Mathematical Literacy Term 2

mathematical literacy assignment 4 maps and scales

  • 1: Maps, plans and other representations of the physical world

Learning outcomes

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

  • Work with different types of scales on maps
  • Calculate the actual length and distance from maps
  • Calculate map measurements when actual lengths and distances are known, using a given scale
  • Determine the scale in which a map has been drawn in the form of 1:____ and use the scale to determine other dimensions on the map
  • Interpret compass directions in the context of appropriate maps.

Module 1 study materials

Below is the study guide for this module. Take note that the content is the same as the course guide, but just contains the study materials related to module 1.

mathematical literacy assignment 4 maps and scales

Unit 1: Scale

Unit 1 learning outcomes.

By the end of this unit, you should be able to:

  •  Work with number and bar scales
  • Discuss the disadvantages and advantages of bar and number scales
  • Express a number scale as a bar scale and vice versa
  • Determine the scale used to resize an image
  • Use the given scale to perform calculations
  • Calculate the actual length of the drawing or image of the object.

Unit 1 instructions

  • Review pages 1 - 8 of your module study guide covering the theory of unit 1
  • Review the enrichment resources included as additional information
  • Individually complete activity 1.1.1 on page 7 of your module guide
  • Complete your answers in electronic format using either a Word document or a Spreadsheet. Save your document / spreadsheet in the following format: Full name_Module 1_Unit 1
  • Submit your answers using the submission tool below. Submission instructions are included in this tool. 

mathematical literacy assignment 4 maps and scales

Unit 1 enrichment resources

mathematical literacy assignment 4 maps and scales

Unit 2: Maps and scale

Unit 2 learning outcomes.

By the end of this unit, you will be able to:

  • Work with different types of maps
  • Calculate the actual length or distance on the map using bar scale or number scale
  • Use a given map to find the way to a destination
  • Determine the scale in which a map has been drawn in the form of 1: ___ and use the scale to determine other dimensions on the map.

Unit 2 instructions

  • Review pages 9 - 24 of your module study guide covering the theory of unit 2
  • Individually complete all of the activities in unit 2
  • Complete your answers in electronic format using either a Word document or a Spreadsheet. Save your document / spreadsheet in the following format: Full name_Module 2_Unit 2
  • Please note that t he SAME document / spreadsheet  will be used for ALL the activities in unit 2. Number your activities clearly. At the end of unit 2, your document / spreadsheet containing all the relevant activities will be submitted using the submission tool below
  • Submission instructions are included in the submission tool.

Unit 2 enrichment resources

Activity submission instructions.

  • Ensure that your activities (in either a Word document / spreadsheet) are saved in the following format: Full name_Module 1_Unit 2
  • Access the submission tool below and follow the instructions to upload your answers.

Unit 3: Floor and elevation plans

Unit 3 learning outcomes.

  • Work with different types of scales on plans and in the construction of models
  • Determine the most appropriate scale in which to draw/construct a plan and/or model, and use this scale to complete the task
  • Determine the scale in which a plan has been drawn in the form 1: --- and use the scale to determine other dimensions on the plan
  • Analyse the layout of the structure shown on the plan and suggest alternative layout options
  • Determine actual lengths of objects shown on plans using measurement and a given scale viz. number or bar scale
  • Determine quantities of materials needed by using the plans and perimeter, area and volume calculations
  • Connect the features shown on elevation plans with features and perspectives shown on a floor plan of the same structure.

Glossary of terms

mathematical literacy assignment 4 maps and scales

Unit 3 instructions

  • Review pages 25 - 36 of your module study guide covering the theory of unit 3
  • Individually complete all of the activities in unit 3
  • Complete your answers in electronic format using either a Word document or a Spreadsheet. Save your document / spreadsheet in the following format: Full name_Module 1_Unit 3
  • Please note that t he SAME document / spreadsheet  will be used for ALL the activities in unit 3. Number your activities clearly. At the end of unit 3, your document / spreadsheet containing all the relevant activities will be submitted using the submission tool below

Unit 3 enrichment resources

  • Ensure that your activities (in either a Word document / spreadsheet) are saved in the following format: Full name_Module 1_Unit 3

Module summary

In this module, you worked with two types of scales viz. number and bar scales, you calculated the actual length and distance when plan measurements are known and worked with, and interpreted, elevation plans or different views of buildings.

In this module, learners need more practice on questions involving general direction questions and questions on a given set of directions. You should note that when a scale is given, there is every chance that some actual measurement will be done. Therefore, learners should be afforded the opportunity to use their rulers in class to measure classroom items (books, pens, pencils, etc.) on a regular basis.

  • Welcome and introduction
  • 2: Measurement

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MEASUREMENT GRADE 12 NOTES - MATHEMATICAL LITERACY STUDY GUIDES

  • Converting between different units of measurement
  • Metric conversions

Activity 1: Converting units

  • Cooking conversions and temperature
  • Measuring length
  • Activity 2: Measuring length
  • Measuring mass or weight   
  • Activity 3: Measuring weigh t 
  • Activity 4: Cost and weight  
  • Measuring volume and capacity

Activity 5: Measuring volume

  • Activity 6: Cost and volume
  • Perimeter, area and volume
  • Estimation and direct measurement of perimeter

Activity 7: Measuring perimeter

  • Activity 8: Combining shapes     
  • Using formulae to calculate area
  • Activity 9: Combining areas
  • Using formulae to calculate volume
  • Activity 10: Calculating volume

Activity 11: Multi-step volume problem

  • Calculating elapsed time
  • Activity 12: Calculating elapsed time

Activity 13: Drawing up a timetable

Activity 14: Reading a time table

Measurement

In this chapter learners need to apply some of the skills from Chapter 3, such as changing the subject of a formula and correctly substituting values into a formula. Remember that the units are important when you work with measurements.

4.1 Converting between different units of measurement

4.1.1 Metric conversions

You need to memorise the conversions between metric units. Length

  • To convert to a smaller unit, we multiply. To convert to a larger unit, we divide.

e.g.  Worked example 1 Convert the following units. Remember to show all of your calculations.

  • A leaf is 25 mm long. How long is it in cm?
  • A sofa is 187 cm How long is it in metres?
  • Harry’s household uses 1 023 ℓ of water per How much water do they use in kℓ?
  • A tin contains 3,5 ℓ of How many millilitres of paint is in the tin?
  • The cover of a book is 16,2 cm long. How long is the book in mm?
  • A medicine tablet weighs 50 How much does the tablet weigh in grams?
  • A shopping bag weighs 2 850 How heavy is the bag in kg?
  • Converting to a larger unit, divide by 10: 25 mm = 2,5
  • Converting to a larger unit, divide by 100: 187 cm = 1,87
  • Converting to a larger unit, divide by 1 000: 1 023 ℓ ÷ 1 000 = 1,023 kℓ.
  • Converting to a smaller unit, multiply by 1 000: 3,5 × 1 000 = 3 500 mℓ.
  • Converting to a smaller unit, multiply by 10: 16,2 cm × 10 = 162
  • Converting to a larger unit, divide by 1 000: 50 mg ÷ 1 000 = 0,05
  • Converting to a larger unit, divide by 1 000: 2 850 ÷ 1 000 = 2,85

Do the conversions.

