LEARNING & ASSESSMENT KIT SAMPLE · SAMPLE FSK20113 CERTIFICATE II IN SKILLS FOR WORK AND VOCATIONAL PATHWAYS Includes: • Learners Workbook • Marking Guide with Mapping • Assessment

LEARNING &

ASSESSMENT KIT

SAMPLE

FSK20113 CERTIFICATE II IN SKILLS

FOR WORK AND VOCATIONAL PATHWAYS

I nc l ud es :

• Lea rne rs W orkbook

• M a rk i ng Gu i de w i t h M app ing

• Ass es sm ent Rec o rd Too l

CERTIFICATE I I IN SKILLS FOR WORK AND

VOCATIONAL PATHWAYS

FSK20113

LEARNER’S WORKBOOK

C l u s t e r 5 :

F S K N U M 1 4 C a l c u l a t e w i t h w h o l e n u m b e r s a n d f a m i l i a r f r a c t i o n s ,

d e c i m a l s a n d p e r c e n t a g e s f o r w o r k

F S K N U M 1 5 E s t i m a t e , m e a s u r e a n d c a l c u l a t e w i t h r o u t i n e m e t r i c

m e a s u r e m e n t s f o r w o r k

Student name: ________________________________________________________________________

Date submitted: ________________________________

Cluster 5 Learner's Workbook V1.2-07-01-2014 Page 3

© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways

INTRODUCTION

Introduction

Welcome to the course for Certificate II in Skills for Work and Vocational Pathways! In this course you will

complete the following units:

BSBWHS201A Contribute to health and safety of self and others

VU20007 Prepare for employment

VU20008 Develop an action plan for career planning

VU20009 Participate in job seeking activities

FSKLRGG07 Use strategies to identify job opportunities

FSKLRG11 Use routine strategies for work-related learning

FSKOCM07 Interact effectively with others at work

BSBCMM201A Communicate in the workplace

FSKLRG09 Use strategies to respond to routine workplace problems

FSKRDG10Read and respond to routine workplace information

FSKWTG09 Write routine workplace texts

FSKDIG03 Use digital technology for routine workplace tasks

FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work

FSKNUM15 Estimate, measure and calculate routine metric measurements for work.

The units have been placed into groups (called ‘clusters’) for training and assessment purposes. This cluster

is called ‘Working with numbers’ and covers these units:


FSKNUM15 Estimate, measure and calculate routine metric measurements for work.

The Learner’s Workbook

You will receive a Learner’s Workbook for each cluster (this booklet). Your Learner’s Workbook contains

information about the topics covered in the course and a variety of different activities. The Learner’s Workbook activities will form part of your assessment. You must make sure you complete all of the activities

to the best of your ability. If you need help with any of the activities, make sure you talk to your trainer straight

away!

The other assessments for this cluster can be found at the back of your Learner’s Workbook. You must

submit your Learner’s Workbook in order to be assessed for Assessment Task 1.

Please make sure you complete your agreement to the assessment plan on page 5 of this Workbook page

before submitting your assessments.

You will also need to complete an Assessment Task Cover Sheet for each assessment. Your trainer/assessor

will give you these sheets before you start your assessments.



CHAPTER 1 – WORKING WITH NUMBERS

Chapter 1 – Working with numbers

Why do we need to use mathematics and numbers?

Mathematics, or maths, is a major part of life. We use numbers many different times during our day-to-day

activities, often without even realising it.

Science and technology is based around maths. Mathematic problems use a form of problem solving –

sometime you need to complete small problems to get the final figure.

Think about your computer, your mobile phone and other devices you use. The programming behind these

are based on work created by mathematicians. Numbers and maths are everywhere around you.

Activity 1

Write down five times that you would use maths and numbers in your day-to-day activities.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Activity 2

Your trainer/assessor will give you a document to read. Go through the document and circle all of the

references to maths and using numbers.

Maths in the workplace

It is important to have maths skills at work – depending on the job you choose, maths may be a main part of

the work you do. For example, people who work in the construction industry need to know maths so they

can take measurements, add up how many supplies they will need to do a job, mix materials like concrete,

mortar and so on. Other workplaces may need you to order items, give change to customers, work out

budgets and so on.



CHAPTER 1 – WORKING WITH NUMBERS

Activity 3

Think about how someone would use maths in their work activities. Write down three examples and the job

the person would be doing.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Whole numbers

Whole numbers are simply 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and so on. A number is not a whole number if it has a

decimal point, for example 10.5 is not a whole number.

Integer

An integer is also a whole number, but it includes negative (or minus) numbers. For example, –1, –2, –3, –4, –5 and so on.

Zero

Zero is used as a ‘placeholder’ in the number system. Zero is referred to as an even number and is not negative or positive. Zero means nothing – a bag with 0 items in it means that it is empty.

