NORTHERN CAPE DEPARTMENT OF

EDUCATION

MATHEMATICAL

LITERACY

TERM 2

LEARNER NOTES

WEEK 6 / 7 – 8

10/05/2024 – 17/05/2024
1
SCALES

Make sure you know how to:

Use Scales:
 Use a given scale in conjunction with measurement on a plan/map to determine
length/dimensions.
 Determine the scale of a map or plan.
 Use a given scale in conjunction with other content or skills to complete a project
(e.g. use a given scale to determine the dimensions in which to draw a 2-dimensional
plan of an object, and then draw the plan).

Read Maps:
 Identify the labels/names of national roads (e.g. N3) that must be travelled on to travel
between two locations.
 Identify the names of the towns on the route between two locations.
 Identify the scale of a map.
 Identify the position of two locations on a map and use given distance values on the
map to determine the travelling distance between the two locations.
 Interpret a given set of directions and describe what location the directions lead to.
 Provide a set of directions to travel between two locations in a town using street
names.
 Use a map in conjunction with a distance chart to determine the shortest route to
travel between two locations.
 Estimate travelling times between two or more locations based on estimated travelling
speed and known or calculated distances.
Read Plans:
 Use a given key to identify the number of windows/doors/rooms shown on a plan for
a building.
 Identify on which plan a particular structure is shown (e.g. the door is shown on the
North elevation plan).
 Measure dimensions on a plan and use a given scale to determine actual dimensions.

2
Can explain……
 A proposed travel route in relation to distance, estimated travelling times, etc. and
suggest and justify possible alternative routes.
 Using maps in conjunction with other travel resources (e.g. exchange rate
information; distance chart; bus timetable; etc.) and financial information (e.g. fare
tables; petrol price; etc.) the cost of a trip.
 Decisions made during a journey based on considerations of fatigue, petrol
consumption travelling time, etc.
 How to interpret plans to determine the dimensions of a room in order to make
decisions, for example, establish the amount of carpet needed for the floor of the
room.

Scale drawings represents the actual size and shape of an object on paper.
Two types of scales:
1. Numeric scale
2. Bar scales

Numeric scales
Numeric scales are always written in the form:
Map : Reality
e.g. 1 : 100
this means that for every unit on the map, it is equivalent to 100 units in reality.

To use the numeric scale, you need to measure a distance on map using your ruler or use the
distance provided, and then multiply that measurement by the “real “ part of the scale ratio
given on the map, in order to get the real distance.

Numeric scales can be assessed in three different ways:

1. Meaning, in other words, Explain the meaning of this scale - 1 : 200.
2. You measure the distance on the map. Then you use the scale to determine the actual
distance.
3. You measure the distance on the map. The actual distance is given. You must then
use this info to determine the scale.

EXAMPLES
1. You measured the distance between two buildings on a map to be 5 cm. If the map has
a number scale of 1 : 500, what is the actual distance in metres on the ground?

2. The scale is 1 : 500. Explain the meaning of this scale.

3. You measured the distance between two schools on a map and found that it was
8 cm. You know that the real distance is 12,5 km. Determine the scale of the map.

Solutions:
1. Scale is 1 : 500
5 cm × 500 = 2 500 cm

3
 2 500 cm
=
100
= 25 m

2. This means that for every unit on the map, it is equivalent to 500 units on the ground
(in reality).

3. 12,5 km × 100 000

= 1 250 000 cm
8 1 250 000
:
8 8
1 : 156 250

Bar scale
Is represented like this:

Each piece or segment of the bar represents a given distance, as labelled underneath. To use
the bar scale:
 You need to measure how long one segment of the bar is on your ruler. You must
then measure the distance on the map in centimetres.
 Calculate how many segments of the bar scale it works out to be (the total distance
measured; divided by the length of one segment).
 Then multiply the scale underneath.

So, if 1 cm on the bar represents 10 m on the ground, and the distance you measured on the
map is 3 cm (3 cm ÷1 cm length of segment = 3 segments) then the real distance on the
ground is 3 × 10 m = 30 m.