  •  A tennis court is 23,78 m long. Convert to cm. (1)
  • Thabiso fills a bath with 23,7 ℓ of water. How much water is this in mℓ? (1)
  • The distance between Cape Town and Betty’s Bay is 90,25 km.How far is this in metres? (1)
  • The distance from Phumza’s house to the shop is 1 890 000 mm.How far is this in kilometres? (1)
  • A can of cola has a capacity of 330 mℓ. How many litres of cola is this? (1)
  • A boulder weighs 2,35 t. Convert the weight of the boulder into grams. (1)
  • A book weighs 0,85 kg. Convert the weight of the book into grams. (1)
  • Jack and Thembile live 6 473 m apart. Convert this distance to km. (1)
  • The dam on Cara’s farm contains 6,025 kℓ of water. How much is this in litres? (1)
  • A playground is 4,02 m wide. How wide is the playground in cm? (1)
  • A car weighs 1 250 000 g. What is the mass in tonnes? (1)
  • A long workbench is 295 cm long. How long is it in metres? (1) [12]

4.1.2 Cooking conversions and temperature

In recipes used for cooking and baking we often find the measurements for the ingredients required in cups, teaspoons and tablespoons. Measuring cups and spoons come in standard sizes, and are common in the kitchen and in recipes because they are quick and simple to use. If you don’t have measuring spoons and cups, you can use everyday household objects to approximate the same quantity of ingredients. For example, a small tea cup is roughly the same size as a measuring cup and a heaped, normal-sized spoon is about the same quantity as a measuring tablespoon. When following a recipe though, it is important to be as accurate as possible with your measurements, so using these rough approximations is often not suitable. The following table shows some of the conversions used in cooking:

Note: you will be given these conversions in assessments

4.2 Measuring length

Estimation is used to find approximate values for measurements. For example, one metre is approximately the length from your shoulder to your fingertips, if you stand with your arm outstretched. A metre is also approximately the distance of one large step or jump. e.g.  Worked example 2 Carl needs to measure the width of a window, to find out how much material he must buy to make a curtain. The curtain material costs R55 per metre on sale, sold only in full metres.

  • How many metres of material should he buy?
  • How much would the material cost?
  • How many metres of material does he need to buy?
  • How much will the material cost?
  • (i) 2 m (ii) 2 × R55 = R110
  • (i) 3 m (as the material is only available in units of 1 metre) (ii) 3 ×  R55 = R165

e.g.  Worked example 3 Liz sews dresses for children. The material costs R89,50 per metre and she needs 2 metres of material to make a dress for a 4 year old; 2,5 metres to make a dress for a 7 year old and 3 metres to make a dress for 10 year old. The embroidery cotton costs R12,55 for a roll of 3 metres. She uses 2 rolls of cotton per dress.

  • How many metres of material will she need to make the following four dresses: 1 dress for a 7 year old, 2 dresses for four year olds, and 1 dress for a 10 year old?
  • What will the material cost for the four dresses?
  • What is the length of embroidery cotton that Liz is going to use when sewing one dress, in metres and centimetres?
  • What is the total amount that she will pay for the embroidery cotton?
  • What is the total cost of a dress for a 10 year old?
  • 2,5 m + 2 m + 2 m + 3 m = 9,5 m
  • Length of material × price = 9,5 m  ×  R89,50 = R850,25
  • Length of one roll of cotton × 2 = 3 m ×  2 = 6 m, or 600 cm per dress
  • Number of dresses ×  2 rolls of cotton per dress ×  price = 4 × 2 × R12,55 = R100,40
  • (Length of material ×  price) + (2 rolls of cotton ×  price) = (3 m ×  R89,50) + (2 ×  R12,55) = R268,50 + R25,10 = R293,60

Activity 2: Measuring length                             

Jenny has started a decorating business and has a contract to provide decor at a wedding reception.

  • The tables used at this wedding are rectangular with a length of 3 m and a width of 1 m as shown The fabric she plans to use for the tablecloth costs R75 per metre (but can be bought in lengths smaller than a metre) and is sold in rolls that are 1,4 m wide. The bride and groom want the tablecloths to hang at least 20 cm over the edges of the tables. Calculate the cost of the cloth for each table.     (2)
  •  3,4 × 1,4 × 75 = (3,4 × 75) ✓ in 1,4 m width = R255,00 ✓
  • R3 825,00 ✓

4.3 Measuring mass or weight

  • The scientific word for how much an object weighs on a scale is “mass”.
  • In this book we will use the words “weight” and “mass” interchangeably, because both are used in everyday language.

Worked example 4

  • A lift in a shopping mall has a notice that indicates that it can carry 2,2 tonnes or a maximum of 20 Convert the tonnes measurement to kilograms and work out what the engineer who built the lift estimated the average weight of a person to be.
  • If 50 people, with average weight of 80 kg per person, each have one piece of luggage that weighs an average of 29 kg, what would be the total load carried by the bus, in tonnes?
  • If the bus weighs 4 tonnes, how much does it weigh in total (in kg) including all the passengers and the luggage?
  • Calculate the total weight of the jam in each box, in
  • If a trader orders 15 boxes of Sweet Jam, calculate the total weight of his order in
  • 2,2 t = 2 200 kg. 2 200 kg ÷ 20 people = 110 kg each
  • (i)   (50 × 80 kg) + (50 × 29 kg) = 4 000 kg + 1 450 kg = 5 450 kg = 5,45 t (ii) 4 t = 4 000 kg. 4 000 kg + 5 450 kg = 9 450 kg
  • (i) 250 g × 25 = 6 250 g = 6,25 kg (ii)15 boxes × 6,25 kg = 93,75 kg

Activity 3: Measuring weight                            

You should never carry more than 15% of your body weight. Elias weighs 66 kg and his backpack, with school books, weighs 12 kg. Elizabeth weighs 72 kg and her school bag, with school books, weighs 8 kg.

  • Determine 15% of Elias’s Is his bag too heavy for him? (1)
  • Determine 15% of Elizabeth’s Is her bag too heavy for her? (1)
  • 9,9 The bag is too heavy for him because it weighs more than 9,9 kg. ✓ (1)
  • 10,8 kg. The bag is not too heavy for her because it weighs less than 15% of her body ✓  (1) [2]

e.g.  Worked example 5 Khuthele School has two soccer fields. The grass needs to be covered with fertiliser. A 30 kg bag of fertiliser costs R42,60. The school needs to buy 96 bags.

