MODULE 1: MEASUREMENTS

INTRODUCTION

In this module you will look at the concept of measurement with specific focus on:
 Area and volumes of rectangles, circles and other circular objects

 Volume and surface areas of rectangular, triangular prism, cylindrical prism pyramids, cones
and spheres

OVERVIEW

In this topic, you will work with complex projects in familiar and unfamiliar contexts

SPECIFIC OBJECTIVES
At the end of this module you will be able to:
 Calculate/measure the perimeter, area, surface area and volume of objects.
 Calculate/measure the Volume and surface areas of rectangular, triangular prism,
cylindrical prism pyramids, cones and spheres.
 Determine/calculate appropriate quantities of materials/components required to
complete a task or project.

GLOSSARY OF TERMS

Term / concept Definition/ Explanation

The amount of two-dimensional (2-D) space occupied by a 2-D shape.
Area Area of a shape is the size of its surface. It is measured in square units.
2-D drawings A diagram or picture having length and width only
A plan or design having length and width only, but possibly representing
2-dimensional plans three dimensional objects
A dimensional construction of a real-life object. It is a solid, it has
3- dimensional models length, breadth/ width and height
A closed curve that is everywhere at the same distance from a fixed
Circle point
Circumference Distance around a circle / perimeter of a circle
Conversion A change from one system /unit to another
Values used to convert/ change quantities from one measuring system
Conversion factor to another.
Three dimensional object with congruent parallel circles s bases that are
Cylinder joined by a curved surface
A straight line passing through the centre of a circle and touching the
Diameter circle at both ends thus dividing the circle into two equal halves.

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CONTENT

You will study this module through the following units

Unit 1 2D Measurement
Unit 2 3D Measurement

UNIT 1: 2-D Measurement

INTRODUCTION

In this unit you will look at the concept of Perimeter/Area and Volumes of rectangles, circles and
other circular objects

LEARNING OUTCOME

At the end of this Unit, you should be able to:

 Calculate the perimeter, area, surface area and volume of an object
 Determine/calculate appropriate quantities of materials/components required to complete a
task

LESSON NOTES

 Perimeter is the total length/distance around a shape or around the boundary. Perimeter of
a circle is called the Circumference.

 Perimeter is measured in single units e.g. m, cm, mm, etc.

 Length means measurement between two points in a straight line. E.g. length of a room.

 Circumference is a distance around a circle.

 Tips for calculating perimeter

 Break the complex shape down into its basic shapes such as square, rectangle, triangle
or circle.

 Ensure that all units are the same before calculating perimeter.

 We only add the outer most lengths of the shape.

 Area is the amount of space occupied by a 2-D (2-Dimensional) figure.

It is measured in square units e.g. m 2, c m2, etc

 2-D shape/ diagram is a diagram/picture that has length and width only.

 3-D shape/diagram A dimensional construction of a real-life object. It is a solid, it has length,

breadth/ width and height.

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  Tips for calculating area:

 Break the complex shape down into its basic shapes such as square, rectangle, triangle
or circle.

 Units must always be the same when calculating area.

 Add the areas of all the basic shapes together to get the area of the complex shape.

 Learners should know how to calculate the perimeter and area of the following shapes:

SHAPE PERIMETER AREA

Rectangle

b P=l+l+b+ b A=l× b
l P=2 l+2 b

Square
P=l+l+l+l A=l× l
l P=4 l

Triangle

P=a+b+ c 1
A= ×b ×⊥ h
a h c 2

Circle
2
A=π × r

r C ¿ 2 × π ×r

OR

d
C ¿ π×d

Radius is half of the diameter.

Diameter is a straight line that divides a circle into two equal parts. A line that passes
through the centre of a circle and touching both ends of a circle.

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Remember:
1. Always make sure that the units of measurement are the same before doing any
calculations.
2. Convert units of measurement between different systems (imperial – metric and vice versa).
3. Convert units of measurement between different scales.
4. Change the diameter to radius before doing any calculations by dividing the diameter by 2.
5. Choose the suitable formula
6. Substitute values on the formula and simplify
7. Diameter should always be divided by 2 to be converted to a radius
8. Use the value of π given
9. When dealing with semi-circle, remember to divide the formula of circle by 2
10. When dealing with complex figures, always divide it into smaller figures, calculate the
segments and add the answers together
11. To determine the perimeter you add all sides and the units thereof are similar to that of the
length
12. Area determined by multiplying 2 sides, the units are always squared
13. The volume is determined by multiplying 3 sides, therefore the units are always cubed

 Converting from the unit on the left (big) to the one on the right (small), we multiply by the
conversion factor.
 Converting from the unit on the right (small) to the one on the left (big), we divide by the
conversion factor.

