Guidance to Centres Functional Skills Mathematics Level 1qualifications.pearson.com/content/dam/pdf/Functional-skills/... · Everyone involved in delivering the Functional Skills

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Guidance to Centres

Functional Skills Mathematics Level 1

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Guide to the Assessment: Mathematics Level 1

Introduction This document is for centres and all those that deliver the Functional Skills Mathematics qualification.

How to use the resource.

Our examiners have selected some questions from a retired onscreen on demand set of questions.The question and mark scheme is provided along with real learner answers. The examiners have written a commentary to show the marks allocated and the rationale behind the allocation. There is also some advice for centres around suitable approaches and comments in common errors seen.

Useful documents Everyone involved in delivering the Functional Skills Mathematics Level 1 assessment materials should befamiliar with the following documents:

FS Mathematics Levels 1 Specification (available on www.edexcel.com/fsmathematics)

Functional Skills Criteria for Mathematics available on the following link to the Ofqual website

Improving Functional Skills Qualifications document on the following link to the Ofqual report

http://www.edexcel.com/fsenglish

https://www.gov.uk/government/publications/functional-skills-criteria-for-english

https://www.gov.uk/government/publications/improving-functional-skills-qualifications

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Functional Skills Mathematics Level 1

Exemplar with Examiner Comments and Markscheme

Guide to the Assessment: Mathematics Level 1

Question 1 Example 1

Monday, 18 April 2016 Page 1 of 1 14:43:17 o'clock BST

Marks

(a)2/2

(b)1/1

Examiner comments:Good example of using fractions to calculate 20% of an amount. Learner has also shown a check by reversing the operation.

Coverage and range:Understand and use equivalences between common fractions, decimals and percentages - CR3 and CR2

A question requiring a calculation using a percentage.

Samantha

Sticky Note

Good example of using fractions to calculate 20% of an amount. Learner has also shown a check by reversing the operation.

Samantha

Sticky Note

Marks 2/2 1/1

MARK SCHEME – LEVEL 1 – SET 27 MAT01

Question Process Mark SkillStandard

Evidence

Q1(a) Full process for percentage 1 or A4 0.2 × 1300(=260) oe Do not accept “20% of 1300" alone

Correct answer with correct units 2 I6 £260 (correct units required- accept if given in answer box)

Q1(b) Valid check 1 A5 E.g. reverse process or alternative method

Total marks for question 3



Mark (a)2/2

(b)0/1

Examiner comments:The learner has found 10% and then doubled. This is a good way to find 20%

However there is no attempt to show a check.

Coverage and range:Understand and use equivalences between common fractions, decimals and percentages - CR3 and CR2


Samantha

Sticky Note

Mark 2/2 0/1

Samantha

Sticky Note

The learner has found 10% and then doubled. This is a good way to find 20% However there is no attempt to show a check.



Evidence







Marks(a)1/2(b)0/1

Examiner comments:

The learner has an acceptable process shown but does not give the required units, so can

not score the second mark.

No check is shown

Coverage and range: Understand and use equivalences between common fractions, decimals and percentages - CR3 and CR2


Samantha

Sticky Note

marks 1/2 0/2

Samantha

Sticky Note

The learner has an acceptable process shown but does not give the required units, so can not score the second mark. No check is shown



Evidence







Mark3/4

Examiner comments:The first mark is for a conversion.10 000 ml clearly seen.2000 cordial is enough to show that the learner is starting to work with a ratio but there is no full process so the nest mark cannot be given.However in the answer box a 3 is clearly written and this can be awarded a stand alone mark.

Coverage and range:Add, subtract, multiply and divide whole numbers using a range of strategies (CR2)ANDSolve simple problems involving ratio, where one number is a multiple of the other (CR5) AND Solve problems requiring calculation, with common measures, including money, time, length, weight, capacity and temperature (CR7)

A functional question using a ratio. There is also conversion required. Learners should expect to see this type of question on a level 1 assessment.