Zero, when used in basic mathematical operations will generally not change the whole number used. For

example:

30 + 0 = 30

20 – 0 = 20

10 × 0 = 10

However, you cannot divide a whole number by 0. Try it with a calculator! You may get this symbol ∞ which

means ‘infinity’.

Zero’s placeholder status will be made clearer when you look at the place value system, which will be discussed later.

Mathematical operations

You may have heard about mathematical operations before.

Common mathematical operations are:

+ Plus/addition

– Minus/subtraction

÷ Obelus/division

× Times/multiplication



ASSESSMENT TASK 2 – MATHEMATICS

Decimals to percentages

.32 .086

Decimals to fractions

0.75

.25

15. Round these numbers to two decimal places.

90.8643 335.419

20.2525 100.0749873

16. Round 45.597 to the nearest:

One hundred Ten

One

17. Complete the following calculations with fractions. Simplify them where necessary.



ASSESSMENT TASK 3 – MEASUREMENTS

Assessment Task 3 – Measurements

Resources required:

Access to a computer

The Internet

Pen and paper.

Classroom materials such as handouts, flash cards, etc

Student instructions:

In this task you will be given a variety of short activities to complete to demonstrate your understanding of

what you have learned about measurements.

Task A: Measurements at work

Pick a job that you would like to do in the future. Write down what it is.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Write down the types of measurements you might come across or have to make as part of this job.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

What types of measurement tasks might you have to complete as part of this task?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

You will need to present your answers to these questions to your classmates in a short presentation (no

more than 3 minutes).


VOCATIONAL PATHWAYS

FSK20113

MARKING GUIDE

C l u s t e r 5 :





Cluster 5 Marking Guide V1.1-07-01-2014 Page 3


INTRODUCTION

Introduction

The following is to be used as a guide to marking the assessment tasks required for this cluster. Inside this

document, the tasks as well as sample/benchmark answers are provided. This document also includes a

guide to the assessment process. Trainers/assessors should also refer to the following documents:

Mapping documentation for this unit

Assessment Record Tool for this unit.

This cluster is assessed in the following ways:

Answering all questions in the Learner’s Workbook

Completing a range of mathematical tasks

Completing a range of measurement tasks

Completing a two-part project.

Students must complete all assessment tasks satisfactorily in order to achieve competency in the units in

this cluster.

Guide to assessment

Assessment Tools

We have developed a range of comprehensive assessment tools that assessors are required to use to guide

their assessment decisions as well as document the decision process and outcomes. These tools include

the following:

Marking Guide – includes a guide to assessors about acceptable answers to the assessment tasks as

well as a guide to assessors on the process of assessment.

Mapping of assessment tasks to the unit requirements.

Assessment Task booklet – a booklet for the student that contains their assessment tasks.

Assessment Record Tool – used by the assessor to record the decision making process.

Training & Assessment Strategies

Each course has a training and assessment strategy which outlines the assessment tools that are to be used

in the assessment of each course. All assessors are given a copy of the Training & Assessment Strategies

related to the courses which they assess. Assessors must ensure they work within the parameters and

guidelines of the Training & Assessment Strategy and identify any areas that may need improvement or

updating as they become aware of them.

Assessment Process

Students must complete the tasks provided and submit each one on the due date prescribed by the

assessor (if applicable).

The assessor should use the Assessment Record Tool to record the assessment decision for each task. The

Record of Assessment Outcomes on the final page of the Assessment Record Tool should be completed by

the assessor and then signed and dated by both the assessor and the student.



ASSESSMENT TASK 1 – WORKBOOK ACTIVITIES

Assessment Task 1: Workbook activities

Instructions to the trainer/assessor:

This task is to an open book assessment that is to be completed during class time. Students must submit

this task (ie their workbook) prior to the final class.

Students are to complete all questions below and answer them correctly. If incorrect answers are provided,

identify the gaps in their knowledge and understanding and work with them to make arrangements for

reassessment.

Keep an eye on students as they complete the task and assist those who may be finding the questions

difficult. Consideration of students’ LLN needs should be given – adjustments may be required in some

cases, such as allowing students to answer verbally and also reading the questions to students to ensure

their understanding.

Make sure there are plenty of resources available for students to refer to while working.

Resources required:

Students will require access to the following resources in order to complete this assessment:


Pen and paper

Access to the Internet and other classroom materials (ie handouts, textbooks etc)


Equipment such as rulers (30cm and 1 metre), tape measures, trundle wheels, jugs, plastic containers,

wringing scales, items for weighing and measuring, etc. Refer to each individual activity for further

reference.

Activity 1

Write down five times that you would use maths and numbers in your day-to-day activities.