  • How much will they pay for the fertiliser?
  • How many kg of fertilizer will they buy in total?
  • Number of bags × price = 96 ×  R42,60 = R4 089,60
  • Number of bags × weight of one bag = 96 × 30 kg = 2 880 kg

e.g.  Worked example 6 Mr Booysens needs to buy sand to build a new room onto his house. Sand is sold for R23 per kg. Mr Booysens needs to buy 0,8 tonnes of sand in order to build the room.

  • Write the amount of sand needed in
  • Calculate the total amount of money he will have to spend to buy enough sand for the
  • If sand is only sold in 50 kg bags, how many bags will Mr Booysens need to buy?
  • Remember that 1 tonne = 1 000 kg so he needs 0,8 tonnes × 1 000 kg = 800 kg
  • Quantity of sand needed × Cost per kg = 800 × 23 = R18 400
  • He will need: 800 kg ÷ 50 kg = 16 bags of sand

Activity 4: Cost and weight 

A chef is preparing a meal that needs 3,75 kg of rice and 1,5 kg of beef. The recipe will feed 8 people.

  • Rice is sold in packets of 2 kg. How many packets will he need for the meal? (1)
  • If rice costs R 31,50 per 2 kg pack, calculate the total cost of the rice he will need.    (1)
  • If beef costs R 41,75 per kg, calculate the total cost of the beef needed for the (1)
  • Calculate the total cost of the rice and the (1) [4]

4.4 Measuring volume and capacity

Volume is a measurement of how much space an object takes up. Capacity is a measure of how much liquid a container can hold when it is full. For example, if you have a 500 mℓ bottle of cola, with 200 mℓ of cola left inside it, the capacity of the bottle is 500 mℓ, while the volume of cola inside it is 200 mℓ. e.g.  Worked example 7 An urn of boiling water in an office has a capacity of 20 litres.

  • If it is filled to maximum capacity, calculate the number of 250 mℓ cups that can be shared from
  • How much water is this in mℓ?
  • How many 250 mℓ cups of water are left in the urn now?
  • What percentage is the remaining 6 litres of the urn’s capacity?
  • 20 litres = 20 000 mℓ Then 20 000 mℓ ÷ 250 mℓ = 80 80 cups can be poured from the urn.
  • (i) 6 ℓ = 6 000 mℓ (ii) 6 000 mℓ ÷ 250 mℓ = 24 There are 24 cups of water left in the urn. (iii) 6 ℓ ÷ 20 ℓ  × 100 = 30% The urn is 30% full.

e.g.  Worked example 8 Jabu is building a new flower bed and is using a bucket to carry soil from another part of the garden to the new bed. He knows his bucket has a capacity of 10 ℓ.

  • If 300 ℓ of soil must be moved, and for each trip Jabu fills the bucket to the top with soil, how many trips will Jabu have to make with the bucket to move all the soil?
  • Jabu decides that 10 litres of soil is too heavy to How many trips will he have to make to move all the soil if he only fills the bucket with 7 litres of soil at a time?
  • Jabu’s friend Matthew arrives with his wheelbarrow and a He suggests that Jabu should rather move the soil using the wheelbarrow. If the wheelbarrow has a capacity of 150 litres and they fill it to capacity, how many trips will Jabu have to make to move all the soil?
  • 300 ℓ ÷ 10 ℓ = 30 trips
  • 300 ℓ ÷ 7 ℓ = 42,8 Jabu can’t make 0,8 of a trip so we round this up to 43 trips (even though the bucket won’t have 7 litres of soil in it for the last trip).
  • 300 ℓ ÷ 150 ℓ = 2 trips

Jonathan uses the following recipe to make chocolate muffins:

  • 2 cup of baking cocoa 3
  • 2 large eggs
  • 2 cups of flour
  • 1 cup of sugar 2
  • 2 teaspoons of baking soda
  • 1 1 cups of milk    3
  • 1  cup of sunflower oil 3
  • 1 teaspoon of vanilla essence
  • 1  teaspoon of salt 2
  • If 1 teaspoon = 5 mℓ, calculate how much baking soda Jonathan will use. Give your answer in mℓ.    (1)
  • Calculate the amount of vanilla essence Jonathan will use in this Give your answer in mℓ. (1)
  • Jonathan does not own measuring cups but he does own a measuring jug calibrated in mℓ. How many mℓ of flour does he need? (1 cup = 250 mℓ)      (1)
  • If Jonathan buys a 100 mℓ bottle of vanilla essence, how many times will he be able to use the same bottle, if he bakes the same amount of muffins each time?    (1)
  • The recipe above is used to make 30 muffins. Calculate how many cups of flour Jonathan will need to make 45 (1) [5]
  • He will need 3 cups of ✓

e.g.  Worked example 9 Suppose paraffin is sold at R7,80 per litre at the service station.

  • How much will you pay for 5 litres of paraffin?
  • How many litres of paraffin will you be able to buy for R20? Round off your answer to two decimal
  • If you have a paraffin lamp at home that can hold 500 mℓ of paraffin, how many times will you be able to refill the lamp if you buy 3 litres of paraffin?
  • Number of litres × Cost per litre = 5 litres × R7,80 = R39
  • Amount of money ÷ Cost per litre = R20 ÷ R7,80 = 2,564 102 56… ≈ 2,56 litres (to two decimal places)
  • 3 litres = 3 000 mℓ 3 000 mℓ ÷ 500 mℓ = 6. You would be able to refill the lamp 6 times.

e.g.  Worked example 10 Petrol costs R11,72 a litre.

  • Calculate how much it costs to fill up a car that has a tank with a capacity of 50
  • Calculate how many litres you could buy with Round off your answer to two decimal places.
  • Number of litres × Cost per litre = 50 litres ×  R10,72 = R536
  • Amount of money ÷ Cost per litre = R200 ÷ R10,72 = 18,656 716 4… ≈ 18,66 litres (to two decimal places)

Activity 6: Cost and volume     

Solutions 1.1 333 mℓ of milk. ✓ 1.2 She will need 500 mℓ of milk, ✓ which is 0,5ℓ. ✓ 1.3 R8,50 (although she will only use half). ✓

Thabiso decides to sell homemade He has made 5 litres of lemonade to sell at the local schools’ rugby tournament. 2.1 Thabiso will be selling his lemonade in 250 mℓ plastic. Calculate the number of cups of lemonade he will be able to sell.    (1) 2.2 If he sells the lemonade at R5 per cup, how much money will he make from the lemonade? (Assume that he sold all of his lemonade).    (1) 2.3 If it cost Thabiso R120 to make the lemonade, how many cups would he need to sell (at R5 each) before he’s made back the money he spent? (1) Solutions 2.1 20 cups ✓ 2.2 R100 ✓ 2.3 He would need to sell 24 cups just to cover his costs. ✓

4.5 Perimeter, area and volume

4.5.1 Estimation and direct measurement of perimeter

Perimeter is the total length of the outside of a shape or the continuous line forming the boundary of a closed geometric figure. Perimeter is calculated by adding together the lengths of each side of a shape. Perimeter is measured in mm, cm, m or km.