Samantha

Sticky Note

Mark 3/4

Samantha

Sticky Note

The first mark is for a conversion. 10 000 ml clearly seen. 2000 cordial is enough to show that the learner is starting to work with a ratio but there is no full process so the nest mark cannot be given. However in the answer box a 3 is clearly written and this can be awarded a stand alone mark.


Question Process Mark SkillsStandard

Evidence

Q3 Uses a suitable conversion. 1 R1 E.g. 750 ÷ 1000(=0.75) OR 10 × 1000(=10 000) OR 2 × 1000(=2000)

Starts to work with ratio 1 or A4 1 + 4(=5) (may be seen in context of a calculation) OR 10 ÷ 5(=2) or 10 000÷5(=2000) OR 5 × 750(=3750) or 750 and 3000 OR 1 × 2(=2):4 × 2(=8)

Full process 2 A4 E.g.‘10 000’ ÷ ‘3750’(=2.6…) OR ‘2000’ ÷ 750(=2.6…) OR ‘2’ ÷ ‘0.75’(=2.6…) 3 × 750(=2250)

Correct number of bottles to buy 1 I6 3(bottles) Total marks for question 4



Mark 1/4

Examiner comments:The learner does not show a conversion.However a mark can be awarded for engaging with the ratio as both 750 and 3000 are seen the working box.



Samantha

Sticky Note

Mark 1/4

Samantha

Sticky Note

The learner does not show a conversion. However a mark can be awarded for engaging with the ratio as both 750 and 3000 are seen the working box.



Evidence







Mark 4/4

Examiner comments:Clear conversion of 10 litres to 10000mlEngages with the ratio by the division of 10000 by 5. Full process is seen by the multiplication of 750 by 3. The answer box shows 3 need.



Samantha

Sticky Note

Mark 4/4

Samantha

Sticky Note

Clear conversion of 10 litres to 10000ml Engages with the ratio by the division of 10000 by 5. Full process is seen by the multiplication of 750 by 3. The answer box shows 3 need.



Evidence







Mark 1/4

Examiner commentsA conversion is seen in the working box.However there is no calculation involving ratio and so no further marks can be awarded.



Samantha

Sticky Note

Mark 1/4

Samantha

Sticky Note

A conversion is seen in the working box. However there is no calculation involving ratio and so no further marks can be awarded.



Evidence







Mark 5/5

Examiner comments:

A fully worded working out box. This is not a requirement of working out, the calculations are enough to award the marks. A full method is seen with correct figures. The correct decision is made and is placed in the answer box.Coverage and range:

Add, subtract, multiply and divide whole numbers using a range of strategies (CR2)ANDUse simple formulae expressed in words for one- or two-step operations (CR6)ANDUnderstand and use whole numbers and understand negative numbers in practical contexts (CR1)

A multi-stepped question involving money. This type of question needs to have a final decision given supported by relevant calculations if full marks are to be awarded

Samantha

Sticky Note

Mark 5/5

Samantha

Sticky Note

A fully worded working out box. This is not a requirement of working out, the calculations are enough to award the marks. A full method is seen with correct figures. The correct decision is made and is placed in the answer box.



Evidence

Q4 Full process to find cost of van hire 1 R2 58 + 15(=73)

Process to find mileage charged at £2.20 1 or R1 30 – 10(=20)

Process to find extra mileage charge 2 or A4 ‘20’× 2.20(=44) OR ‘73’ – 25(=48)

Full process to find cost of garden centre delivery

3 R3 25 + ‘44’(=69) OR ‘48’ ÷ 2.2(=21.81..) OR ‘48’ ÷ 20(=2.4)

Correct decision and accurate figures 1 I6 Garden centre delivery identified AND (£)69 and (£)73 OR 20(miles) and 21.81..(miles) OR (£)2.2(0) and (£)2.4(0)

Ignore saving if calculated Total marks for question 5



Mark 1/5

Examiner comments:The learner finds the cost for hiring a van and the fuel required. This satisfies the first marking criteria.There appears to be a misconception that to find the cost of a 30 mile delivery you simply multiply the 10 mile price by 3. This is not appropriate and so no marks can be awarded for the method shown.A decision is made but it is not supported by ACCURATE figures and so the final mark is not scored.