Student provides five responses, which may include five of those below or others as deemed suitable by the

trainer/assessor:

Counting money

Calculating time

Calculating distance

How many items you need to do something

Taking measurements

Working out area, volume, perimeter

Cooking food (ie following recipes)

Paying bills

Counting items

Temperature

Driving (speedometer, speed limits, purchasing petrol)

Public transport timetables

Using calendars.



ASSESSMENT TASK 2 – MATHEMATICS

Assessment Task 2: Mathematics

Instructions to the trainer/assessor:

This task is to an open book assessment that is to be completed during class time. Students must submit

this task prior to the final class.

Students are to complete all questions below and answer them correctly. If incorrect answers are provided,

identify the gaps in their knowledge and understanding and work with them to make arrangements for

reassessment.

Keep an eye on students as they complete the task and assist those who may be finding the questions

difficult. Consideration of students’ LLN needs should be given – adjustments may be required in some

cases, such as allowing students to answer verbally and also reading the questions to students to ensure

their understanding.

Resources required:

Students will require access to the following resources in order to complete this assessment:


Pen and paper

Access to the Internet and other classroom materials (ie handouts, textbooks etc)

Classroom materials such as handouts, flash cards, etc.

Resources required:

Training Manual


The Internet

Pen and paper.



what you have learned about mathematics so far.

Task A: Mathematics at work


Write down the types of mathematical information you would come across in this job.

What types of mathematical tasks might you have to complete as part of this task?



Students are to present their short speech to the class. Response will vary between students depending on

their preferred career. They must be able to identify how they would use mathematics in their preferred

career, and the type of mathematical data/information they need to work with. For example, a builder would

use mathematics to measure, calculate quantities, read plans and specifications, order supplies, etc.

Documents would include order forms for products and materials, invoices, taxation documents, plans and

specifications, preparation instructions for materials (ie how to mix materials – ratios of water/materials).



ASSESSMENT TASK 3 – MEASUREMENTS

Assessment Task 3 – Measurements

Resources required:

Training Manual


The Internet

Pen and paper.




what you have learned about measurements.

Task A: Measurements at work


___________________________________________________________________________________________________

___________________________________________________________________________________________________

Write down the types of measurements you might come across or have to make as part of this job.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

What types of measurement tasks might you have to complete as part of this task?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________



Insdert

00


VOCATIONAL PATHWAYS

FSK20113

ASSESSMENT RECORD TOOL

Student name: ____________________________________________________________________________

Date assessed: ______________________________________

C l u s t e r 5 :





Cluster 5 - Assessment Record Tool V1.0-07-01-2014 Page 2

© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate II in Skills for Work and Vocational Pathways.

INTRODUCTION

Introduction

Assessment requirements

This tool is for assessment of


FSKNUM15 Estimate, measure and calculate with routine metric measurements for work

Assessment is based on a number of forms of evidence, as follows:

Completing activities in the Learner’s Workbook

Completing a range of mathematical tasks

Completing a range of measurement tasks

Completing a two-part project.

This assessment is targeted to a learner who is studying the Certificate II in Skills for Work and Vocational

Pathways.

Recording assessment outcomes

Use this Assessment Record Tool to record the outcomes of each assessment task related to this unit.

Marking Guide

Refer to the Marking Guide for further instructions and details about each assessment.



ASSESSMENT TASK 2

Assessment Task 2: Mathematical tasks

Use this checklist to record the outcomes of each task. Record the outcome on the Record of Assessment

Outcomes at the end of this document.

Date:

In this task, did the student: Completed

successfully

Comments

Yes No

Task A: Mathematics at work

Present a 3-minute (maximum)

discussion to the class that includes the

following:

Identification of a job they would

like to have in the future?

Identification of mathematical data

they would encounter in this job?

Identification of mathematical tasks

they would need to do in this job?

Task B: Working with numbers

Complete all mathematical tasks,

demonstrating knowledge of the

following areas:

Whole numbers

Fractions

Decimals

Percentages

Mathematical operators

Basic mathematical problems

(addition, subtraction, multiplication,

division)

Use of brackets/order of operations

Place value

Use of zero

Conversion of percentages to

decimals

Conversion of percentages to

fractions

Conversion of fractions to decimals



RECORD OF ASSESSMENT OUTCOMES

Record of Assessment Outcomes

This section records the outcome of each task or assessment requirement used to form the final assessment

decision.

This is for assessment of:


FSKNUM15 Estimate, measure and calculate with routine metric measurements for work.

Student name:

Assessment Requirements

Task Outcome

Satisfactory (S)

Not satisfactory

(NS) Date Initials

1. Workbook activities

2. Mathematical tasks

3. Measurement tasks

4. Project

Overall Assessment Outcome

(C = Competent, NYC = Not Yet Competent)

Assessor Name:

Signature: Date: / /

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