begin the recovery process. They work with shortfalls and refunds, and are expected to perform calculations demonstrating an understanding of how these affect income. The context is balancing the finances after a soccer match.
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Planning a function
Unit standard(s): 11241
Summary:
In this activity learners work with variable costs and make decisions based on the calculation of expenditure. They compare two different scenarios and adjust their calculations accordingly. They identify circumstances in which costs can be fixed or variable and demonstrate an understanding of the costs relative to different transactions.
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Matching records
Unit standard(s): 11241
Summary:
In this activity learners compare transaction amounts recorded in a company’s books with source documents. They reconcile individual transactions with statements, fill in outstanding amounts, complete receipts and counterfoils and allocate items to the correct accounts. The company is once again the sports club, and learners examine the monthly statements.
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Travelling atchar
Unit standard(s): 7456
Summary:
This activity focuses on posting costs and exchange rates. Learners will draw up a quotation for an overseas buyer who would like to purchase Lebo’s atchar and have it sent to her in London, England. They will take into account the costs involved on Lebo’s part and will come to a decision on an appropriate price that Lebo should charge the overseas buyer for her atchar.
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Lebo's atchar
Unit standard(s): 7456
Summary:
This activity focuses on planning and budgeting for expected expenditure. Learners will consider Lebo’s own personal expenditure and try to plan for the expected costs incurred in order to make atchar as Christmas presents for her friends and family. Learners will be expected to research appropriate prices of certain ingredients – it would be beneficial for learners to gather this information before meeting in class to complete this activity.
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The atchar explosion
Unit standard(s): 7456
Summary:
This activity again focuses on planning and budgeting for expected expenditure but in more detail than the previous activity. Learners will consider more aspects of Lebo’s expenditure and try to plan for the expected costs required in order to make atchar in bulk.
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Getting connected
Unit standard(s): 7456
Summary:
This activity focuses on Lebo’s choice between acquiring a cell phone or a prepaid Telkom landline phone. Learners will consider Lebo’s situation and try to make an appropriate decision about which option would best suit Lebo and would be most cost effective.
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Buying a food processor
Unit standard(s): 7456
Summary:
In this activity, the context of buying a food processor for the purposes of speeding up the process involved in making atchar is used to introduce different purchase options. In this activity we look at two options that Lebo is considering in order to buy the food processor: using a stokvel saving scheme, and paying the store a hire purchase price for the food processor. In the next activity we will consider two other options: a loan calculated using simple interest (borrowing money from a friend) and a loan calculated using compound interest.
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Buying a food processor continued
Unit standard(s): 7456
Summary:
In this activity, the context of buying a food processor for the purposes of speeding up the process involved in making atchar is used to introduce different purchase options. In the last activity we looked at the possibility of saving by means of a stokvel or paying for the food processor on hire purchase. In this activity we will look at loans: one of which is a simple interest calculation and one of which is a compound interest calculation.
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Reading statements and budgets
Unit standard(s): 7456
Summary:
This activity focuses on income and expenditure. Learners will represent and analyse their own personal income and expenditure. They will also look at a national budget statement for this activity. Learners will be expected to extract appropriate values from the budgets – showing their understanding of the various rows and columns shown on a budget.
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Helping Lebo to make a budget statement
Unit standard(s): 7456
Summary:
This activity again focuses on income and expenditure but on a more personal level. By examining the rough notes made by Lebo in an exercise book, learners will organise and represent Lebo’s financial details in the form of a budget statement using the skills and knowledge that they learnt in the previous activity. Learners will be expected to extract appropriate values from Lebo’s notes, showing their understanding of the format of a budget.
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