Coverage and range:Add, subtract, multiply and divide whole numbers using a range of strategies (CR2)ANDUse simple formulae expressed in words for one- or two-step operations (CR6)ANDUnderstand and use whole numbers and understand negative numbers in practical contexts (CR1)


Samantha

Sticky Note

Mark 1/5

Samantha

Sticky Note

The learner finds the cost for hiring a van and the fuel required. This satisfies the first marking criteria. There appears to be a misconception that to find the cost of a 30 mile delivery you simply multiply the 10 mile price by 3. This is not appropriate and so no marks can be awarded for the method shown. A decision is made but it is not supported by ACCURATE figures and so the final mark is not scored.



Evidence





3 R3 25 + ‘44’(=69) OR ‘48’ ÷ 2.2(=21.81..) OR ‘48’ ÷ 20(=2.4)





Mark 3/5

Examiner comments:Mark 1 is awarded for the addition of 58 and 15.The learner uses 20 in a calculation, this calculation is a correct method and so for these two steps, 2 marks are awarded.The use of & is not representative of a mathematical operation, so no further marks are awarded.

Coverage and range:Add, subtract, multiply and divide whole numbers using a range of strategies (CR2)ANDUse simple formulae expressed in words for one- or two-step operations (CR6)ANDUnderstand and use whole numbers and understand negative numbers in practical contexts (CR1)


Samantha

Sticky Note

3/5

Samantha

Sticky Note

Mark 1 is awarded for the addition of 58 and 15. The learner uses 20 in a calculation, this calculation is a correct method and so for these two steps, 2 marks are awarded. The use of & is not representative of a mathematical operation, so no further marks are awarded.



Evidence





3 R3 25 + ‘44’(=69) OR ‘48’ ÷ 2.2(=21.81..) OR ‘48’ ÷ 20(=2.4)





Mark 2/5Examiner comments:The learner has used a full explanation for their working. This is not required in a working box. Learners should be encouraged to show clear calculations.A mark is awarded for 20 miles but subsequent calculations for this option are incorrect.The second mark is awarded for adding 58 and 15.

Coverage and range:

Add, subtract, multiply and divide whole numbers using a range of strategies (CR2)

AND

Use simple formulae expressed in words for one- or two-step operations (CR6)

AND Understand and use whole numbers and understand negative numbers in practical

contexts (CR1)


Samantha

Sticky Note

2/5

Samantha

Sticky Note

The learner has used a full explanation for their working. This is not required in a working box. Learners should be encouraged to show clear calculations. A mark is awarded for 20 miles but subsequent calculations for this option are incorrect. The second mark is awarded for adding 58 and 15.



Evidence





3 R3 25 + ‘44’(=69) OR ‘48’ ÷ 2.2(=21.81..) OR ‘48’ ÷ 20(=2.4)



Question 5 - Example 1


Marks 3/3

Examiner comments:A fully functional table with efficient entry opportunities. Full marks were awarded.

Coverage and range:Collect and record discrete data and organise and represent information in different ways - CR12

Designing a table to aid data collection or summarise data set in a scenario. All conditions given need to be met and the table produced efficient for full marks to be awarded.

Samantha

Sticky Note

Marks 3/3

Samantha

Sticky Note

A fully functional table with efficient entry opportunities. Full marks were awarded.



Evidence

Q5 Starts to construct a record sheet 1 or R1 Dogs (oe), race times, average times must be identified explicitly throughout (accept abbreviations if clear)

A table with headings and input opportunities for at least 2 dogs or 2 race times or 2 average times

A complete record sheet with input opportunities.

