· Web viewWrite down three 2D or 3D shapes you can see in the items you have chosen. I1 Identify three 2D or 3D shapes within the foods or packaging they are buying (3 marks) Put

Sixth form curriculum Subject: Maths functional skills Date: September 2016 Lead:

Guided Learning Hours: 45 hours for each level

Entry 1 500/8496/3 (Qualification Accreditation Number)Entry 2 500/8497/5 (Qualification Accreditation Number)Entry 3 500/8498/7 (Qualification Accreditation Number)

Level 1 09865

Overall skills: representing; analysing; and interpreting

Term 1/ week

Outcomes Activities in class Assessment/ evidence neededActivities out of class

1 Learn about the aims of the course; expectations of the course; understand how they can achieve credits; be aware of the activities and tasks likely to be part of the course

Discussions of what the students feel they want to get out of the course; what they are going to learn about;

practical activities to give them a taster of the activities on the course, e.g. visit to shops/ use of ICT to research/

visit the areas of interest in the locality

All students to have a timetable/ schedule of activities for the year ahead; and be aware of what the course entailsThis qualification is internally assessed by the centre staff (eg teachers, support workers) and externally moderated by OCR. Assessments are set by OCR.Units will be graded Pass or Fail.

2Number Outcomes are

progressive, and repeated throughout the

The teacher could introduce each number up

to 10 then give learners numbers in words and

digits on cards and ask them to make

The tasks should be adapted to ensure that all learners can access the tasks, though they may not all gain that assessment task accreditation, they will

sessions. They are only cited once here for ease of target setting.

Understand anduse numbers with onesignificant figure inpractical contexts

(a) Understand and usewhole numbers with upto two significant figures

(a) Add and subtractusing three-digitnumbers

(N1) Understand and

pairs.

The teacher could ask learners to count inwhole number up to 100 using differentformations for example in 10s, 5s and 2sThe teacher could give learners practical

adding problems such as adding up ashopping list or subtracting the change

givenusing 2 digit numbers.

The teacher could encourage learners to add

up the costs of 2 items on a shopping list up

to the value of £20.00 and calculate change

required

The teacher could give learners practicaladdition and subtraction problems suchas adding up a weekend break based onhotel, number of people and travel costs

or subtracting simple tax calculations from

wages.

The teacher could ask the learners to multiply

2 digit numbers by a single digit in a

be building knowledge towards it.

Visit local shops and centres

Discuss how we use maths:Shopping listsFood pricesWagesFood billsMoney

use whole numbers andunderstand negativenumbers in practicalcontexts

(b) Describe theproperties of size andmeasure, includinglength, width, heightand weight, and makesimple comparisons

(b) Understand and useaddition/subtraction inpractical situations

(b) Solve practicalproblems

familiarcontext such as going food shopping

and need multiple items or buying musicdownload at the same price.

The teacher could give learners simpledivision problems such as sharing a food

billin a restaurant, dividing the cost of a

hotelbetween a family or working out the cost

persong on a CD.

3

Measures

Number

Money

The teacher could show learners picture cards

with various images and quantities and ask

learners to count and write down the number

of items on each card.

The teacher could encourage the learners to

use whole numbers and recognise the format

for tens, units and hundreds. This could involve

recognising digits in written forms.The teacher could give the learners

Assessment C1- Bake or Buy?

Visit shops/ research online. Look at the price of cakes, compare costs per item/ individual cakes. Look up cost of ingredients.How much to make cakes; discuss timings; costs; weights; shapes

Use assessment to guide. This is an entry level 1 task but can be extended to all levels.To gain EL1 they would have to work independently.

involvingmultiplication anddivision by 2, 3, 4, 5 and10

(N2) Add, subtract,multiply and dividewhole numbers using arange of strategies

(c) Use doubling andhalving in practicalsituations

(c) Round to the nearest10 or 100

(N3) Understand anduse equivalences

practicalproblems for example 6 eggs fit in a box

howmany eggs can you fit in 3 boxes to

encouragelearners to select the correct calculation.