  • To measure the perimeter of a rectangle, a square or a triangle, we simply measure the length of each side using a ruler and add up the sides to get the perimeter.
  • To measure the perimeter of a circle, we need to use a piece of string: we can place the string along the outline of the circle, marking off how much string it took to go around the circle once. Then we measure that length of string on a ruler to estimate the perimeter of the circle. The perimeter of a circle is the same as the circumference of the circle.

e.g.  Worked example 11 Mr and Mrs Dlamini have recently moved into a new house. In the rectangular back yard, the house has a lawn and a rectangular patio as shown in the diagram.

  • Using a ruler, measure the perimeter (in cm) of Mr and Mrs Dlamini’s backyard on the diagram.
  • The length of the yard is 5 cm and the width is 4,2 Because the back yard is a rectangle, both pairs of opposite sides are equal in length. The perimeter is the total length of the outside of the yard, therefore: Perimeter = 4,2 cm + 4,2 cm + 5 cm + 5 cm = 18,4 cm
  • Using the scale of 1 : 100 Perimeter = 18,4 cm × 100 = 1 840 cm = 18,4 m

e.g.  Worked example 12 Mrs Dlamini wants to dig up some of the lawn and plant a triangular vegetable garden as shown in the diagram alongside.

  • Using a ruler, measure the perimeter of the triangular garden in the diagram (in cm).  
  • The perimeter of the triangle is = 1,7 cm + 5 cm + 5,3 cm = 12 cm
  • Using a scale of 1: 100 = 12 cm × 100 = 1 200 cm = 12 m

Study the diagram alongside and answer the questions that follow.

  • Before Mr Dlamini builds his fish pond, he decides he wants to make the patio smaller. Using a ruler, measure the new perimeter of the patio on the diagram (in cm). (1)
  • Mrs Dlamini decides it might be better to build her vegetable garden on the right of the garden because that area gets more Using a ruler, measure the perimeter of the new triangular garden on the diagram (in mm). (1)

NB :  You will always be given the perimeter formulae in your assessments.

  • approximately 10 cm ✓
  • approximately 82 mm ✓
  • approximately 2,5 ✓
  • The radius (r) of a circle is the length of the line from the centre of the circle to any point on its circumference.
  • The diameter (d) of a circle is a straight line drawn from one edge of the circle to the other, that passes through the centre of the circle. diameter = 2 × radius.
  • Pi (π) is a special symbol we use when calculating perimeter and area of circles. The value of π is 3,141 592 645…. For all of our calculations, we will use the approximate value of π = 3,142.
  • Calculate the perimeter of the back yard, including the patio (i.e. the whole diagram) (in cm).
  • Calculate the perimeter of the patio (in mm).
  • Calculate the perimeter of Mrs Dlamini’s garden (in cm).
  • Calculate the perimeter of the table on the patio (in cm). Round your answer to 1 decimal place.
  • Is your answer to number d) different to the table circumference you estimated in the previous activity, using string and a ruler? If it is, discuss why this could be with a friend.
  • Perimeter of rectangular back yard = 2 × length + 2 × width = (2 × 6,2 cm) + (2 × 5,2 cm) = 12,4 cm + 10,4 cm = 22,8 cm
  • Perimeter of square patio = 4 × length = 4 × 2,5 cm = 10 cm 10 cm × 10 = 100 mm
  • Perimeter of triangular garden = length 1 + length 2 + length 3 = 2 cm + 2,9 cm + 3,5 cm = 8,4 cm
  • Circumference of table = π × diameter = π × 0,8 cm = 3,142 × 0,8 cm = 2,5136 cm = 2,5 cm
  •  Previously, we estimated the circumference of the table using a piece of string and a ruler. Using the formula to calculate the circumference of a circle is more accurate than using a piece of string.
  • The shapes we have worked with so far have been simple. Sometimes we have to calculate the perimeter of a more complicated shape, which is made up of regular shapes that have been joined together, or in which the units are not all the same. We will look at how to do this in the next activity.

 Activity 8: Combining shapes  

  • Calculate the circumference of the smaller, inner circle (in cm). (3)
  • Calculate the circumference of the larger, outer circle (in cm). Round off your answer to one decimal place.  (3)
  • Calculate the perimeter of half of the larger, outer circle (in cm). (1)
  • Calculate the width of the area shown by the dotted line in the diagram (1)  [8]
  • Inside circle perimeter/circumference = 2πr ✓ = 2 × 3,142 × 5 cm ✓ = 31,42 cm ✓   
  • Circumference/perimeter = 2πr ✓ = 2 × 3,142 × 20 cm ✓ = 125,7 cm ✓

Half perimeter = Perimeter  = 125,7 = 62,85 cm ✓            2               2                      

Inner circle radius = 5 cm. Entire radius = 20 cm. Difference between radii = 20 cm – 5 cm = 15 cm ✓    (1)  [8]

4.5.2 Using formulae to calculate area

  • A perpendicular line is a straight line that lies at an angle of 90° to a given line,plane, or surface
  • Area of rectangle = length  × width = 5 cm  × 6 cm = 30 cm 2
  • Area of triangle = ½  ×  base  × perpendicular height = ½  × 4 cm  × 12 cm = 24 cm 2
  • Area of circle = π  × radius 2 = 3,142  × (1 cm) 2 = 3,142  × 1 cm 2 = 3,142 cm 2

In this case, it is easy to solve the problem by breaking down the complex object into smaller shapes, finding the area of each smaller shape, and then adding the individual areas together. The next worked example will show you how to work with such shapes.

e.g.  Worked example 15 Your Mathematical Literacy classroom gets new tables, shaped as shown alongside.

  • Using the appropriate formulae, calculate the area of the table, in m 2 .
  • If each table cost R615 and ten tables were bought, calculate how much the tables cost per m 2 . (Hint: calculate the total cost of the tables and their total area first.)
  • 10 tables will cost R615  × 10 = R6 10 tables will have a total area of 0,98 m 2   × 10 = 9,80 m 2 . R6 150 ÷ 9,80 m 2 = R627,55 So the tables cost R627,55 per square metre.

Activity 9: Combining areas  

For your birthday, a friend gives you a rare, lucky coin that has a square cut out of the middle as shown in the photo and diagram.

  • If the coin is worth R3,58 per cm 2 , calculate its value.   (2)  [9]
  • To calculate the area of the coin, we need to calculate the area of the circle, and then subtract from this the area of the square cut-out. The formula for the area of a circle is π × radius 2 . ✓ We know the diameter is 3 cm, therefore the radius is 1,5 cm. Therefore the area of the circle is: π ×  (1,5 cm) 2 = 3,142 × 2,25 cm 2 ✓ = 7,0695 cm 2 . ✓ (Remember, we shouldn’t round off while we are still busy with our calculations! We should only round off our final answer.) The formula for the area of a square is side × side = (side) 2 . ✓ Therefore the area of the square is: (0,9 cm) 2 = 0,81 cm 2 . ✓ We now subtract the area of the cut-out square from the area of the circle: 7,0695 cm 2 – 0,81 cm 2 = 6,2595 cm 2 ✓ so the area of the coin is 6,2595 cm 2  ≈ 6,3 cm 2 . ✓   (7)
  • 6,2595 cm 2  × R3,58 ✓ = R22,409 01 ≈ R22,41 ✓      (2)  [9]

4.5.3 Using formulae to calculate volume

e.g.  Worked example 16 Cedric is building a house. First he digs the rectangular foundation for the house. The foundation is filled with cement. The dimensions of the foundation are 8 m × 0,5 m × 0,5 m.