2 or I6 A two-way table with input opportunities for 5 dogs and 3 race times OR 5 dogs and 5 average times OR 3 times and 3 average times Ignore extra dogs and race times and average times

A complete record sheet with efficient input opportunities

3 I6 A two-way table with input opportunities for 5 dogs, 3 race times and only one column/row for average time for each dog

Ignore extra dogs and/or extra race times Total marks for question 3



Marks 2/3

Examiner comments:Here 5 dogs are indicated ( by names) and space for 5 average times. There is not space for all 3 races so full marks were nor awarded.

Coverage and range:Collect and record discrete data and organise and represent information in different ways - CR12

Designing a table to aid data collection or summarise data set in a scenario. All conditions given need to be met and the table produced efficient for full marks to be awarded.

Samantha

Sticky Note

Marks 2/3

Samantha

Sticky Note

Here 5 dogs are indicated ( by names) and space for 5 average times. There is not space for all 3 races so full marks were nor awarded.



Evidence

Q5 Starts to construct a record sheet 1 or R1 Dogs (oe), race times, average times must be identified explicitly throughout (accept abbreviations if clear)

A table with headings and input opportunities for at least 2 dogs or 2 race times or 2 average times

A complete record sheet with input opportunities.

2 or I6 A two-way table with input opportunities for 5 dogs and 3 race times OR 5 dogs and 5 average times OR 3 times and 3 average times Ignore extra dogs and race times and average times

A complete record sheet with efficient input opportunities

3 I6 A two-way table with input opportunities for 5 dogs, 3 race times and only one column/row for average time for each dog

Ignore extra dogs and/or extra race times Total marks for question 3



Mark (a)3/3(b)1/1

Examiner comments:The learner works with multiples of 50 and enters a full correct answer into the answer boxes provided.

There is a check seen using a reverse process.

Coverage and range:

Add, subtract, multiply and divide whole numbers using a range of strategies (CR2 ) AND Solve simple problems involving ratio, wher one number is a multiple of the other(CR5)

A small problem in an unfamiliar context. A check is requested and centres should encourage learners to check their work and show at least one checked calculation.

Samantha

Sticky Note

Mark 3/3 1/1

Samantha

Sticky Note

The learner works with multiples of 50 and enters a full correct answer into the answer boxes provided. There is a check seen using a reverse process.



Evidence

Q7(a) Works with trays or works with eggs 1 or R2 Multiplies 50 or 30 by an integer > 1 OR Adds at least two 30s or two 50s OR subtracts at least one 50 or one 30 from 380 OR 380 ÷ 30 (=12.6…) OR 380 ÷ 50(=7.6) OR 380 ÷ (50 + 30)(=4.75)

Full process to determine trays using 380 eggs 2 or A4 E.g. 7 × 50 + 30(=380) oe OR 50 + 11 × 30(=380) oe OR 4 × 50 + 6 × 30(=380) oe

Correct number of trays 3 I6 1 small and 7 large OR 6 small and 4 large OR 11 small and 1 large

Q7(b) Valid check 1 A5 E.g. Reverse process or alternative method




Marks

(a3/3

(b1/1

Examiner comments:

An example of an acceptable alternative answer.

Leading to a fully correct solution.

The final addition is seen as the check for this question

Coverage and range:Add, subtract, multiply and divide whole numbers using a range of strategies (CR2 ) AND Solve simple problems involving ratio, wher one number is a multiple of the other(CR5)


Samantha

Sticky Note

Marks 3/3 1/1

Samantha

Sticky Note

An example of an acceptable alternative answer. Leading to a fully correct solution. The final addition is seen as the check for this question.



Evidence








Marks (a1/3(b0/1

Examiner comments:The learner begins to process the question by dividing by 50 but them stops. This was felt to be an initial step at this level and so was awarded the first mark.No check is shown so no mark can be awarded.