EXAMPLES

Mr Smith is a businessman who travels a lot between Johannesburg and Durban. He

travels by road as he is afraid to fly. The map below is not drawn to scale.
Study the map below and answer the questions that follow:

4
Use the bar scale and determine the distance between Durban and Harrismith, if the
distance on the map between these two places is 2,1 cm.
Give your answer in km.

Solution:
Distance = 60 km × 2,1
= 126 km

John wants to travel from Empangeni to Durban. The map below shows the route between
Empangeni and Durban.

2.1 Use the BAR scale to determine the actual distance between Empangeni and
Durban. (3)

2.2 Determine the scale of the map if the distance between Pieter Maritzburg and
Durban is 78 km. (4)

5
 2.3 Explain the meaning of the scale in question 2.2 (2)

2.4 Calculate the actual distance from Stanger to Durban.

Use the scale calculated in question 2.2 (4)

Solutions:

2.1 2 cm = 180 km
Measured/Gemete = 2,7 cm
2,7 cm
 180 km
2 cm
= 243 km

OR

2 cm : 180 km
2 : 18 000 000
1 : 9 000 000
2,7 cm × 9 000 000
24300000 cm
= 243 km

2.2 Measured = 1,1 cm

1,1 cm : 78 km
1,1 : 7 800 000
1 : 7 090 909

2.3 1 : 7 090 909

This means that for every unit on the map, it is equivalent to 7 090 909 units in
reality.

2.4 1 : 7 090 909

Measure distance on your map.
Multiply with scale.
Calculate actual distance in km.

6
QUESTION 1

The route map of the Medihelp Stellenbosch Cycle tour is shown on ANNEXURE A.

Use ANNEXURE A to answer the questions that follow.

1.1 In which general direction is Wellington from Paarl? (2)

1.2 Identify the mountain pass situated on the route. (2)

1.3 How many water points are availabe on the route? (2)

1.4 Name the national road that crosses the route. (2)

1.5 Name ONE town that is situated directly on the route. (2)

1.6 On the route map the length between Wemmershoek drive and the second water
point is 15 mm. Determine the scale of the map if the distance between these two
points is exactly 4,5 km. (3)

1.7 A cyclist rides in a South Westerly direction on the R44. Hy rides past the
connection with the Suid-Agter Paarl road and takes water at the water point just
before he crosses the national road. At which waterpoint, closest to the end, did
he take water? (2)
[15]

7
QUESTION 2

Study the layout plan of a university lecture room in ANNEXURE B.

Use ANNEXURE B to answer the questions that follow.

2.1 If Zahida is seated at G5, determine which exit will be closest to her. (2)

2.2 Will Aleia have direct access to a plug point if she is seated at B105?
Give a reason for your answer. (2)

2.3 Akua was seated at H113, but decided to move closer to the stage.
He moved 5 rows forward and 4 seats to the right from where he was sitting
originally. Give the row and number of his new seat. (2)

2.4 Determine the maximum number of people that can be seated in this lecture
room if all the seats are occupied. (4)

2.5 Name the seats in row A that can be converted to be suitable for left-handed
persons. (2)

2.6 Determine the probability that a person assigned to a randomly selected seat
will have direct access to a power outlet. (3)
[15]

QUESTION 3

ANNEXURE C shows the route map for the Momentum 947 Cycle Challenge.

Use ANNEXURE C to answer the questions that follow.

3.1 Determine the number of times that a cyclist will have to cycle uphill during
this race. (2)

3.2 The total distance of the race is 94,7 km. Calculate the distance between the
THIRD LAST water point and the finish. (2)

3.3 Name the residential area that will be on the right-hand side of a cyclist
standing at the starting point, ready to start the race. (2)

3.4 Name ALL the water points that are exactly 13 km from the previous water
point. (2)
[08]

8
QUESTION 4

Welkom is a town in the Free State. ANNEXURE D is a road map showing part of
the streets in Welkom. The town is known for having many traffic circles.

