GENERAL EDUCATION AND TRAINING CERTIFICATE:

CONSTRUCTION
ID 49411 LEVEL 1 CREDITS 120
FACILITATOR GUIDE
US ID 7447
WORKING WITH NUMBERS IN VARIOUS CONTEXTS

1|Page
Facilitator Information:

Details Please Complete this Section

Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:

Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures thereto, is
protected and expressly reserved. No part of this document may be reproduced, stored in a retrievable
system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise without the prior permission.

2|Page
Facilitator Guide Introduction
About the Facilitator This Facilitator Guide provides a comprehensive overview of
Guide Working with numbers in various contexts, and forms part of a series of
Facilitator Guides that have been developed for GENERAL EDUCATION
AND TRAINING CERTIFICATE: CONSTRUCTION

ID 49411 LEVEL 1 CREDITS 120 The series of Facilitator Guides are

conceptualized in modulars format, in accordance with the Learner Guides.
This guide has been designed and developed to assist you in effectively and
efficiently prepare and implement your various training interventions.

Purpose The purpose of this Facilitator Guide is to assist facilitators in delivering

training sessions, related to Working with numbers in various contexts; The
Guide also provides information on facilitation methodologies and strategies to
be adopted during training sessions.
US No US Title Level Credit

7447 Working with numbers in various contexts, 1 6

Objectives

Outcomes At the end of this module, you will be able to:

Demonstrate knowledge of different elementary methods of data
collection.
Collect and report on collected agricultural data by using prescribed
collection methods.
Use and maintain data collection equipment correctly.
Apply health and safety measures applicable to the collection method
and equipment.
Facilitation The programme is very practical and aims to provide practical tools and skills
Methodology for adult learners. The methodology should ensure that:
The learning environment is physically and psychologically
comfortable.
Contact training periods are short and varied to avoid boredom.
Learner expectations are articulated and clarified and managed by the
learner and facilitator.
The experience of participants is acknowledged and drawn on in the
learning programme.
3|Page
 Facilitation, rather than teaching, is used to allow participants to
participate fully.
The facilitator balances the presentation of new material, debate and
discussion in such a way that the outcomes of the module are met,
while ensuring that all participants are valued and is able to contribute
to the learning process.
The learning will be problem-oriented, personalized and accepting of
participants needs for self-direction and personal responsibility.
The module presented in a way that allows a participant to participate
fully in the language of their choice.
The facilitation process accommodates participants who may not be
literate, or who are not literate in English.
The contact session uses a participatory methodology. This is appropriate for
adult audiences who come with a wide range of experiences and skills. It also
accommodates a broader range of learning styles. Some techniques that can
be used include:
Method Description
Structured learning experience Participants engage with a complex
game or activities that represent real-life
situations that they may encounter in the
course of their work as a Ward
Committee member.
Case study This is a realistic story or real-life
situation that has taken place, in which
participants need to apply their
knowledge and skills to practice how
they can deal with the issues presented.
Group work Participants work on tasks in their
groups and report their findings back to
plenary.
Lecture The facilitator presents a short talk
(maximum of 10 minutes) to introduce a
new subject, to provide details, or to
wrap up a session.
Discussion This is a free exchange of ideas or
experiences on a particular topic. It may

4|Page
 be between the facilitator and the
participants or between the participants.
Brainstorming Participants generate a number of ideas
on a particular subject or question. It
may be used to gather different opinions
or to find out what participants know
about a particular topic.
Role-play Participants are asked to act out a
scenario where each participant plays a
particular role. A role-play may be used
to illustrate how people respond in
different situations.
Panel discussion This is a planned presentation by one or
more experts. It may be followed by a
discussion session or a round of
questions.
Resources White board and/or Flipcharts

Laptop & Data Projector (not compulsory)

Facilitator & Learner Guide

Learner Workbook

Appendices (attached to learner guide)

Time Contact/ Facilitation Days

Theory

Practical

Assessments 2 Hrs.

Workplace Application Days

Facilitators Checklist & Training Aids

Learner support strategies:

5|Page
Learners are supplied with all resources and aids as required by the program including:

Objects & devices such as equipment, protective clothing, and safety gear,
etc.

Learner Guides and Learner Workbook

Visual aids, etc.

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

Qualification Knowledge I have familiarised myself with the

content of the applicable qualification

Unit Standard Knowledge I have familiarised myself with the

content of all aspects of the applicable unit standard

Content Knowledge I have sufficient knowledge of the content to

enable me to facilitate with ease

Application knowledge I understand the programme matrix & have

prepared for programme delivery accordingly

Contextualisation I have included information which is specific to

the commodity and practices related to the commodity

Ability to respond to learners background & experience I

have studied the learner demographics, age group, experience &
circumstances & prepared for programme delivery accordingly

Enthusiasm & Commitment I am passionate about my subject &

have prepared my programme delivery to create a motivating
environment with real commitment to success

6|Page
Enterprise knowledge I know & understand the values, ethics,
vision & mission of the workplace & have prepared my programme
delivery, reporting & administrative tasks accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proximal projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant

documents

Safety gear as prescribed by unit standard and applicable legislation

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

7|Page
Learning Program Time Frames

Total time Theoretical learning

Practical learning time Activities to
allocated time allocated
allocated (hours) be completed
(hours) (hours)

8|Page
 TRAINING PROGRAM

Briefing Session: Day1

1. Introduction to the Learning Units

Start with an ice-breaker, and eventually discuss the global outcome of the
learning units with learners and emphasize the assessment process.

Topics Time Remarks

Ice Breaker 15 min Please refer to Learner Guide

and Assessment Guide for
Course expectations details.