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 Example 1.1.1.
1. What is the total distance around the race track below?

2. Calculate the area of the L – shaped room shown below.

Information provided:
 A=3m
 B=2m
 C = 5.5 m
 D=6m

Proposed answer: Proposed answer:

1. The two curved pieces make up a whole circle 2. Area of a big rectangle = l × b
with diameter ¿ 132 m = 8,5m × 4m
= 34 m2
Total length of two curved parts = π ×132
Area of small triangle = 3m × 2m
¿ 3,142 ×132
= 6m2
¿ 414 ,7 m
Area of the L Shaped = 40m2

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 ACTIVITY 1.1.1

Instructions
 You should form groups of 4 – 5
 Duration: 15 minutes
 Refer to the questions provided
 Task 1: Answer the questions and allocate marks or indicate were marks are allocated.
Task 2: Identify the taxonomy levels for each questions
 These questions are intended to prompt you to consolidate the unit and possible ways in which this
section can be taught
 Report Back and Discussion
 Resources: Training manual, Note pad, Pen and Calculator
1. Calculate the area of the shaded shape below:

2. Rugby is a very popular and fast growing sport at Success High School. The School Governing
Body has decided to approve the creation of a new rugby field.
Refer to the diagram of the new rugby field on ANNEXURE below, to answer the questions
below.
1.1.a) Define the term “perimeter”

b) Determine the perimeter of the rugby field.

c) What is the length of the rugby field?

d) Calculate the area of the rugby field that has to be covered with grass.

You may use the formula : Area = length x width

e) Sods of grass are used to cover the rugby field. Calculate the area of one sod of grass in
square metres if the dimensions of one sod of grass are 500 mm × 700 mm.

f) Determine the number of sods of grass that will be needed to cover the entire rugby
field.
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ANNEXURE

The rugby field has the following features:

 a length of 100 m measured from and to each try-line;

 a 22 m in goal area behind the poles (from the goal line to the dead ball line);
 a 70 m long try line (width of the field)

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 ACTIVITY 1.1.2
Instructions
 You should form groups of 4 – 5
 Duration: 15 minutes
 Refer to the questions provided
 Task 1: Answer all the questions
Task 2: Allocate marks for each question
Task 3: Identify the taxonomy levels for each questions
 These questions are intended to prompt you to consolidate the unit and possible ways in which
this section can be taught
 Report Back and Discussion
 Resources: Training manual, Note pad, Pen and Calculator

Naledi High School decides to tile the floor of their school hall using black and grey tiles. The hall is L-
shaped. A rectangular stage is located against one wall of the hall as illustrated in the sketch
alongside. The width of the stage is5 m, and the length is10 m. The stage is not going to be tiled.The
size of a square tile is 50 cm by 50 cm . The school needs to calculate how many tiles to buy.

18 m

5m

18 m

9m

6m

a) Calculate the area of the floor (excluding the stage) to be tiled. You may use the formula: (
Areaof a rectangle=length ×breadth ¿
b) The tiler requires that 5 % more tiles must be purchased to allow for cutting and breakages.
Calculate how many tiles must be bought.

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 ACTIVITY 1.1.3
Instructions

 You should form groups of 4 – 5

 Duration: 20 minutes
 Refer to the context provided
 These questions are intended to advance skills that can be used in the classroom and possible
ways in which this section can be taught
 Task 1: Develop four possible questions ( TL 1 – 4) based on the context provided
Task 2: Identify the taxonomy levels for each questions
 Report Back and Discussion
 Resources: Training manual, Flip chart, Koki pens

Context
Triggers Enterprises was awarded the tender for making rectangular cardboard boxes to package bottles
of cough syrup. Each bottle is packed in a cardboard box with a square base, as shown below.