Use the information in ANNEXURE D to answer the questions that follow.

4.1 Write down the general direction of the Concor circle from the Shell circle. (2)

4.2 A railway line passes through Milner Road, Othello, Arrarat and Koppie
Alleen Streets.

Explain how it is shown on the map that the road is actually situated above the
railway line. (2)

4.3 Name the traffic circle that connects FIVE roads. (2)

4.4 Describe the route that will be taken by a car entering the town on Stateway
from the industrial area if it will be heading to the point in Dagbreek, marked
X, passing by the city council building on the left. (5)

4.5 The actual distance from exiting the Alfa circle to entering the Engen circle is
500 m. The actual distance from exiting circle 13 to entering circle 14 in
Stateway is 1,4 km.

Determine, by measurement, whether the map is drawn to scale. (5)

4.6 Samuel stated that it took him 5 minutes to cover a distance of 4 km in Welkom.

Verify, with calculation, whether the car was travelling within the speed limit.

You may use the formula:

Distance = Speed × Time (4)

[20]

9
QUESTION 5

Peet and his friend, Roland, plan a camping trip using their motorcycles along Cape
Route 62. This is a popular tourist route passing through the Western Cape and
Eastern Cape provinces.

The map on ANNEXURE E shows Cape Route 62.

Use ANNEXURE E to answer the questions that follow.

5.1 Identify the road that must be travelled on between Tulbagh and Ceres. (2)

5.2 Name the type of scale shown on the map. (2)

5.3 Write down the general direction from Knysna to Mossel Bay. (2)

5.4 The total distance from Cape Town to Worcester, via Tulbagh, is 210 km.

TABLE 1 indicates the actual distances between some of the towns on Cape
Route 62.

TABLE 1: ACTUAL DISTANCES BETWEEN TOWNS

Cape Town to Paarl 62 km
Paarl to Wellington 13 km
Wellington to Tulbagh A
Tulbagh to Worcester 82 km
[Adapted from www.route62.co.za]

Determine missing value A. (2)

5.5 Peet wants to visit his cousin, who lives along Cape Route 62.

He uses the following directions to his cousin's home:

 Peet takes the R60 from Worcester to Montagu.

 From Montagu he proceeds to Barrydale.
 From Barrydale he takes the R62 to the next town where his cousin lives.

Study the directions and then write down the name of the town where his
cousin lives. (2)
[10]

10
ANNEXURE A
QUESTION 1

MEDIHELP STELLENBOSCH CYCLE TOUR ROUTE MAP

Cut off
Champagne 11:00
street

Suid-Agter
Paarl road

Wemmershoek drive
Cut off
12:30

Cut off
13:30 WATER POINT
End START Helshoogte
pass

[Adapted from www.stellenboschcycletour.co.za]

11
ANNEXURE B
QUESTION 2 LAYOUT PLAN OF LECTURE ROOM

[www.reg.uci.edu]

12
ANNEXURE C
QUESTION 3 ROUTE MAP OF THE 947 CYCLE CHALLENGE

N
Lanseria

International

WP 8 WP 1
87 km 13 km

WP 7 WP 6
81 km 76 km
m
WP 2
21 km

WP 5
63 km

Key

Direction of route
Highways
Water points

WP 4 WP 3
50 km 37 km Terrain Key

Downhill
Level
Uphill

[Adapted from www.cyclechallenge.com]

13
ANNEXURE D

QUESTION 4

ADAPTED ROAD MAP OF WELKOM KEY:

N
Symbol Description
Rail
R Provincial road
Circles with
names

[Adapted from www.sleeping-out.co.za]

NOTE: The speed limit on public roads in an urban area is 60 km/h.

