PAIR ACTIVITIES

TERM 1

Identify the factors of production (Pair activity)

Read the case study below and answer the question that follows.

Farmer Brown farms with chickens. He employs 15 workers to help him on the farm. They feed the
chickens and give them water. Farmer Brown makes use of Thabo’s Transport to transport his chickens to the abattoir where they are slaughtered. The abattoir personnel slaughter and clean the chickens before they are sent to the processing plant. At the processing plant, the chickens are washed and cut into pieces. The chickens go through an automated chicken packaging machine, where the pieces are individually quick-frozen before they are packed in plastic bags and sealed in boxes. The boxes of chicken are transported to the supermarkets in a refrigerated truck. The supermarket personnel unpack the chicken bags into freezers and then they are priced. The supermarket employs packers, cashiers and a manager.

Identify all the factors of production in the case study and write them in table format.

Raw materials	Labour	Capital	Entrepreneurship

Peer assessment:

Criteria	Yes	No
My partner could identify at least three raw materials.
My partner could identify at least three labour elements.
My partner could identify at least five capital elements.
My partner could identify at least two entrepreneurship elements.

Assessment Task

Trade with the foreign sector (Pair activity)

Study the information in the table and answer the questions that follow.

South Africa’s main trading partners

IMPORTS 2008		EXPORTS 2008
Germany	82,417,151,152	Japan	66,465,946,433
China, P.R. Mainland	82,411,244,161	United States	65,563,366,868
United States	58,146,662,877	Germany	47,428,867,202
Saudi Arabia	45,945,810,130	United Kingdom	40,101,495,428
Japan	40,603,450,966	China, P.R. Mainland	35,243,991,079
United Kingdom	29,528,936,772	Netherlands	28,341,661,417
Iran	27,374,218,410	India	18,651,955,958
Angola	22,348,879,058	Belgium	16,735,117,998
France	20,777,720,393	Zambia	16,074,513,155
India	18,813,218,467	Spain	15,354,791,625
Italy	17,725,630,863	Zimbabwe	13,810,915,545
Nigeria	15,743,768,137	Mozambique	13,156,678,031
Thailand	14,602,326,166	Italy	13,043,953,910
Brazil	13,817,423,675	Switzerland	13,038,535,973
Australia	13,550,166,692	Korea	12,321,787,741
Sweden	13,432,224,425	Australia	12,198,823,369
Korea	11,952,155,431	France	10,589,087,653
Netherlands	10,074,389,997	Chinese Taipei	9,312,425,887
Belgium	9,373,854,637	Saudi Arabia	2,711,360,461
Chinese Taipei	8,897,315,104	Iran	1,274,757,656
Spain	8,845,623,954	Angola	7,338,415,391
Zimbabwe	6,242,222,229	Nigeria	7,824,932,567
Switzerland	6,170,582,062	Thailand	3,231,989,499
Mozambique	3,288,362,330	Brazil	5,391,403,295
Zambia	2,376,628,757	Sweden	3,412,154,356
OTHER	143,172,267,403	OTHER	184,480,863,077
TOTAL IMPORTS	727,632,234,248	TOTAL EXPORTS	663,099,791,574

(Source: www.sars.gov.za)

Which foreign countries were South Africa’s biggest trading partners? Name the top two nations we imported from and the top two we exported to. [4 marks]
What was the total value of imports and the total value of exports in 2008? What does that tell you? [3 marks]
South Africa is a developing country and Germany is a developed country, yet we spend almost double as much money in Germany as Germany spends in South Africa. Why do you think that is? (Tip: Think about our main product exports and imports.) [2 marks]
Why would it be better for South Africa to export than to import? [1 mark]

Assessment Task

How needs and wants determine demand (Pair activity)

Read the information below and answer the questions that follow.