 The diameter of the base of the bottle is 58 mm and the height of the box is143 mm.
 The length of the side of the base of the box must be approximately 102 % of the height of the
bottle.
The following formulae may be used:

Areaof ¿˚ π ×radius
2

Areaof square=¿
Areaof rectangle=length ×breadth

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UNIT 2: 3-D MEASUREMENT

INTRODUCTION

In this unit you will look at the concept of Volume and Surface Areas of Rectangular/Triangular/
Cylindrical Prism, Pyramids, Cones and Spheres.

LEARNING OUTCOME

At the end of this Unit, you should be able to:

 Calculate Volume and Surface Areas of Rectangular/Triangular/ Cylindrical Prism, Pyramids,
Cones and Spheres.

 Determine/calculate appropriate quantities of materials/components required to complete a

task

LESSON NOTES

 Volume: 3-D space occupied by a gas, a liquid or a solid. Capacity also refers to volume.

When we measure volume, we are measuring space in a 3-Dimension

 Object,

 3-Dimensional is a solid that has length, breadth/width and height.

 Solid Volume is measured in cubic units. e.g. m 3,cm3 , mm3, etc.

 Liquid Volume is measured in ml, l and kl

 All units should be the same when calculating volume.

 Total Surface Area (TSA):

 TSA is the total exterior area of all the exposed surface of a 3-D object.

 The only difference between total surface area (TSA) and area is that TSA refers to 3-D
objects; while area refers to 2-D objects.

 To calculate TSA of a shape, calculate the area of each ‘surface (side) of the shape and
then add the totals together.

 TSA could be calculated using a specific formula.

 Since TSA is the sum of all areas, the units of TSA arem 2,c m2 etc.

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 Volume and Total Surface Area of shapes:

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 ACTIVITY 1.2.2

Instructions

 You should form groups of 4 – 5

 Duration: 20 minutes
 Refer to the context provided
 These questions are intended to advance skills that can be used in the classroom and
possible ways in which this section can be taught
 Task 1: Answer all the questions
Task 2: Identify the taxonomy levels for each questions
Task 3: Allocate marks for each question
 Report Back and Discussion
 Resources: Training manual, Note Pad, Pen and Calculator

1. Jabu has to decide which container to use to collect rain water. He can either use a
cylindrical container with diameter 1 m and height 2 m or a rectangular container with
base 80 cm by 80 cm and a height of 2 m.

a. Calculate which container has the largest volume. Give the volume to the nearest litre.
Note: 1000 cm3=1 l
b. Calculate the surface area of each container.
c. Metal sheets, 2 m wide, are used to manufacture these containers. Calculate the length
of sheeting required to make each container.
2. Mr Botha believes in recycling and catches rainwater in a tank. The restaurant kitchen
uses the recycled water for washing the dishes. A rectangular metal plate measuring 250
cm by 300 cm was to be used to construct a cylindrical tank fixed onto a circular concrete
base.

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 ACTIVITY 1.2.3

Instructions

 You should form groups of 4 – 5

 Duration: 20 minutes
 Refer to the questions provided
 These questions are intended to advance skills that can be used in the classroom and
possible ways in which this section can be taught
 Task 1: Answer all the questions
Task 2: Identify the taxonomy levels for each questions
Task 3: Allocate marks for each question
 Report Back and Discussion
 Resources: Training manual, Note Pad, Pen and Calculator

1. To irrigate the rugby field, a special cylindical water tank is used. The height of water tank
is 3,5 m long and has a diameter of 200 cm.
Refer to the picture and information below to answer the questions that follow.
[2015.GP.P1]

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a) Determine the radius of the water tank.
b) Calculate the amount of water (in litres) when the water tank is full.
You may use the following formula: Volume = π ׿
Use: π=3,142 ; Also note that: 1000 cm3= 1 litre
3
1 m = 1000 litres
c) The school wants to repaint the water tank. Calculate (in square metres) the outside
surface area of the water tank that will be painted.
You may use the formula:
Surface area = 2 × π ×radius(radius+length)
Use : π=3,142

2. Mr Chidi bought the 4 500-litre tank shown in the scaled picture below. The diameter of
the tank is 1 810 mm and the height is 2 060 mm.