14
ANNEXURE E
QUESTION 5
ROUTE 62 ROAD MAP

N
Tulbagh
N1
R46 Touwsriver
Ceres Ladismith Baviaanskloof
Calitzdorp De Rust
De Doorns Zoar
Wellington R62
Worcester Uniondale
R44 R60 Oudtshoorn
Montagu R62 R62
Paarl Misgund
Cape Rawsonville
N1
Town Barrydale
Stellenbosch
Bonnievale Knysna

Swellendam
N2 Mossel Bay
N2

Hermanus

Scale = 1 : 2 742 857

KEY: Airport
[Adapted from www.route62.co.za]

15
Make sure you know how to:

Use Scales:
 Use a given scale in conjunction with measurement on a plan/map to determine
length/dimensions.
 Determine the scale of a map or plan.
 Use a given scale in conjunction with other content or skills to complete a project (e.g. use
a given scale to determine the dimensions in which to draw a 2-dimensional plan of an
object, and then draw the plan).

Read Plans:
 Use a given key to identify the number of windows/doors/rooms shown on a plan for a
building.
 Identify on which plan a particular structure is shown (e.g. the door is shown on the North
elevation plan).
 Measure dimensions on a plan and use a given scale to determine actual dimensions.

Can explain……
 How to interpret plans to determine the dimensions of a room in order to make decisions,
for example, establish the amount of carpet needed for the floor of the room.

Scale drawings represents the actual size and shape of an object on paper.
Two types of scales:
3. Numeric scale
4. Bar scales

Numeric scales
Numeric scales are always written in the form:
Map : Reality
e.g. 1 : 100
this means that for every unit on the map, it is equivalent to 100 units in reality.

To use the numeric scale, you need to measure a distance on map using your ruler or use the
distance provided, and then multiply that measurement by the “real “ part of the scale ratio given
on the map, in order to get the real distance.

Numeric scales can be assessed in three different ways:

4. Meaning, in other words, Explain the meaning of this scale - 1 : 200.
5. You measure the distance on the map. Then you use the scale to determine the actual
distance.
6. You measure the distance on the map. The actual distance is given. You must then use this
info to determine the scale.

16
EXAMPLES
1. You measured the distance between two buildings on a map to be 5 cm. If the map has
a number scale of 1 : 500, what is the actual distance in metres on the ground?

2. The scale is 1 : 500. Explain the meaning of this scale.

3. You measured the distance between two schools on a map and found that it was
8 cm. You know that the real distance is 12,5 km. Determine the scale of the map.

Solutions:
4. Scale is 1 : 500
5 cm × 500 = 2 500 cm
2 500 cm
=
100
= 25 m

5. This means that for every unit on the map, it is equivalent to 500 units on the ground (in
reality).

6. 12,5 km × 100 000

= 1 250 000 cm
8 1 250 000
:
8 8
1 : 156 250

Bar scale
Is represented like this:

Each piece or segment of the bar represents a given distance, as labelled underneath. To use the
bar scale:
 You need to measure how long one segment of the bar is on your ruler. You must then
measure the distance on the map in centimetres.
 Calculate how many segments of the bar scale it works out to be (the total distance
measured; divided by the length of one segment).
 Then multiply the scale underneath.

So, if 1 cm on the bar represents 10 m on the ground, and the distance you measured on the map is
3 cm (3 cm ÷1 cm length of segment = 3 segments) then the real distance on the ground is 3 × 10
m = 30 m.

17
EXAMPLE

The floor plan of Crazy Daisy Coffee Shop is shown below.

FLOOR PLAN OF CRAZY DAISY COFFEE SHOP

Front door A

Kitchen

Key:

toilet pan wash basin kitchen sink

door

[Adapted from www.shopkeep.com]

Use the floor plan above to answer the questions that follow.

1.1 Explain the meaning of the term floor plan. (2)

1.2 Identify the room labelled A. (2)

1.3 Give the general direction of the kitchen from the front door. (2)

1.4 The measured width of the coffee shop is 70 mm. The actual width is 15 m.
Determine the scale (rounded off to the nearest whole number) of the floor plan. (3)

Solutions:

1.1 Top view of the coffee shop.

OR

Top view of the shop without the roof.