  • Calculate the volume of the foundation.
  • If concrete for the foundation costs R180,00/m 3 , what is the total cost of the concrete for the foundation?
  • Cedric finds cheaper concrete at a total cost of R320 for 2 m 3 . Calculate the cost per m 3 .
  • Volume = 8 × 0,5 × 0,5 = 2 m 3
  • Total cost of concrete = 2 × R180,00 = R360,00
  • Cost per m 3 = R320,00 ÷ 2 = R160,00

Activity 10: Calculating volume  

Allison needs to bake cookies for her son’s crèche. She finds a recipe for cookies. She needs to calculate the volume of 1 cookie so that she knows what size container she can use. Each cookie is shaped like a flat cylinder. She measures a cookie and finds that it has these dimensions: diameter = 80 mm; height = 7 mm.

  • Calculate the volume of 1 biscuit, to one whole (3)
  • Calculate the volume of 50 (1)
  • Would a container with a volume of 700 cm3 hold the biscuits? (2) [6]
  • 35 190 mm 3 ✓ πr 2 h ✓ = π(40) 2 (7) ✓ = π(1600) (7)
  • 1 759 500 mm 3 ✓
  • 1 759,5 cm 3  (No 700 cm 3 < 1 759,5 cm 3 ) ✓✓

A school builds a swimming pool with the following dimensions: length = 15 m; depth = 1,3 m to the filling level, and width = 5 m. (1 m 3 = 1 000 ℓ and 1 000 ℓ = 1 kℓ)

  • Calculate the volume of the swimming pool up to the level it is filled.     (1)
  • Convert this volume (i) to litres (ii) and kilolitres.   (2)
  • When the school fills the pool, they use a pump which pumps water at a rate of 2 ℓ per second. How long would it take to fill up the pool? Give your answer in hours and minutes.   (1)
  • Water costs R8,64 per How much will it cost the school to fill up the pool? (1)  [5]
  • (i) 97 500 ℓ (ii) 97,5 kℓ ✓✓
  • So the total time taken is 13 hr 32½ min ✓ 
  • R842,40 ✓    

4.6 Calculating elapsed time

Elapsed time, or duration, is the measurement of time passing. When doing calculations like this, we add the units of time separately. Be careful when working with remainders! e.g.  Worked example 17

  • School starts at 07:45. You are in class for 2 hours 30 What time will the bell ring for first break? Give your answer in the 24-hour format.
  • What time must she leave? (Give your answer in the 12-hour )
  • Convert your answer to the 24-hour
  • What time will he arrive at home? (Give your answer in the 24-hour )
  • Convert your answer to the 12-hour
  • First add the hours: 07:00 + 2 hours = 9:00 Then add the minutes: 45 minutes + 30 minutes = 75 minutes 75 minutes = 60 minutes and 15 minutes = 1 hour and 15 minutes Calculate the total time elapsed: 9:00 + 1 hour 15 minutes = 10:15 So the bell will ring for break at 10:15.
  • First add the hours: 6:00 m. + 1 hour = 7:00 p.m. Then add the minutes: 0 minutes + 45 minutes = 45 minutes Calculate the total time that will elapse: 7:00 p.m. and 45 minutes = 7:45 p.m. So Palesa must leave at 7:45 p.m.
  • To convert this to the 24-hour time format we simply add 12 hours to the time: 7:45 p.m. + 12 hours = 19:45.
  • First we break down 70 minutes into hours and minutes We know that 60 minutes = 1 hour. 70 minutes - 60 minutes = 10 minutes, so the bus ride takes 1 hour and 10 minutes. Now we add the hours: 14:00 + 1 hour = 15:00. Next we add the minutes: 30 + 10 = 40 minutes. So Mulalo will arrive home at 15:40.
  • To convert our answer to the 12-hour format we subtract 12 hours: 15:40 – 12 hours = 3:40. We know that 15:40 is after midday, so Mulalo will arrive home at 3:40 p.m.

Activity 12: Calculating elapsed time   

  • Unathi’s father goes to work at 8:00 m. He fetches her from school 7 hours and 30 minutes later. What time will he fetch her? Give your answer in the 24-hour format. (1)
  • Lauren finishes her music class at 15:30. It takes her 30 minutes to get home. She then does homework for 50 minutes. Lauren meets her friend 20 minutes after she finishes her What time do they meet? Give your answer in the 12-hour format. (1)
  • How long will the biscuits be in the oven? (1)
  • What time will they be ready to eat? (Give your answer in the 12-hour format.)     (1)
  • What time will it finish? (1)
  • If Alison watches the movie that follows her favourite show and it finishes at 10:50 p.m., how long was the movie (in hours and minutes)?  (1)
  • Vinayak is meeting his brother for lunch at 13:15. He also wants to go to the shops before It will take him 20 minutes to get from the shops to the restaurant where he’s meeting his brother. If he leaves home at 10:10 how much time does he have to do his shopping? Give your answer in hours and minutes.       (1) [7]
  • 15:30 ✓  (1)
  • 5:10 p.m. ✓  (1)
  • 20 minutes✓  (1)
  • 6:55 p.m. ✓  (1)
  • 21:20 ✓  (1)
  • 1 hour, 30 minutes ✓  (1)
  • 2 hours, 45 minutes ✓  (1)

4.6.1 Calendars

Calendars are useful tools to help us keep track of events that are going to happen and to plan our lives accordingly. We can add information to them about important events and dates (like birthdays and school holidays). We can read off days, weeks and months on a calendar and do conversions between these units of time. You may have come across a time conversion that states that 4 weeks is approximately equal to one month. This is not quite correct. 4 weeks is equal to 28 days, but the months (except February!) have 30 or 31 days in them. When working with calendars, be careful to count the right number of days in a particular month!

  • Mother’s Day
  • Jess goes on her school camp
  • Jess’s granny comes to
  • How many weeks does Jess have to study for her Mathematical Literacy test?
  • How many days does she have to study for the test?
  • How many days ago was her dad’s birthday?
  • Will Jess go to school on 1 May? Give a reason for your answer.
  • Jess needs to buy a present for her mother for Mother’s If she has plans with friends on 11 May, by when should she have bought the present?
  • Jess is invited to a party on Saturday 18 Will she be able to attend?
  • If her granny arrives in the evening of 25 May, when should Jess bake the cake?
  • Given that she’s busy on the morning of 25 May, when should Jess make time to buy the ingredients for the cake?
  • (i) 6 days (ii) 11 days (iii) 19 days
  • (i) 2 weeks (ii) 14 days (iii) 6 days ago
  • 1 May is Workers’ Day which is a public holiday.
  • Jess should buy a present for her mother by Friday 10  May.
  • She will be away on her school camp.
  • (i) On the afternoon of Saturday 25  May. (ii) On or before Friday 24 May.