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On 14 December the gauge which he installed on the tank, indicated that the volume of
rainwater in the tank, was 3,76 kilolitre. Calculate the height of the water in the tank on
that day, in metres. Use the formula:
Volume of cylinder = π × radius2 × height, 1 kl = 1 m3
Use π = 3,142

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 Adapted from: https://www.skillsyouneed.com/num/area-volume-reference

MODULE 2: MAPS AND SCALE

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INTRODUCTION

In this module you will look at the concept of,

 number scale, bar scales, large scale or small scale

 map scales and calculating distance
 compass directions and giving directions

OVERVIEW

In this topic, you will work with maps of possible unfamiliar contexts and complex structures.

SPECIFIC OBJECTIVES
When you complete this module, they should be able to:
 Work with different types of scales on maps
 Work with scales on maps
 Calculate actual length and distance when map is known
 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 1: xxx… and use the scale to
determine other dimensions on the map
 Interpret compass directions in the context of appropriate maps

GLOSSARY OF TERMS
Bar scales Presented as a picture, it means that if you placed a ruler next to
this scale, you could determine how many centimeters next to this
scale, you could determine how many centimeters represent the
specified kilometers
Elevation map Information about the profile of a route as seen from the side.
Highway A major road that links major cities.
National road map Shows major roads linking major cities to each other.
Number scale A number scale such as 1 : 50 000 means that 1 unit on the map
represent 50 000 units in real life
Route map Shows a specific route, for instance for an event, as seen from
above.
Scale Determines how many times smaller an object shown on a plan or
map is that its actual size
Scale drawing A diagram of a real-life object drawn in proportion.
Street map A map of a small area such as a town or city.
Strip map A map of a section of a travelling route.

CONTENT

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You will study this module through the following units

Unit 1 Scale
Unit 2 Maps and Plans
Unit 3 Plans and Layout Maps

UNIT 1: SCALE

INTRODUCTION

In this unit you will look at the concept of scale viz. number scale and bar scales including large scale
and small scale.

SPECIFIC OBJECTIVES

At the end of this Unit, you should be able to:

 Work with number and bar scale
 Discuss the disadvantages and advantages of bar scale and number scale
 Expressing number scale as a bar scale and vice versa
 Determining the scale used to resize the image
 Use the given scale to do calculations
 Calculating the actual length of the drawing or image of the object.

LESSON NOTES

Scale can be expressed as a set of levels or numbers used in a systematic way to compare or
measure things.

TYPES OF SCALE

 Number scale

 It is expressed as a ratio like 1:500

 This means 1 unit on the map represents 1000 units on the ground. E.g. 1cm
measured on the map will represent 1000cm on the ground.
 The unit should be in the simplest form.
i.e. if 5: 900 is given, divide both sides by 5
5 900
: = 1: 180
5 5

Using a number scale:

 Multiply the given distance by the real part of the map.
 If the distance was not given, use a ruler to measure the distance on the map
 Multiply the scale factor by the distance measured to get the real distance
 E.g. If you measured 800mm , to get the real distance multiply 800 by 180

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  Bar scale
 Bar scale is represented in segments

100m 200m

 Each piece of the segment represent the given distance

Using a bar scale:

 Measure the size of one segment or the whole bar with a ruler in centimetres
 If you measured the whole bar, simplify the scale before doing any calculations.
 Measure the distance on the map in centimetres
 Calculate how many segments of the bar graph it works out to be ; i.e. divide the
total distance measured and divide it by the length of one segment or simplified
size of the bar
 Multiply the distance by measurement indicated on one bar

Converting from bar scale to number scale

100m 200m

 Measure 1 segment of a bar

 Write the ratio of a measured segment to the actual length
 Change units to be similar
 Simplify and write the scale in the form 1: …………

This triangle may be used when calculating distance or scale factor

Actual

Distance

Scale Measured
factor distance

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Take Note:

 The horizontal line( __ ) represents division

 The vertical line ( ) represents multiplication.
 To calculate the Actual distance, multiply the measured distance by the scale factor.
 To calculate the measured distance, divide the actual distance by the scale factor.
 To calculate the scale factor, divide the actual distance by the measured distance.
 Bar scale versus number scale

Type of scale Advantages Disadvantages

Bar scale  Resizing the map does not  One has to measure the
affect the bar scale as it length of one segment and
changes with the resized measure the distance on the
map. map before doing
 The scale will therefore calculations.
remain accurate.  This can make calculations to
be complicated because one
has to calculate how many
segments fit into the distance
measured on the map.