Samantha

Sticky Note

Marks 1/3 0/1

Samantha

Sticky Note

The learner begins to process the question by dividing by 50 but them stops. This was felt to be an initial step at this level and so was awarded the first mark. No check is shown so no mark can be awarded.



Evidence








Mark (a)3/3(b)0/1

Examiner comments:A correct supported option is seen.However no checking mark can be awarded as the process 30 X 350 is not appropriate. The answer is from addition but this is contradictory to the operation given.



Samantha

Sticky Note

Mark 3/3 0/1

Samantha

Sticky Note

A correct supported option is seen. however no checking mark can be awarded as the process 30 X 350 is not appropriate. The answer is from addition but this is contradictory to the operation given.



Evidence








Mark 1/6

Examiner comments:The learner does a correct conversion eg 720 cm to 7200 mm. Unfortunately they convert all measurements and then work in mixed units.Centres should encourage learners to use suitable units for each setting.

Coverage and range:Convert units of measure in the same system (CR8) AND Work out areas and perimeters in practical situations (CR9) AND Solve problems requiring calculation, with common measures, including money, time, length, weight, capacity and temperature (CR7) AND Add, subtract, multiply and divide whole numbers using a range of strategies (CR2 ) AND Understand and use whole numbers and understand negative numbers in practical contexts (CR1)

This is a larger problem set in a practical context. Learners do need to be aware of common measures and conversions used in functional settings.

Samantha

Sticky Note

Mark 1/6

Samantha

Sticky Note

The learner does a correct conversion eg 720 cm to 7200 mm. Unfortunately they convert all measurements and then work in mixed units. Centres should encourage learners to use suitable units for each setting.



Evidence

Q8 Uses consistent units 1 A4 7200(mm) or 3600mm or 120 (cm) or 90(cm) OR 7.2(m) and 3.6(m) or 1.2(m) and 0.9(m)

Considers boards in one dimension or process to calculate an area

1 or R2 ‘7200’ ÷ 900(=8) or 720 ÷ ‘90’(=8) oe OR ‘7200’ ÷ 1200(=6) or 720 ÷ ‘120’(=6) oe OR ‘3600’ ÷ 900(=4) or 360 ÷ ‘90’(=4) oe OR ‘3600’ ÷ 1200(=3) or 360 ÷ ‘120’(=3) oe OR 720 × 360(=259 200) or 7200 × 3600(=25 920 000) oe OR 1200 × 900(=1 080 000) or 120 × 90(=10 800)oe (note: may work in metres)

Considers boards in both dimensions or process to calculate both areas in consistent units

2 or R3 ‘7200’ ÷ 1200(=6) oe and ‘3600’ ÷ 900(=4) oe OR ‘7200’ ÷ 900(=8) oe and ‘3600’ ÷ 1200(=3) oe OR 720 × 360(=259 200) oe and 120 × 90(=10 800) oe (note: may work in metres)

Full process to find number of boards using correct units

3 A4 ‘6’ × ‘4’(=24) OR ‘8’ × ‘3’(=24) OR ’25 920 000’ ÷ ‘1 080 000’(=24) oe OR

Process to find cost of boards needed or possible number of boards for given cost

1 or A4 ‘24’ × 14.99(=359.76) OR 375 ÷ 14.99(=25.01..) or 375 ÷ 15(=25) OR 25×14.99(=374.75)

Conclusion and correct cost or comparison of number of boards

2 I6 Yes and (£)359.76 or (£)15.24 left Yes and 25 (boards affordable) and 24 (boards needed)

Total for marks question 6



Mark 6/6

Examiner comments:

This learner has a fully correct solution for this problem. For this problem an area method is

acceptable.

They use units in their calculations and convert when working out the area of a board.



Samantha

Sticky Note

Mark 6/6

Samantha

Sticky Note

This learner has a fully correct solution for this problem. For this problem an area method is acceptable. They use units in their calculations and convert when working out the area of a board.