4.6.2 Timetables

Timetables are similar to calendars in that they help us plan our time. Where calendars are useful for planning months and years, timetables are useful for planning shorter periods of time like hours, days and weeks. You may already be familiar with timetables like those for your different classes at school, and for TV shows. In this section we will learn how to read timetables and how to draw up our own.

  • What is the difference in time between the English News at 5:30 m. and the English News at 8:30 p.m. (both on SABC 2)?
  • How long, in minutes, is American Idol?
  • If Zonke wants to watch Isidingo after dinner at 7:30 m., and she needs 90 minutes to cook and eat dinner, what time should she start cooking dinner?
  • Mandla wants to watch It’s My Biz and He plans to do his homework in between the two shows. If he expects each subject’s homework to take 30 minutes, how many subjects worth of homework will he be able to complete between the two shows?
  • Sipho wants to watch the news in English and in Afrikaans, at the same Would this be possible? Give a reason for your answer.
  • Why are the blocks on the timetable for SABC 3, blank for 8:30 m. and 9:00 p.m.?
  • What is the total time period allocated to the News (in all languages) across all four TV channels?
  • 7:30 to 8:30 m. = 1 hour = 60 minutes
  • 90 minutes = 1 hour + 30 minutes 7:30 m. - 1 hour = 6:30 p.m. 6:30 p.m. - 30 minutes = 6:00 p.m.
  • It’s My Biz finishes at 6:00 m. and Generations starts at 8:00 p.m. This gives Mandla 2 hours to do his homework. 2 hours = 120 minutes 120 minutes ÷ 30 minutes = 4 So Mandla will be able to do homework for four subjects in between the two shows
  • Yes, there is the English News on SABC 3 at 7:00 m. and on SABC 2 there is the Afrikaans Nuus at that same time. However, he cannot watch two channels at the same time. He would need to choose a channel to watch.
  • They are blank because the program “Welcome to the Parker” is still showing.
  • There are 8 sets of news slots appearing on the Each slot is 30 minutes. Therefore, a total of 4 hours of news will be shown between 5:30 p.m. and 9:00 p.m. on four channels.

Sipho and Mpho are brothers. Their parents require them to do household chores every day. These chores need to fit into their school sports and homework timetables. Using the information provided in the table below, construct a timetable for each brother for one day of the week. The two brothers’ timetables need to be clearly laid out and easy to read.

Solution For example: Sipho:

Mr Odwa and his family live in the informal settlement in Langa Township. Mr Odwa has two school going kids Zonke and Andile who are attending the school at Philippi High. Mrs Odwa is a school teacher at Mandalay Secondary, while Mr Odwa works in a construction company in Woodstock. Use the train table on the previous page to answer these questions.

  • If Zonke and Andile want to be at Philippi station at 07:31 what time must they catch a train in Langa station?  (1)
  • Which platform will that train depart from? (1)
  • Give the train number and platform number for the train that will stop at Heideveld at 08:23. (2)
  • If Mrs Odwa Pamela is at Mandalay at 09:12 what time did she depart from Langa station? (1)
  • Mr Odwa works night shift and he wants to meet his two kids at Langa station before they catch their train to What time should he take the train in Woodstock and at which platform is that train going to stop? (2) 
  • If the school starts at 08:00 and the kids miss the train mentioned in 1, what time will be the next train and what number and platform must they be on to catch the train?(3)
  • Is it possible for Mr Odwa to use the same time table to find the time for a train from Langa to Woodstock? Explain your answer. (2)  [12]
  • 07:13 ✓ (1)
  • Train number - 9513 ✓ (1) Platform - 16 ✓ (2)
  • 6:33 (Platform 16 and Train 9507) ✓✓ (2)
  • 7:25 on Platform 20 (Arrive in Philippi at 07:44) ✓✓✓ (3)
  • No. The time table is one way from Cape Town to Chris Hani. ✓✓ (2) [12]

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Maps: Scale and Maps

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GRADE 11 M LITERACY WORKSHEET ON SCALES ON THE MAP WITH MEMORANDUM

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GRADE 11 MATHEMATICAL LITERACY WORKSHEET ON SCALES ON THE MAP WITH MEMORANDUM YOU MAY REVISE THE TOPIC WITH QUESTIONS YOU MAY CHECK YOUR ANSWERS WITH MEMORANDUM AVAILABLE IN THE FILE GOOD LUCK FOR THE QUESTIONS

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mathematical literacy assignment 4 maps and scales

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10.3 Floor plans

10.3 floor plans (emg63).

We have already worked with floor plans in Chapter 6. In this section we will learn about them in more detail.

To recap what we already know:

  • A plan is a \(\text{2}\) dimensional picture or drawing that describes what an object looks like and the dimensions of the object.
  • Plans can be drawn to show different views of an object.
  • Plans can involve the use of a scale. This scale is used to find the actual size (real life size) of certain objects within the plan.

There are three main types of plans, namely: floor or layout plans, elevation plans and design plans. Floor plans are plans showing the layout of buildings or structures seen from a top view (from above). Elevation plans show what an object looks like from different side views. Design plans are commonly used in the fashion and design industry. The plans are often of clothing items that will be sent to the manufacturers. In Grade 10, you only need to understand how to work with floor plans.

A floor plan is also known as a layout plan. It shows an object as seen from above, as if you have taken off the roof of the building/structure to look inside. In Grade 10 we will only work with two dimensional plans showing the dimensions for length and width.

Understanding floor plan symbols (EMG64)

It is important to understand the layout of floor plans. In order to do this, one can use a key (or legend) that would portray the symbols (and their names) most commonly used on floor plans.

The picture below shows the symbols most commonly used in a floor plan.

mathematical literacy assignment 4 maps and scales

Worked example 4: Reading a floor plan

mathematical literacy assignment 4 maps and scales

  • What kind of room is this?
  • How many doors does the room have?
  • How many windows does the room have?
  • Why is the desk in front of the window?
  • Is there an alternative position for the bed if the bed may not be in front of a window? Explain your answer.
  • Which items would need to be removed from the room if the single bed was exchanged for a double bed?
  • Explain why the symbol for a door is a quarter circle.
  • Two windows
  • The window lets in light which means that the person sitting at the desk will be able to work or study without putting strain on their eyes.
  • No, the current position is the only one where the bed is not in front of a window. The bed is too wide or too long to fit against the other walls.
  • The bedside cabinet.
  • This shows the space needed for the door to open. It helps to ensure that no furniture is placed in such a way that the door won't open.