Number scale  We only have to measure  Resizing the map affects the
one distance number scale, the scale
 If the distance is given, we changes with the map.
only have to multiply the  E.g. If the map is doubled ,
given distance by the real the scale will be wrong as the
part of the map. scale which was 1:400 will
 Calculations are usually change to 1:800 and if the
fairly simple. map is reduced into half, the
scale will also be wrong as the
scale which was 1:400 will
now be 1:200

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 ACTIVITY 2.1.1
Instructions
 Individual activity
 10 minutes
 Refer to the questions provided
 Task 1: Answer the questions and allocate marks or indicate were marks are allocated.
Task 2: Identify the taxonomy levels for each question
 These questions are intended to prompt you to consolidate the unit and possible ways in
which this section can be taught
 Report Back and Discussion
 Resources: Training manual, Note pad, Pen and Calculator

1: 20

1. Pitso got a new job as an accountant and has bought a new bed with his money in the
savings account. The image of the bed with scale is given above. Find the actual length of
the bed in metres.
2. The image of Pitso’s friend is shown below. His actual height is 1.68 m.

(a) Determine the scale used to resize his height.

(b) Hence express the number scale as a bar scale.

(c) Will he fit on the bed bought by Pitso if he had to sleep over? Explain.
UNIT 2: MAPS

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INTRODUCTION
In this unit you will look at the concept of
 Types of maps
 Map scales and calculating distance
 Compass directions and giving directions

LEARNING OUTCOME
At the end of this Unit, you should be able to:

 Work with different types of maps

 Calculate actual length or distance on the map using bar scale or number scale
 Using given map to find the way to the destination
 Determine the scale in which a map has been drawn in the form 1: xxx… and use the scale to
determine other dimensions on the map.

LESSON NOTES

 Definition
- A map is a diagrammatic representation of an area of land or sea showing physical features,
cities viz. National/Provincial map, Strip chart, Elevation map, Street map etc.
- A map can be expressed as a plan or a chart

 Types of maps
Provincial Map
 This kind of maps usually shows the towns, regional roads and important landmarks in the
province
 SKILLS: giving directions, finding locations, etc.
 Example of Provincial Map:

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National Map
 This kind of maps usually shows the demarcation of provinces, the national roads and regional
roads.
 SKILLS: finding location of places using given maps and information, converting units, giving
directions
 Example of National Map:

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Strip Chart
 This is also called a road map or route map. It is a map that primarily displays roads and
transport links rather than natural geographical information. It is a type of navigational
map that commonly includes political boundaries and labels, making it also a type of political
map.
 SKILLS: identifying routes, determining distance between places, finding directions
 Example of Strip Chart

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Elevation Map
 It is a type of map which shows the different elevations of the area.
 This can be done on elevation of a road map (e.g. Comrade Marathon) or topographical
(reduced) map or orthophoto maps (enlarged).
 Steep slope:
Contour lines are closer to each other
Soil erosion occurred
Building on it will be expensive
 Gentle slope:
Contour lines are apart from each other
You can build on it as the slope is not steep
Building infrastructure will be cheaper.( e.g. drawing water), farming

SKILLS: Identify type of slope, advantages and disadvantages, cause of the type of slope

Example of Elevation Map

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 Street Map

 This map usually gives an in-depth view of the city, showing streets, the scale and
sometimes with grid references.
 SKILL: giving directions to places, identifying grid references, using given scale to
determine distances.

 Example of street map

 Cardinal points
 When using a map/plan it is important to use the cardinal directions.
 8 cardinal points should be covered:

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 Inter-cardinal points:
 Latitude is used as the point of departure when naming the inter-cardinal points, latitude
ranges from 00 to 900
 North West, North East, South West and South East
 When using a maps to get the direction, it is important to use the true North
 True North is the North according to the earth’s axis not magnetic North
 Grid reference
 A grid reference is a map reference indicating a location in terms of a series of vertical and
horizontal grid lines identified by numbers or letters

 Quick quiz on Grid reference:

Figure 1Adapted from www.activityvillage.co.uk

1. What animal can you see located at A1?

2. X marks the spot to find the treasure. Can you give the grid reference to help the
pirates find the treasure?
3. What can you see at grid reference C4?
4. What is the grid reference for skull Island
5. Can you find the start of the path the pirates must follow to the treasure? What is the
grid reference?