Evidence







3 A4 ‘6’ × ‘4’(=24) OR ‘8’ × ‘3’(=24) OR ’25 920 000’ ÷ ‘1 080 000’(=24) oe OR


1 or A4 ‘24’ × 14.99(=359.76) OR 375 ÷ 14.99(=25.01..) or 375 ÷ 15(=25) OR 25×14.99(=374.75)






Mark 3/6

Examiner comments:The learner accesses the problem, converts and finds the number of boards required in each direction. They then add instead of multiply and their method is now incorrect and further steps are based on an incorrect process.



Samantha

Sticky Note

Mark 3/6

Samantha

Sticky Note

The learner accesses the problem, converts and finds the number of boards required in each direction. They then add instead of multiply and their method is now incorrect and further steps are based on an incorrect process.



Evidence







3 A4 ‘6’ × ‘4’(=24) OR ‘8’ × ‘3’(=24) OR ’25 920 000’ ÷ ‘1 080 000’(=24) oe OR


1 or A4 ‘24’ × 14.99(=359.76) OR 375 ÷ 14.99(=25.01..) or 375 ÷ 15(=25) OR 25×14.99(=374.75)






Mark 2/6

Examiner comments:

All conversions shown are correct.These are then not used. So 1 mark was awarded.Then an extra process is seen with the number of boards possible to buy shown. This was also awarded 1 mark.Coverage and range:Convert units of measure in the same system (CR8) AND Work out areas and perimeters in practical situations (CR9) AND Solve problems requiring calculation, with common measures, including money, time, length, weight, capacity and temperature (CR7) AND Add, subtract, multiply and divide whole numbers using a range of strategies (CR2 ) AND Understand and use whole numbers and understand negative numbers in practical contexts (CR1)


Samantha

Sticky Note

Mark 2/6

Samantha

Sticky Note

All conversions shown are correct. These are then not used. So 1 mark was awarded. Then an extra process is seen with the number of boards possible to buy shown. This was also awarded 1 mark.



Evidence







3 A4 ‘6’ × ‘4’(=24) OR ‘8’ × ‘3’(=24) OR ’25 920 000’ ÷ ‘1 080 000’(=24) oe OR


1 or A4 ‘24’ × 14.99(=359.76) OR 375 ÷ 14.99(=25.01..) or 375 ÷ 15(=25) OR 25×14.99(=374.75)






Mark 5/6

Examiner comments:The learner has shown a full solution EXCEPT for a final price.A final figure to compare was required to support their decision.



Samantha

Sticky Note

Mark 5/6

Samantha

Sticky Note

The learner has shown a full solution EXCEPT for a final price. A final figure to compare was required to support their decision.



Evidence







3 A4 ‘6’ × ‘4’(=24) OR ‘8’ × ‘3’(=24) OR ’25 920 000’ ÷ ‘1 080 000’(=24) oe OR


1 or A4 ‘24’ × 14.99(=359.76) OR 375 ÷ 14.99(=25.01..) or 375 ÷ 15(=25) OR 25×14.99(=374.75)





Friday, 22 April 2016 Page 1 of 1 13:36:00 o'clock BST

Mark 0/3

Examiner comments:No calculations are attempted and this explanation is insufficient. When interpretation is required, learners will be asked for a comment.

Coverage and range:Find mean and range (CR13)

The mean average is specified at level 1. But where the word average is used on its own we are happy to accept other measures of central tendency.

Samantha

Sticky Note

Mark 0/3

Samantha

Sticky Note

No calculations are attempted and this explanation is insufficient. When interpretation is required, learners will be asked for a comment.



