Reading statements and budgets

Unit standard(s): 9014

Summary:

In this activity we want learners to gain an understanding of how to read budget statements. This is because many of the later activities in this unit relate back to budget statements. We start by asking learners to reflect on their own personal income and expenditure statements. Three budget statements are included with the activity: one is for Sunny Days Crèche and the others are the provincial and national income and expenditure statements. It is important for learners to recognize the similarities that exist between all budget statements.

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Inflation - things get more expensive

Unit standard(s): 9014

Summary:

This activity introduces the concept of inflation, and gives learners the opportunity to discover for themselves that prices go up over time. It allows learners to realise that not all items increase in price by the same amount over a fixed period of time. The ideas of simple and compound interest are also introduced.

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Analysing budgets

Unit standard(s): 9014

Summary:

In this activity we will combine the ideas learnt in the first two activities and explore how inflation plays a significant role in preparing and understanding budgets.

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Reading your payslip

Unit standard(s): 9014

Summary:

This activity looks at pay slips in detail and gives learners the opportunity of understanding the information that is provided on a pay slip. In addition, it shows learners how tax and UIF is calculated based on income and takings.

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Inflation revisited

Unit standard(s): 9014

Summary:

This activity enables learners once again to interact with the important concept of inflation. We look at a case study of what can happen when inflation gets out of control. The concepts learned are then applied to the running of a crèche.

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Developing a budget (assessment task)

Unit standard(s): 9014

Summary:

This activity is designed to be used as an assessment activity. It is intended to recap principles that have been learnt in the first five activities. There is an opportunity for learners to make their own judgments about how a business develops and to draw up a budget accordingly. If time allows it may be worthwhile for learners to share their budgets with each other, explaining the reasons behind their decisions.

Buying a fridge and a stove

Unit standard(s): 9014

Summary:

In this activity we expose learners to the different payment options available when purchasing items on credit. We also consider the various factors at play when deciding which option is most suitable.

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Buying equipment from overseas

Unit standard(s): 9014

Summary:

In this activity we consider the effect of exchange rates on the cost of purchasing items from foreign countries. We also look at different purchasing options, considering whether to buy in bulk or in smaller quantities as funding allows.

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Fundraising selling hot dogs

Unit standard(s): 9014

Summary:

In this activity we look at an alternative source of income for the crèche through fundraising. The aim of the activity is to allow learners to think through the cost of producing the hot dogs for sale. Learners should realise that decisions that are made can have far-reaching effects on a business’s profits.

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Telephone expenses

Unit standard(s): 9014

Summary:

This activity is completely self-contained. It deals with ways of managing one of the significant budget items: telephone costs.

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Understanding predictions

Unit standard(s): 9015

Summary:

This activity focuses on understanding/interpreting statistical information about different situations represented in charts, tables or newspaper/magazine articles. Learners will be introduced to the idea of using the statistics in order to make predictions about the future.

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Making predictions based on BMI

Unit standard(s): 9015

Summary:

In this activity we deal with BMI (Body Mass Index) – which is a measure used by doctors to determine the best weight range for your health. We explore BMI over the next several activities. In particular, we will collect data for the learners in our crèche to establish their BMI and then compare this to norms for children of their age.

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Collecting data to determine body frame size

Unit standard(s): 9015

Summary:

In this activity we explore body frame size (we return to BMI in the next activity). Learners are required to draw up a data sheet in order to collect data for investigating body frame size. Using measurements which the learners acquire in a collection process, learners must then classify peoples body frame size according to certain specified criteria, calculate the percentage over/under -weight and draw pie charts and bar graphs to represent the data.

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Reading and using BMI graphs

Unit standard(s): 9015

Summary:

In this activity we return to Body Mass Index (BMI). Learners are required to calculate various children’s BMI from given information, determine what percentile the child’s BMI falls into (using the body mass index-for-age percentiles chart), and classify the child’s health status indicated by this percentile placing. Learners are also required to perform calculations which are applications of knowing a child’s BMI or percentile placing.

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BMI data projects

Unit standard(s): 9015

Summary:

This activity is well-suited to be used as an assessment activity (in the form of a project). It is intended to recap principles/skills that have been learnt in the first four activities. There is an opportunity for learners to make their data collection sheet, collect data, analyse this data and summarise the data using tables and graphs in your summary.

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Making a game Part 1

Unit standard(s): 9015

Summary:

In this activity we begin the process of making a mathematical game. Learners first experiment with ordinary dice; calculating the probability and the relative frequency and comparing these. The activity then moves onto using specifically designed dice with different colours on each of the faces. Using their knowledge of statistics, learners are required to make predictions about how many times they expect the dice to land on the different colours. Following this, learners record experiments and collect cumulative frequencies for each of the colours and represent this in table and graphical form.

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Making a game Part 2

Unit standard(s): 9015

Summary:

In this activity we extend the process of making a mathematical game but experimenting with 2 colour results at the same time. Learners are required to complete a tree diagram in order to examine theoretical predictions (probabilities) and compare these to experimental findings.

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Making a game Part 3

Unit standard(s): 9015

Summary:

In this activity learners are given specific criteria and, using the skills developed in activity 6 and 7, are required to make the boards for the game.

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The new sandpit

Unit standard(s): 9016

Summary:

This activity deals with designing a new sandpit. We explore various sizes of rectangular sandpits as well as a circular sandpit. The purpose of this activity is to find the shape that gives the maximum playing area for the children.

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Filling the sandpit

Unit standard(s): 9016

Summary:

In this activity we calculate the amount of sand needed to fill the sandpit that we designed in Activity 1. We determine the best place from which to purchase the sand.

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Building a guinea pig cage

Unit standard(s): 9016

Summary:

In this activity we calculate the amount of wood needed to build a guinea pig cage. We also calculate the amount of wire mesh needed to cover the wooden frame. Wood is sold in specific lengths and mesh in specific widths. We estimate the quantities of each that we need to buy.

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Setting up a school

Unit standard(s): 9016

Summary:

This activity deals with interpreting architectural plans. We look at various seating arrangements in order to accommodate the maximum number of children.

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Painting the school

Unit standard(s): 9016

Summary:

This activity deals with painting the outside of the school. We estimate the amount of paint needed. We use the floor plans from Activity 4 to calculate the surface area that is to be painted. We look at different ways of estimating the amount of paint needed for the job. This activity can be used as an assessment.

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The outing

Unit standard(s): 9016

Summary:

In this activity we organise an outing to the beach. We want to be at the beach at low tide and therefore need to co-ordinate school times, train times and tide times. We read data from different tables in order to sequence the day correctly.

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The outing: money matters

Unit standard(s): 9016

Summary:

In this activity we calculate the cost of the outing for each child. We include transport and food costs.

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Attending an exhibition

Unit standard(s): 9016

Summary:

This activity deals with reading maps and train timetables. We determine the best route to get to an exhibition from our school. We then work out the time taken to travel this route by car and train. We also determine the cost of both modes of transport.

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Attending an exhibition (Assessment)

Unit standard(s): 9016

Summary:

This activity uses the same context as Activity 8 but our school is much further away from the exhibition. This activity can be used for assessment.