Understanding floor plan layout (EMG65)

In this section we will learn how to describe what is being represented on a plan, to analyse the layout of the structure show on the plan and suggest alternative layouts.

Worked example 5: Understanding floor layout

mathematical literacy assignment 4 maps and scales

The room above has some serious design flaws.

  • Identify \(\text{4}\) problem areas in the diagram. Motivate your answer.
  • Redraw the floor plan with an improved layout. Include all the elements from the original plan.
  • The bed is directly in front of the door. The basin is facing the wrong way. The toilet is not attached to a wall. The toilet is almost impossible to use. The couch faces into the bathroom area.

mathematical literacy assignment 4 maps and scales

Understanding floor layout

The following diagrams show two different kitchen layouts. The arrows on the diagrams indicate the movements required to cook dinner, which includes meat, vegetables, a starch (potatoes or rice) and a salad.

mathematical literacy assignment 4 maps and scales

Compare the direction that the door opens for Diagram 1 and Diagram 2. Why would the direction that the door opens in be better in Diagram 2 than in Diagram 1?

In Diagram 1 the stove is almost behind the open door, so every time a person turns around from the stove, they will be bumping into the door.

Why is the stove not placed under the window in either diagram?

If there are curtains or blinds over the window this could become a fire hazard if something cooking on the stove caught alight.

Which layout is better when you are cooking food? Give reasons for your answer.

Diagram 2: The fridge and work surface are close to the stove.

Which layout is better when you are washing dishes and cleaning up after dinner? Give reasons for your answer.

Diagram 1: the area for plates and bowls is close to the sink so it is easy to put dry dishes away.

Design your own kitchen that will keep the distance you have to walk to a minimum when cooking and cleaning up. Your kitchen has to have the same elements in it as are found in the diagrams.

Learner-dependent answer

mathematical literacy assignment 4 maps and scales

Draw a rough floor plan of the room in the illustration. Use the symbols given above at the beginning of this chapter. The plan does not have to be to scale but the relative size of the contents must be accurate. Add a door to your floorplan in any place you think is appropriate.

mathematical literacy assignment 4 maps and scales

There are no windows shown on the diagram. The two walls that aren't visible in the illustration are inside the house. Where would you place a window? Provide reasons for your answer.

Place the window above the bath. The other two walls are inside the house.

Working with scale on floor plans (EMG66)

In order to be able to calculate the dimensions of an object on a scale or map you must be able to work with scale. We learnt about the number and bar scales in Chapter 6. We will continue to work with them in this section.

Worked example 6: Working with scaled floor plans

Your school is building a new classroom. The measurements of the classroom are as follows:

Length of the walls: 5 metres

Width of the door: \(\text{810}\) \(\text{mm}\)

Width of the windows: \(\text{1 000}\) \(\text{mm}\)

  • You have to draw a plan of the classroom using a scale of \(\text{1}\) : \(\text{50}\). You have to place a door and \(\text{2}\) windows in one of the walls. Another wall must have \(\text{3}\) windows. Two walls have no windows.Use the appropriate symbols in your plan.
  • If the school wants to make blinds out of fabric for the classroom windows, and the blinds are the same size as the windows (\(\text{1 000}\) \(\text{mm}\) wide), calculate the total length of material (in metres) that needs to be bought.
  • If the material for the blinds costs \(\text{R}\,\text{60}\) per metre, calculate the total cost of fabric for the blinds.
  • The school needs to tile the floor of the classroom. Calculate the total area that must be tiled.
  • If the tiles come in \(\text{4}\) \(\text{m}\)\(^{\text{2}}\), how many boxes must the school buy? Explain your answer.
  • If the tiles cost \(\text{R}\,\text{150}\) per box, calculate how much the tiles will cost.

mathematical literacy assignment 4 maps and scales

There are \(\text{5}\) windows in total. Each window is \(\text{1 000}\) \(\text{mm}\) wide.

\(\text{1 000}\text{ mm}\times\text{5}\) = \(\text{5 000}\) \(\text{mm}\)

There are \(\text{1 000}\) \(\text{mm}\) in a metre

\(\text{5 000}\div\text{1 000}\) = \(\text{5}\) \(\text{m}\)

\(\text{R}\,\text{60}\) per metre \(\times\) \(\text{5}\) \(\text{m}\) = \(\text{R}\,\text{300}\)

Area = length\(\times\)breadth

= \(\text{5}\text{ m}\times\text{5}\text{ m}\)

= \(\text{25}\) \(\text{m}\)\(^{\text{2}}\)

\(\text{25}\text{ m}^{\text{2}}\div\text{4}\text{ m}^{\text{2}}\) =\(\text{6,25}\) boxes

You cannot purchase \(\text{6,25}\) boxes of tiles. You will have to buy \(\text{7}\) boxes.

\(\text{7}\times\text{R}\,\text{150}\) =\(\text{R}\,\text{1 050}\)

Working with scaled floor plans

mathematical literacy assignment 4 maps and scales

The diagram shows a classroom that has been drawn with a scale of \(\text{1}\) : \(\text{100}\).

Complete the following table:

The teacher wants to replace the checkered rug. Calculate how big the new rug must be in m\(^{\text{2}}\).

New rug: Area = length \(\times\) width = \(\text{3}\) \(\text{m}\) \(\times\) \(\text{2}\) \(\text{m}\) = \(\text{6}\) \(\text{m}\)\(^{\text{2}}\)

If the rug cost \(\text{R}\,\text{800}\) in total, determine the cost per m\(^{\text{2}}\).

Cost per m\(^{\text{2}}\) = \(\text{R}\,\text{800}\) \(\div\) \(\text{6}\) \(\text{m}\)\(^{\text{2}}\) = \(\text{R}\,\text{133,3333}\)\(\ldots\) = \(\text{R}\,\text{133,33}\) per m\(^{\text{2}}\)

IMAGES

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  1. Mathematical literacy-Maps, plans and other representations ...

    Answer the following questions with reference to the above theatre seating plan: 1 Which is closer to the stage: Dress circle or Stalls? 2 Some of the seats do not have numbers on them. They are instead marked with a "W" and are located on the ground floor in the stalls.

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    MATHEMATICAL LITERACY MAPS & PLANS GRADE10 - 12 2020 MAPS AND PLANS 1. TERMINOLOGY/VOCABULARY Bar scales: Elevation map: Elevation plans: Floor plans: Number scale: Route map: Scale: Scale drawing: Scaled elevation plans: Street map: Strip map: Presented as a picture, it means that if you placed a ruler next to this scale, you

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    Grade 12 Mathematical Literacy: Maps and Scale 2022 | Scale and Mapwork | Maps and Scales |In this video you will learn how to interpret and use a Number sca...