Evidence

Q9 Works with mean or median 1 or R1 980 + 970 + 1410 + 1690 + 1300 (=6350) OR 1250 × 5(=6250) OR 970, 980, 1300, 1410, 1680 OR Finds differences from means (ignore signs) E.g. 1250 – 980(=270) and 1250 – 970(=280) and 1250 – 1410(=–160) and 1250 – 1690 (=–440) and 1250 – 1300(=–50)

Completes calculation to enable comparison 2 or A4 ‘6350’÷ 5(=1270) OR 980 + 970 + 1410 + 1690 + 1300 (=6350) and 1250 × 5(=6250) OR Identifies (median) 1300 OR Adds differences from means E.g. ‘270’ + ‘280’ + ‘–160’ + ‘–440’ + ‘–50’ (=–100)

Decision with correct figures 3 I6 No and (£)1270 OR No and (£)6350 and (£)6250 OR No and (£)1300 No and (£) –100




Mark 1/3

Examiner comments:The learner adds the figures but does not complete the averaging process. At level 1, 1 mark is allocated for the addition but a division is required for a second mark when calculating a mean.



Samantha

Sticky Note

Mark 1/3

Samantha

Sticky Note

The learner adds the figures but does not complete the averaging process. At level 1, 1 mark is allocated for the addition but a division is required for a second mark when calculating a mean.



Evidence







Mark 3/3

Examiner comments:The mean is correctly calculated. The correct conclusion is given.The correct difference of £20 is not required and as such does not affect he mark.



Samantha

Sticky Note

Mark 3/3

Samantha

Sticky Note

The mean is correctly calculated. The correct conclusion is given. The correct difference of £20 is not required and as such does not affect he mark.



Evidence







Marks (a)3/3(b)2/2

Examiner comments:

The graph is deemed to be fully correct.

A linear scale, all labels filled in and plotting to an acceptable accuracy.

The statement in part b compares the two years and so is deemed to be a 'developed' statement.

Coverage and range:Extract and interpret information from tables, diagrams, charts and graphs (CR11)ANDCollect and record discrete data and organise and represent information in different ways (CR12)

This question used a graph drawing mechanism and requested a comparative statement.

Samantha

Sticky Note

Marks 3/3 2/2

Samantha

Sticky Note

Th graph is deemed to be fully correct. A linear scale, all labels filled in and plotting to an acceptable accuracy. The statement in part b compares the two years and so is deemed to be a 'developed' statement.



Evidence

Q11(a) Addresses one feature 1 or R1 1 of: linear scale, labels, plotting

Improves chart 2 or A4 2 of: linear scale, labels, plotting

Fully correct chart 3 I6 3 of: linear scale, labels, plotting Minimum labelling – May, Jun, Jul, Aug, tickets (may appear in title) For plotting: accuracy ± 1 small square For linear scale: condone errors outside range 2000 – 5000

Q11(b) Makes a valid simple statement 1 or I6 Compares sales in single year, e.g. May (sales) highest in 2013

Compares of sales between years (if year not stated assume 2013 to 2014), e.g. more tickets sold in May 2014 than Aug 2013 or more tickets sold (in 2014)

Makes two different valid simple statements where at least one is between years OR one developed statement.

2 I6 Developed statement (year stated explicitly), e.g. ’15 220’/‘3805’ (sales) greater in 2014 or more tickets sold in May and June 2014 than in (May and June) 2013

[NB If year(s) not stated for comparison between year, assume comparison is from 2013 to 2014 2013 total = 15 040, average = 3760 2014 total = 15 220, average = 3805]




Marks (a)1/3(b)2/2

Examiner comments:

I mark has been awarded for the labels.

The scale is linear but is not appropriate for the data given so a second mark can not be awarded.

Credit was given for the comments.



Samantha

Sticky Note

Marks 1/3 2/2

Samantha

Sticky Note

I mark has been awarded for the labels. The scale is linear but is not appropriate for the data given so a second mark can not be awarded. Credit was given for the comments.



Evidence












Marks (a)2/3(b)0/2

Examiner comments:In part (a) the third bar is incorrect.The scale is ascending and linear form its starting point. Labels are appropriate.The comment was not deemed sufficient for any marks.



