Author: Tsakani Stella Rikhotso

  • 9012-2-7 SayPro Lesson POSE QUESTIONS, COLLECT AND ORGANISE DATA.

     

    Specific Outcome

    Specific purposes include:

    • Determining trends in societal issues such as crime and health.
    • Identifying relevant characteristics of target groups such as age, range, gender, socio-economic group, cultural belief and performance.
    • Predicting the likelihood of the occurrence of events.
    • Considering the attitudes or opinions of people on issues.

     

    • Assessment Criteria On completion of this section you will be able to:
      • Situations or issues that can be dealt with through statistical methods are identified correctly. (SO 1, AC 1)
      • Variables contributing to a problem situation are identified and addressed in data gathering, e.g. crime is related to time of day and location. (SO 1, AC 2)
      • Appropriate and efficient methods are used to collect, record and organise data.  (SO 1, AC 3)
      • Data samples are of adequate size and are representative of the population. (SO 1, AC 4)
  • 9012-2-6 SayPro Lesson POSE QUESTIONS, COLLECT AND ORGANISE DATA.

     

    Specific Outcome

    Specific purposes include:

    • Determining trends in societal issues such as crime and health.
    • Identifying relevant characteristics of target groups such as age, range, gender, socio-economic group, cultural belief and performance.
    • Predicting the likelihood of the occurrence of events.
    • Considering the attitudes or opinions of people on issues.

     

    • Assessment Criteria On completion of this section you will be able to:
      • Situations or issues that can be dealt with through statistical methods are identified correctly. (SO 1, AC 1)
      • Variables contributing to a problem situation are identified and addressed in data gathering, e.g. crime is related to time of day and location. (SO 1, AC 2)
      • Appropriate and efficient methods are used to collect, record and organise data.  (SO 1, AC 3)
      • Data samples are of adequate size and are representative of the population. (SO 1, AC 4)
  • 9012-2-5 SayPro Lesson ICONS

    For ease of reference, an icon will indicate different activities.  The following icons indicate different activities in the manual.

    AMME OVERVIEW

     

    PURPOSE

    This Unit Standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 3. The essential purposes of the mathematical literacy requirement are that, as the learner progresses with confidence through the levels, the learner will grow in:
    a confident, insightful use of mathematics in the management of the needs of everyday living 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 so become a participating citizen

    People credited with this Unit Standard are able to:

    Pose questions, 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.

    .

    LEARNING ASSUMPTIONS

    The credit value is based on the assumption that people starting to learn towards this unit standard are competent in Mathematics and Communications at NQF level 2.

    HOW YOU WILL LEARN

    The programme methodology includes facilitator presentations, readings, individual activities, group discussions, and skill application exercises.

    HOW YOU WILL BE ASSESSED

    This programme has been aligned to registered unit standards.  You will be assessed against the outcomes of the unit standards by completing a knowledge assignment that covers the essential embedded knowledge stipulated in the unit standards, and by doing a practical assessment to apply the learning to your work situation.  When you are assessed as competent against the unit standards, you will receive a certificate of competence and be awarded 6 credits towards a National Qualification.

     

  • 9012 -2-4 SayPro Lesson HOW TO USE THIS GUIDE

    This workbook belongs to you.  It is designed to serve as a guide for the duration of your training programme and as a resource for after the time.    It contains readings, activities, and application aids that will assist you in developing the knowledge and skills stipulated in the specific outcomes and assessment criteria.  Follow along in the guide as the facilitator takes you through the material, and feel free to make notes and diagrams that will help you to clarify or retain information.  Jot down things that work well or ideas that come from the group.  Also, note any points you would like to explore further.  Participate actively in the skill practice activities, as they will give you an opportunity to gain insights from other people’s experiences and to practice the skills.  Do not forget to share your own experiences so that others can learn from you too.

  • 9012 -2-3 SayPro Lesson SIMPLE RANDOM SAMPLING

    A simple random sample gives each member of the population an equal chance of being chosen.  It is not a haphazard sample as some people think!  One way of achieving a simple random sample is to number each element in the sampling frame (e.g. give everyone on the Electoral register a number) and then use random numbers to select the required sample.

    Random numbers can be obtained using your calculator, a spreadsheet, printed tables of random numbers, or by the more traditional methods of drawing slips of paper from a hat, tossing coins or rolling dice.

    The optimum sample is the one which maximises precision per unit cost, and by this criterion simple random sampling can often be bettered by other methods.

    Advantages

    Ideal for statistical purposes

    Disadvantages

    • Hard to achieve in practice
    • Requires an accurate list of the whole population
    • Expensive to conduct as those sampled may be scattered over a wide area

    1.3.1 RANDOM NUMBERS FROM A CALCULATOR OR SPREADSHEET

    Most electronic calculators have a RAN# function that produces a random decimal number between 0 and 1.  The formula =RAND ( ) in Excel achieves the same result, but to more decimal places.  So how can you use these to select a random sample?

    Suppose you wanted to select a random lottery number between 1 and 49.  There are two approaches.

    Firstly, you could multiply the electronic random number by 49 to get a random number between 0 and 49; Round this number up to the nearest whole number. For example, if the electronic random number is 0.497, when multiplied by 49 this gives 24.353, which you should round up to 25.

    Secondly, you could treat the electronic random number as a series of random digits and use the first two as your random number, ignoring any that are greater than 49.  For example, the electronic random number 0.632 has first two digits 63 and you ignore it, whereas 0.317 gives the random number 31.

     

    1.3.2 RANDOM NUMBER TABLES

    Random number tables consist of a randomly generated series of digits (0-9).  To make them easy to read there is typically a space between every 4th digit and between every 10th row.  When reading from random number tables you can begin anywhere (choose a number at random) but having once started you should continue to read across the line or down a column and NOT jump about.

    Here is an extract from a table of random sampling numbers:

    3680    2231    8846    5418    0498    5245    7071    2597

    If we were doing market research and wanted to sample two houses from a street containing houses numbered 1 to 48 we would read off the digits in pairs
    36    80    22    31    88    46    54    18    04    98    52    45    70    71    25    97
    and take the first two pairs that were less than 48, which gives house numbers 36 and 22.

    If we wanted to sample two houses from a much longer road with 140 houses in it we would need to read the digits off in groups of three:
    368    022    318    846    541    804    985    245    707    1 25    97
    and the numbers underlined would be the ones to visit: 22 and 125.

    Houses in a road usually have numbers attached, which is convenient (except where there is no number 13). In many cases, however, one has first to give each member of the population a number. For a group of 10 people we could number them as:

    0 Appleyard 5 Francis
    1 Banyard 6 Gray
    2 Croft 7 Hibbert
    3 Durran 8 Jones
    4 Entwhistle 9 Lillywhite

    By numbering them from 0 to 9 you need only use single digits from the random number table.   36802231884654180498524570712597. In this case the first digit is 3 and so Durran is chosen.