  4. ASSIGNMENT SCALES

    ASSIGNMENT SCALES. ASSIGNMENT ONE ... University of Pretoria. Course. Mathematical Literacy (JWG310) 5 Documents. Students shared 5 documents in this course. Academic year: 2023/2024. Uploaded by ... It's crucial for reading and using maps correctly. g. Scale: The scale on a map shows the relationship between the distances on the map and ...

  5. PDF 2022 SUBJECT WORKBOOK Grade 11

    2022 WORKBOOK | Grade MATHEMATICAL LITERACY 11 SUMMARY WHAT YOU SHOULD KNOW SESSION 2 | MAPS AND PLANS : SCALE Page 15 You must be able to distinguish between the types of scales and be able to do calculations with each type. Types of scales: 1. Bar Scale: Scale that uses line segments of a certain length to show the scale on the map. 2.

  6. 6.3 Maps, directions, seating and floor plans

    Mathematical Literacy Grade 10 Scale, maps and plans 6.3 Maps, directions, seating and floor plans 6.2 Number and bar scales End of chapter activity 6.3 Maps, directions, seating and floor plans (EMG4W) Knowing how to use scale maps is an important skill.

  7. Maps, Plans and Other Representations of The Physical World Grade 12

    Activity 1: Using the number scale The bar scale Understanding the advantages and disadvantages of number and bar scales Activity 2: Scales and resizing Drawing a scaled map when given real (actual) dimensions Activity 3: Drawing a scaled plan Maps Activity 4: Navigating a shopping mall Using a road map Activity 5: Using a road map Elevation Maps

  8. 6.1 Introduction and key concepts

    In this chapter we will learn how to: use the number scale and the bar scale, and understand the advantages and disadvantages of both and what happens when we resize maps. estimate actual distance or length when given a scale map and calculate scaled measurements when given the actual distance or length.

  9. 6.2 Number and bar scales

    6.2 Number and bar scales. 6.1 Introduction and key concepts. 6.3 Maps, directions, seating and floor plans. The two kinds of scale we will be working with in this chapter are the number scale and the bar scale. The is expressed as a ratio like \ (\text {1}\) : \ (\text {50}\). This simply means that \ (\text {1}\) unit on the map represents ...

  10. PDF A Guide to Working with Maps

    The work in this series of lessons builds on what learners have already studied in Grade 10 Maths Literacy. What is different in Grade 11: Scale: learners will use bar scales and numbers scales to estimate measurements on a plan or model, not only to calculate actual distances.

  11. Course: Mathematical Literacy Term 2, Topic: 1: Maps, plans and other

    General Announcements MGSLG. (2020). Maths Literacy ESSIP Term 2 study guide 3.7MB MGSLG. (2020). PPT: Maths Literacy ESSIP Term 2 297.7KB MGSLG. (2020). Term 2 annual teaching plan 1: Maps, plans and other representations of the physical world 1: Maps, plans and other representations of the physical world Learning outcomes

  12. Measurement Grade 12 Notes

    Solution. We can see that the table is made up of two identical triangles, and one rectangle. The formula for the area of a triangle is: ½ × base × height. So the area of one of our triangles is: ½ × 0,5m × 0,7m (change the units to meters) = 0,175 m 2. The formula for the area of a rectangle is: length × breadth.

  13. Scales and Maps Practice Questions

    Next: Reading Scales Practice Questions GCSE Revision Cards. 5-a-day Workbooks

  14. Maps, plans and other representations of the physical world (scale and

    Maths Literacy. Grade 11. Maps, plans and other representations of the physical world (scale and map work) Download the Series Guide. Watch the Task Video.

  15. Gr 11 T3 W2 Mathematical Literacy

    Maps: Scale and Maps. Do you have an educational app, video, ebook, course or eResource? Contribute to the Western Cape Education Department's ePortal to make a difference.

  16. Scale, maps and plans Table of Contents

    Siyavula's open Mathematical Literacy Grade 10 textbook, chapter 6 on Scale, maps and plans. Home Practice. For learners and parents For teachers and schools. Past papers Textbooks. ... Mathematical Literacy Grade 10; Scale, maps and plans; Chapter 6: Scale, maps and plans; 6.1 Introduction and key concepts; 6.2 Number and bar scales;

  17. PDF GRADE 11 NOVEMBER 2020 MATHEMATICAL LITERACY P2 (EXEMPLAR)

    following questions that refer to the map, ANNEXURE B. 3.1.1 Give the TWO general directions that will be travelled from the Durban City Centre via Berea to Sydenham. (4) 3.1.2 Explain the term scale. (2) 3.1.3 Use the linear (graphic) scale on the map and rewrite it as a numeric scale as 1 : … to the nearest thousand. (4)

  18. PDF Study & Master Mathematical Literacy Teacher's Guide

    I. Home Language 4,5 II. First Additional Language 4,5 III. Mathematics and Mathematical Literacy 4,5 IV. Life orientation 2 V. three electives 12 (3 × 4 h) The CAPS states that 'the allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used

  19. Mathematical Literacy Assignment: Measurements, Maps, and Scale

    Use the above map and information to answer the questions that follow. 4.1.1. Calculate the average speed, in km/h, of the truck travelling from Johannesburg to Cape Town, using the formula: Speed = Distance ÷ Time (3) 4.1.2. If 12,6 cm on the map is equal to 1 262 km in real life, determine the unit scale of the map. (3)

  20. Mathematical Literacy Grade 10 Table of Contents

    Mathematical Literacy Grade 10. Mathematical Literacy Grade 10. Chapter 1: Numbers and calculations with numbers. 1.1 Introduction and key concepts. 1.2 Number formats and conventions. 1.3 Operations using numbers and calculator skills. 1.4 Squares, square roots and cubes. 1.6 Ratio, rate and proportion. End of chapter activity.

  21. GRADE 11 M LITERACY WORKSHEET ON SCALES ON THE MAP WITH ...

    Subjects Mathematical Literacy. File Type docx. Memorandum/Rubric Included. Last Updated August 18, 2021. $2. Add to cart. Use, by you or one client, in a single end product which end users are not charged for. The total price includes the item price and a buyer fee. GRADE 11 MATHEMATICAL LITERACY WORKSHEET ON SCALES ON THE MAP WITH MEMORANDUM.

  22. Assembly diagrams, floor plans and packaging

    Siyavula's open Mathematical Literacy Grade 10 textbook, chapter 10 on Assembly diagrams, floor plans and packaging covering 10.3 Floor plans. ... In order to be able to calculate the dimensions of an object on a scale or map you must be able to work with scale. We learnt about the number and bar scales in Chapter 6. We will continue to work ...

  23. mathematical literacy assignment 4 maps and scales

    Mathematical Literacy Grade 11 Assignment 1. Mathematical Literacy Grade 11.... 4,5 cm apart on the map. 4,5 x 5 = 22,5 km on land d. If the distance along a road is 83 km... Siyavula's open Mathematical Literacy Grade 10 textbook, chapter 6 on Scale, maps and plans covering 6.3 Maps, directions, seating and floor plans.... Therefore 4,8 cm on ...