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 ACTIVITY 2.2.1

Instructions
 You should form groups of 4 – 5
 Duration: 15 minutes
 Refer to the questions provided
 Task 1: Answer the questions and allocate marks or indicate where marks are
allocated.
Task 2: Identify the taxonomy levels for each question
 These questions are intended to prompt youto consolidate the unit and possible ways
in which this section can be taught
 Report Back and Discussion
 Resources: Training manual, Note pad, Pen and Calculator

Study the map below and answer the questions that follow:
N

1. Pitso is driving from Harrismith to Polokwane but he has to via Pretoria to pick up his
friend.
a) Give a set of directions from Harrismith to Pretoria.
b) Determine the scale used on the map if the actual distance between Pretoria and
Polokwane is 280 km.
c) Hence determine the actual distance between Harrismith and Polokwane in Km, as the

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 crow flies.

Study the street map of Pretoria below and answer the following questions:

2. At Pretoria he picked up his friend from Munitoria and proceeded straight in

Vermeulen street to drop off the documents.
a) In which direction was he driving?
b) From Vermeulen street he turned left into Du Toit street, then turned left into Proes
street, passed Prinsloo street and Van der Wald street , then turned left into Andries
street; he passed Vermeulen street and Pretorius street and turned left on the next
street, passed one street and their next destination was on the left. Where did he
drop his documents.
c) After dropping the documents, he drove to Strydom square where his friend had to
drop the keys. Describe a set of directions he should use to reach the Strydom Square.
d) Is it advisable to drive from Monument clinic to Strydom square? Explain

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31
 ACTIVITY 2.2.2

Instructions
 Individual activity
 Duration: 15 minutes
 Refer to the questions provided
 Task 1: Answer the questions and allocate marks or indicate were marks are allocated.
Task 2: Identify the taxonomy levels for each question
 These questions are intended to prompt youto consolidate the unit and possible ways in
which this section can be taught
 Report Back and Discussion
 Resources: Training manual, Note pad, Pen and Calculator

Study the map below and answer the questions that follow:

Julia and her friends wanted to visit Sun city for an excursion.
a) What is the general direction of Reitz from Zastron?
b) Buhle should travel from Warden to Pentrusburg. Give a set of directions to be followed.
c) Determine the scale of the map, if the distance between Pentrusburg and Reitz is 380 km.
d) Hence, find the actual distance between Villiers and Bethulie in Km. It took them 5 hours
and 19 minutes to travel from Villiers to Bethulie, Nolo claims that they were travelling at
120km/h, verify her claim.
distance
You may use the formula Average speed =
time
e) Express the number scale in c). as a bar scale.

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UNIT 3: MAPS AND PLAN LAYOUT
INTRODUCTION

In this unit you will look at the concept of

 Types of seating plan
 Seating plan scale
 Layout maps
 Compass directions and giving directions

LEARNING OUTCOME
At the end of this Unit, you should be able to:
 Work with different types of seating plans
 Use compass directions
 Use given seating plan or layout to find the way to the destination
 Give direction to a destination

LESSON NOTES

Work with the following layout maps/plans:

 Map showing the seating plan and/or layout of a classroom

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 Map showing the layout of the buildings and/or sports fields at a school

 Map showing the layout of the stores in a shopping centre

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 Map showing layout of zoo or resort

 Seating plans for cinemas and at sports stadium

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 ACTIVITY 2.3.1

Instructions

 You should form groups of 4 – 5

 Duration: 20 minutes
 Refer to the resource provided
 This ACTIVITY is intended to advance skills that can be used in the classroom and possible
ways in which this section can be taught
 Task 1: Develop four possible questions ( TL 1 – 4) based on the context provided
Task 2: Identify the taxonomy levels for each questions
 Report Back and Discussion
 Resources: Training manual, Flip chart, Koki pens

The group of tourists visited the Kgalagadi Transfronteir Park.The layout of the Twee Rivieren
Camp is given below.
This camp offers two types of accommodation

 Camp facilities (for tents) and

 Cottage

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