1.2 Bathroom OR Wash room OR Rest room.

1.3 South-East / SE
18
1.4 70 mm : 15 m
70 : 15 000
1 : 214,2857143
1 : 214

QUESTION 1

Study the layout plan of a university lecture room in ANNEXURE A.

Use the layout plan to answer the following questions.

1.1 If Zahida is seated at G5, determine which exit will be closest to her. (2)

1.2 Will Aleia have direct access to a plug point if she is seated at B105?
Give a reason for your answer. (2)

1.3 Akua was seated at H113, but decided to move closer to the stage.
He moved 5 rows forward and 4 seats to the right from where he was sitting
originally. Give the row and number of his new seat. (2)

1.4 Determine the maximum number of people that can be seated in this lecture
room if all the seats are occupied. (4)

1.5 Name the seats in row A that can be converted to be suitable for left-handed
persons. (2)

1.6 Determine the probability that a person assigned to a randomly selected seat
will have direct access to a power outlet. (3)
[15]

19
 QUESTION 2

The seating plan below represents the seating arrangement in a coach of a train.

KEY:
Window

Door

Seat without power socket

Seat with a power socket

LLLLL

Use the information above to answer the questions that follow.

2.1 How many passengers can be seated in ONE coach? (2)

2.2 Write down the number of the seat close to the window and the toilet. (2)

2.3 In which general direction is the toilet from seat B6? (2)

2.4 A man seated on seat J2 uses the following route to move to another seat:
 From J2 turn left and walk towards the aisle
 He turns left and continue straight until he reaches the front of the coach
 He then turns right and sits in the middle seat
Write down his new seat number. (2)
e
[8]

20
ANNEXURE A
QUESTION 1 LAYOUT PLAN OF LECTURE ROOM

[www.reg.uci.edu]
21
QUESTION 3

Study the cinema seating plan below and answer the questions that follow.

LLL

3.1 Lundi holds a ticket numbered K4 and enters the cinema using entrance 2. Assist
Lundi to find his seat. (2)

3.2 In which general direction does seat J5 face? (2)

3.3 Allocate seat numbers for the seats that are not available on the front row at the
center of the cinema. (3)

3.4 Write down the total number of available seats on the north-eastern side of the
screen. (2)

3.5 Asi gets into the cinema through entrance 1. She goes down the passage, enters
the second front row on her left and takes the second last seat. Write down Asi's
seat number. (2)

3.6 Identify the row furthest from the screen. (2)

3.7 Write down the side with the least number of available seats. (2)
[15]

22
QUESTION 4

The Matric learners of Sunset High School sat for their NSC exams in November 2019. Below is a
seating plan of the matric learners in the school hall.

1 2 3 4 5 6 7 8 9

A
N
B

H
Invigilators' Table
I

Scale: 1: 300

4.1 Determine the general direction if travelling from C5 to F8. (2)

4.2 Explain the meaning of the given scale. (2)

4.3 Use the given scale to determine the actual area of the following in 𝑐𝑚2 .

4.3.1 Table E7 (4)

4.3.2 Invigilator's table (4)
[12]

23
QUESTION 5

The layout plan of the ground floor of a university is given below.

THE LAYOUT PLAN OF THE GROUND FLOOR OF A UNIVERSITY

STRUBEN STREET ENTRANCE

QUEENSWAY ENTRANCE

ENTRANCE

MEE STORES

CICS STORE
ROOM 1

OFFICE
WORK

BOOK

BLOED STREET ENTRANCE

SCALE = 1 : 380
[Adapted from www.pinterest.com]

Use the layout plan above to answer the questions that follow.

5.1 Explain the meaning of the given scale. (2)

5.2 Name a feature on the layout plan that indicates that this is a multi-level building. (2)

5.3 Determine the number of toilets not suitable for people with disabilities on this layout
plan. (2)

5.4 Identify the entrance that will be closest to the cafe. (2)

5.5 Measure (in mm) the east-facing wall of the Mindsphere Lounge. (2)
[10]

24