Assessment Criteria 10 min

Learners Responsibilities
5 min

2. Training Ground Rules

Discuss the training session ground rules with learners to avoid disturbance during
the session

Topics Time Remarks

Learning Units estimated time 10 Min Write down the training

session ground rules and keep
Ethical behavior them posted in the classroom
for the duration of the session.
Cellular phones (off/silent)

Breaks (tea, lunch.)

Etc

9|Page ALL COPYRIGHT RESERVED

 1
Working with numbers in various contexts

Learning Unit

UNIT STANDARD NUMBER : 7447

LEVEL ON THE NQF : 1
CREDITS : 6
FIELD : Field 01 - Physical, Mathematical, Computer and Life Sciences
SUB FIELD : Mathematical Sciences

10 | P a g e ALL COPYRIGHT RESERVED

 People credited with this unit standard are able to:

PURPOSE:
Express and interpret a range of contexts using mathematical symbols, and find applications for
numerical models;
Solve a range of everyday problems using estimation and calculations;
Verify and justify solutions within different contexts;
Perform operations on simple and complex numerical expressions;
Describe and compare counting systems from different cultures;
Critically analyse the development of the base ten number system;
Apply the relationship between rational and whole numbers;
Apply the relationship between rational numbers and integers.
LEARNING ASSUMED TO BE IN PLACE:

The following competencies at ABET level 3 Numeracy are assumed to be in place:

Solve realistic and abstract problems involving changing quantities by addition, subtraction, multiplication and division;
Solve realistic and abstract problems involving variables in non-symbolic form;
Demonstrate knowledge of different ways of expressing fractions and work with fractions, percentages and decimals to describe
situations and calculate change situations;
Demonstrate knowledge of the development of mathematics as a human activity and use alternate number system to the base ten
system.

Activity Questions Description Mark

Complete

Write the mathematical sentence (the equation).

x + (x + 7) = 45
Solve the mathematical sentence (the equation).

1 8
Write the mathematical sentence (the equation).

12(x) + 9 = 105

Solve the mathematical sentence (the equation).

x + (x + 7) = 45
11 | P a g e ALL COPYRIGHT RESERVED
Now we solve the mathematical sentence (the equation).
2x + 7 = 45 (combine like terms)
2x = 38 (subtract 7 from both sides of the equation)
x = 19 (divide both sides of the equation by 2)
Jake has 19 marbles!
12(x) + 9 = 105

Now we solve the mathematical sentence (the equation).

12x +9 = 105
12x = 96 (subtract 9 from both sides)
x=8 (divide both sides by 12)
The number we are looking for is 8.

Activity Questions Description Mark

Complete

3+4=

3 + -4 =

3-4=
2 8

3 - -4 =

3+4=

Then, if you are adding a positive number, move your finger to the right
3+4=7
as many places as the value of that number. For example, if you are
adding 4, move your finger 4 places to the right.

If you are adding a negative number, move your finger to the left as
3 + -4 = -1
many places as the value of that number. For example, if you are adding
-4, move your finger 4 places to the left.

If you are subtracting a positive number, move your finger to the left as
3 - 4 = -1
many places as the value of that number. For example, if you are
subtracting 4, move your finger 4 places to the left.

12 | P a g e ALL COPYRIGHT RESERVED

 If you are subtracting a negative number, move your finger to the right
as many places as the value of that number. For example, if you 3 - -4 = 7 are
subtracting -4, move your finger 4 places to the right.

Here are two rules to remember:

Adding a negative number is just like subtracting a positive 3 + -4 = 3 4

3 + 4 = 3 -4

3 Complete 10

Place (underlined) Name of Position

1 000
1 000
1 000
1 000
1 000 000
1 000 000
1 000 000
1 000 000 000
1 000 000 000
1 000 000 000

Numbers in figures Numbers in words

10 Ten
100 Hundred
1 000 Thousand
10 000 Ten thousand
100 000 Hundred thousand
1 000 000 Million

Activity Questions Description Mark

4 Shown below is 7x9 =61 ,Using dots show 10 x 9 8
Learner should show dots

13 | P a g e ALL COPYRIGHT RESERVED

 Activity Questions Description Mark
5 Explain counting systems from different cultures. 8
Learner should demonstrate understanding e.g. roman system

Activity Questions Description Mark

Describe Different Number Base Systems
6

2,5,10

Activity Questions Description Mark

7 Analyse the relationship between rational and whole numbers 5

Activity Questions Description Mark

8 Analyse the relationship between rational numbers and integers 5
Whole numbers are easy to remember. They're not fractions, they're not decimals, they're simply whole numbers. The
only thing that makes them different than natural numbers is that we include the zero when we are referring to whole
numbers. However, some mathematicians will also include the zero in natural numbers and I'm not going to argue the
point. I'll accept both if a reasonable argument is presented. Whole numbers are 1, 2, 3, 4, and so on.

Rational Numbers
Rational numbers have integers AND fractions AND decimals. Now you can see that numbers can belong to more
than one classification group. Rational numbers can also have repeating decimals which you will see be written like
this: 0.54444444... which simply means it repeats forever, sometimes you will see a line drawn over the decimal place
which means it repeats forever, instead of having a ...., the final number will have a line drawn above it.
Integers
Integers can be whole numbers or they can be whole numbers with a negative signs in front of them. Individuals often
refer to integers as the positive and negative numbers. Integers are -4, -3, -2, -1, 0, 1, 2, 3, 4 and so on.

rational numbers: if a and b are integers (b is not 0) then a/b is a rational numbers

real numbers: the completion of the rational numbers (a bit more sophisticated to explain fully)

14 | P a g e ALL COPYRIGHT RESERVED