In previous grades you learned that ‘needs’ are those things you have to have in order to survive and ‘wants’ are things that improve your lifestyle, the nice-to-haves. Needs and wants create a demand in the market. Consumers are willing to buy the goods and services producers offer because the goods and services satisfy their needs and wants. When the goods and services are sold at an affordable price (or a price the consumers are willing to pay), consumers will buy the goods and services. If consumers need or want a product or service, but they cannot afford it, this need or want does not form part of demand. Demand only refers to how much of a product consumers are willing to buy at a certain price at a certain time. For example: Chico bakes biscuits to sell. Everybody loves the biscuits, and he makes lots of money. He increases the price. Now people buy Rina’s biscuits, which are just as nice, but cheaper. The demand for Chico’s biscuits decreases, and the demand for Rina’s biscuits increases. The demand tells Chico to bake less or to reduce his prices, and it tells Rina to bake more and to keep her prices steady or increase them slightly after a period of time. So the demand helps to keep prices in check.

a) Why do you think basic needs are the same for most people, but their wants differ?

b) Looking at the example of Chico and Rina, what do you think would happen if Rina suddenly doubled the price of her biscuits?

c) Who are the consumers in the market?

d) You have learned that needs and wants determine demand, yet they are not the same thing. Explain the difference between them.

Peer assessment checklist

Criteria	Yes	No
My partner could explain why basic needs are the same for most people, but wants differ.
My partner could explain what would happen if Rina suddenly doubled her biscuit price.
My partner could explain who the consumers in the market are.
My partner could explain why needs and wants determine demand, yet they are not the same thing.

TERM 2

Assessment Task

Plan to save (Pair activity)

a) Work out your budget for the rest of the year. Decide how much you are going to save every month. [5 marks]

b) Research and choose a savings instrument that will suit you. Collect pamphlets about savings accounts for teenagers from different banks. Compare the interest rates and service charges of each account. Complete the table below. [16 marks]

Name of savings account	Name of bank	Interest rate on savings accounts	Service charges on savings

c) Choose the best savings option for you and give a reason for your choice. [1 mark]

d) Work out how much you will have in your account after six months. Add the interest you will earn on your savings to the amount you save. Deduct the service charges. [5 marks]

e) Explain how your savings contribute to economic prosperity and wealth. [3 marks]

[Total: 30 marks]

Peer assessment checklist

Criteria	Yes	No
My partner worked out a budget for the rest of this year.
My partner researched the savings options and completed the table.
My partner chose a suitable savings option and explained his/her choice.
My partner calculated how much there would be in his/her bank account after six months.
My partner explained how his/her savings contribute to economic prosperity and growth.
My partner knows how to work responsibly with money.

TERM 3

Assessment Task

Influence of productivity on economic prosperity (Pair activity)

a) Research and discuss the reasons for poor productivity. List at least four reasons. [4 marks]

b) Write down a dialogue that takes place between an employer and his/her unproductive factory worker. The employer should explain to the employee how his/her unproductiveness affects the economic prosperity of the business. In return the employee should acknowledge his/her unproductiveness and identify the effects it could have on his/her own economic prosperity.

[8 marks]

Refer to the assessment rubric to see how you will be assessed.

Teacher assessment rubric

Criteria					Marks
Listing reasons for poor productivity [Marks out of 4]	The pair could identify at least four reasons for poor productivity. [4 marks]	The pair could identify three reasons for poor productivity. [3 marks]	The pair could identify two reasons for poor productivity. [2 marks]	The pair could identify one reason for poor productivity. [1 marks]
Dialogue: effects of unproductiveness on the economic prosperity of business [Marks out of 4]	The dialogue included at least four effects of unproductiveness on the economic prosperity of business. [4 marks]	The dialogue included three effects of unproductiveness on the economic prosperity of business. [3 marks]	The dialogue included two effects of unproductiveness on the economic prosperity of business. [2 marks]	The dialogue included one effect of unproductiveness on the economic prosperity of business. [1 mark]
Dialogue: effects of unproductiveness on the economic prosperity of the individual [Marks out of 4]	The dialogue included at least four effects of unproductiveness on the economic prosperity of the individual. [4 marks]	The dialogue included three effects of unproductiveness on the economic prosperity of the individual. [3 marks]	The dialogue included two effects of unproductiveness on the economic prosperity of the individual. [2 marks]	The dialogue included one effect of unproductiveness on the economic prosperity of the individual. [1 marks]
Total marks out of 12:

Level 4: 9-12 marks (70–100%) – Outstanding

Level 3: 6-8 marks (50–69%) – Achieved

Level 2: 4-5 marks (35–49%) – Partially achieved

Level 1: 1–3 marks (1–34%) – Not achieved

Assessment Task

Stakeholders interested in financial statements (Pair activity)

Complete the table below. [10 marks]

What financial statements reveal	Who would be interested in this?	Why would it interest them?
a) Quick ratio
b) Debt ratio
c) Profit
d) Net profit in relation to capital invested
e) Gross profit margin

TERM 4

Assessment Task

Economic growth, economic development and the national budget (Pair activity)

Answer the questions below in your workbook.

a) What is economic growth? [1 mark]

b) What is economic development? [1 mark]

c) Why does South Africa need both economic growth and economic development? [2 marks]

d) Explain the difference between developed and developing countries and give three examples of each. [4 marks]

e) Explain how the national budget works. [7 marks]

Peer assessment checklist

Criteria	Yes	No
My partner could explain what economic growth is.
My partner could explain what economic development is.
My partner could explain why South Africa needs both economic growth and economic development.
My partner could explain the difference between developed and developing countries.
My partner could explain how the national budget works.
My partner displayed empathy with the challenges of developing countries.
My partner and I worked well together.

Assessment Task

Information leaflet on legislation in the workplace (Pair activity)

1. Do research about the different acts that affect the workplace in South Africa. Compile an information leaflet. Include basic information in the information leaflet to inform workers of these acts. Include information on the BCEA, LRA, EEA (Employment Equity Act) and SDA (Skills Development Act).

2. Prepare a short presentation of two minutes to your class on the acts in your leaflet. (Each of you should talk for one minute.) Pretend that you have come to inform your fellow workers about how the acts would affect them in their workplace.

Teacher assessment rubric: information leaflet

Criteria					Marks
Information included in leaflet: information about four different acts [Marks out of 4]	The leaflet includes at least four correct facts about each of the four different acts. [4 marks]	The leaflet includes three correct facts about each of the four different acts. [3 marks]	The leaflet includes two correct facts about each of the four different acts. [2 marks]	The leaflet includes one or no correct facts about each of the four different acts. [1 mark]
Attractiveness of leaflet [Marks out of 4]	The leaflet is very attractive and neat. [4 marks]	The leaflet is attractive and neat. [3 marks]	The leaflet is somewhat attractive, but not neat. [2 marks]	The leaflet is unattractive and untidy. [1 mark]
Total marks out of 8:

Level 4: 6-8 marks (70–100%) – Outstanding

Level 3: 4-5 marks (50–69%) – Achieved

Level 2: 3 marks (35–49%) – Partially achieved

Level 1: 1–2 marks (1–34%) – Not achieved

Teacher assessment rubric: presentation

Criteria					Marks
Information included in presentation: effects of labour legislation on workers in the workplace [Marks out of 4]	The presentation includes at least four correct facts about effects of labour legislation on workers in the workplace. [4 marks]	The presentation includes three correct facts about effects of labour legislation on workers in the workplace. [3 marks]	The presentation includes two correct facts about effects of labour legislation on workers in the workplace. [2 marks]	The presentation includes one or no correct facts about effects of labour legislation on workers in the workplace. [1 mark]
Presentation [Marks out of 4]	Excellent presentation given with confidence. Very well prepared. [4 marks]	Very good presentation. Good preparation. [3 marks]	Satisfactory presentation. Preparation could have been better. [2 marks]	Poor presentation. Clearly very little preparation. [1 mark]
Total marks out of 8:

Level 4: 6-8 marks (70–100%) – Outstanding

Level 3: 4-5 marks (50–69%) – Achieved

Level 2: 3 marks (35–49%) – Partially achieved

Level 1: 1–2 marks (1–34%) – Not achieved

GRADE 9 - EMS BLOG

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PAIR ACTIVITIES

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