Samantha

Sticky Note

Marks 2/3 0/2

Samantha

Sticky Note

In part (a) the third bar is incorrect. The scale is ascending and linear form its starting point. Labels are appropriate. The comment was not deemed sufficient for any marks.



Evidence












Marks (a)5/5(b)0/1

Examiner comments:A fully correct answer but there is no attempt to show a check of any one calculation.

Coverage and range:Understand and use whole numbers and understand negative numbers in practical contexts (CR1)ANDAdd, subtract, multiply and divide whole numbers using a range of strategies (CR2)ANDSolve problems requiring calculation, with common measures, including money, time, length,weight, capacity and temperature (CR7)

This is a non-routine problem set in a practical context.Part (b) is the third explicit check requested. This is now a standard requirement at level 1.

Samantha

Sticky Note

Marks 5/5 0/1

Samantha

Sticky Note

A fully correct answer but there is no attempt to show a check of any one calculation.



Evidence

Q12(a) Starts to process the problem 1 R3 E.g. 300 ×[2, 10](=[600, 3000]) or 300 ÷ 12(=25) OR 150 ÷ 3(=50) or 150 × 4(=600) OR 7500 ÷ 10(=750)

Handles cost for time period for electricity company

1 A4 E.g. 150×4 ×[2, 3,…,10](=[1200, 6000]) or ‘50’ × 12 × [2, 3,…, 10](=[1200,6000]) OR 300 + ‘600’(=900)

Full process to determine total or time 1 or R1 E.g. 300×[8, 9, 10] + 150×4 ×[8, 9, 10]=([7200, 8100, 9000]) OR 7500 ÷ ‘900’(=8.3…) OR 7500 ÷ 10(=750) and 300 + ‘600’(=900)

Accurate figure from their full process 2 or A4 E.g. (£)7200 or or (£)8100 or (£)9000 OR 8(.3...)(years) OR (£)750 and (£)900

Valid decision and explanation 3 I6 E.g. Yes and (£)7200 and more than 8 (years) OR Yes and (£)8100 (in 9 years) OR Yes and (£)9000 (in 10 years) OR Yes and 8.3...(years) OR Yes and (£)750 (per year) is less (£)900 (per year)

Q12(b) Valid check 1 A5 E.g. alternative method or reverse process




Mark(a)1/5(b)0/5

Examiner comments:

The learner begins the problem, their process to find the rebate for a year is evidence of this.

The final calculation seen is not a check of any of their previous work and so was not awarded the

mark.



Samantha

Sticky Note

1/5 0/5

Samantha

Sticky Note

The learner begins the problem, their process to find the rebate for a year is evidence of this. The final calculation seen is not a check of any of their previous work and so was not awarded the mark.



Evidence



1 A4 E.g. 150×4 ×[2, 3,…,10](=[1200, 6000]) or ‘50’ × 12 × [2, 3,…, 10](=[1200,6000]) OR 300 + ‘600’(=900)








Marks (a)2/5(a)0/1

Examiner comments:

There is no check shown. Centres MUST encourage learners to show a check.

The problem is accessed and the figure for the sold electricity is calculated for the 10 year period.

This scored 2 marks.



Samantha

Sticky Note

Marks 2/5 0/1

Samantha

Sticky Note

There is no check shown. Centres MUST encourage learners to show a check. The problem is accessed and the figure for the sold electricity is calculated for the 10 year period. This scored 2 marks.



Evidence



1 A4 E.g. 150×4 ×[2, 3,…,10](=[1200, 6000]) or ‘50’ × 12 × [2, 3,…, 10](=[1200,6000]) OR 300 + ‘600’(=900)






Documents

Guidance to Centres Functional Skills Mathematics Level 1qualifications.pearson.com/content/dam/pdf/Functional-skills/... · Everyone involved in delivering the Functional Skills