The teacher could give the learners practical

multiplication and division problems such as

doubling recipes, finding the cost per match

before purchasing a season ticket or entrance

to a zoo for a family of 6.

The teacher could give learners a range of

recipes and ask them to double and halfingredients to suit the outcome. For

example200ml of milk is need to make 6 scones

howmuch milk is needed to make 12 scones?

Photographic evidence and completed worksheets.

4

Number

The teacher could ask the learners to split in

to groups and give each group cards from 1 Assessment E1 and E2 - Birthday Party

Estimating

Shapes

Weights

Money

between commonfractions, decimals andpercentages

to 10. The teacher could then ask the group to

make sums that make a total of 10 using the

cards.

The teacher could create a group practical

activity where each learner in turn says anumber and the next learner must

continuecounting in 2s or 10s up to 100. Learners

couldalso be asked to count items on a list,

tables ina classroom etc. Once identified learners

couldorder the numbers in value and identify

theodd and even numbers.

The teacher could show learners themethods for doubling two digit numbers

andrecognising pairs of numbers. Learners

couldthen match numbers to the double

equivalentin a pairing activity.

The teacher could prepare some numbers

Organise a party. Make a list of items; food, gifts, balloons

Compare shops/ prices/ value/ shapesSharing- dividing and multiplyingMaking party bags- at least 5 itemsCosts, comparing, multi-buys

Schedule for party- sequence events; timings

upto the value of 50 and encourage thelearners to match the doubles to the

halves.For example, match 5 to 10.

5

Measuring

The teacher could introduce common units

of measure by having three columns: length,

weight and capacity. Then asking the learners

to place the correct words in each column.

Words could include grams, centimetre, metre,

pound, kilogram, litre, pint and gallon.

6.

Shapes

The teacher could give learners images of2D shapes and ask them to label the

lengthand width. This could progress to

describingthe difference between length and widthand how to recognise the properties of

measurement.

Visit the local parks- looking for shapes, measures- lengths and widths

7 The teacher could introduce the correctvocabulary to use when measuring height

andweight and encourage learners to

measure

Design a playground- research equipment/ sizes/ shapes/ measures

each others height accurately. The teacher

could also put up pictures of footballers and

different weights and learners have to guess

the weight of the famous person.

Term 2/ week

Outcomes Activities Assessment/ evidence needed

1Position and direction

The teacher could point out several objects

within the classroom and ask learners in turn

to describe the position. For example the book

is next to the dictionary but above the atlas

The teacher could introduce the commonvocabulary used when describing position

forexample, next to, right, left, above and

below.The teacher could ask the learners to

describehow they arrived at class using directions

andpositional vocabulary. The teacher may

need

Visit DIY storesResearch onlineLooking at tools- costs/ shapes/ sizes

2

Money Assessment B1- Can you fix it?Imagine the door handle has broke. How can you fix it? (or mend a chair/ sink/ toilet)Find the cheapest way; list prices; shapes; sizes

3

Shapes

to help and encourage each learner assuring

them of the vocabulary to use.4

Money

The teacher could show the learners plastic

coins that have the same value and look of

current sterling currency. This could progress

to putting coins together and adding up the

value.

The teacher could show the learners current

sterling notes used in the UK and describe

the value of each. The learners could be asked

to order the notes in value starting with the

lowest.

The teacher could introduce rounding tothe nearest £1.00 or 10cm using practicalexamples such as estimating the length

of acarpet needed for a room or estimating

thetotal cost of a shopping list.

Enterprise task- design something to sellHow much will it cost to make?MaterialsProfit potential

5

Finances

6

Estimating

Money

Number

The teacher could give learners practicalproblems in context such as going to the

shopand ask the learner to select the

appropriatecoins or notes to pay for items that the

teacherhas labelled.

The teacher could give learners a list ofnumbers and encourage them to round

thefigures to the nearest 100. This may

requireteacher demonstration of the method.

The teacher could give the learners a range

of practical problems with rounding such as

estimating the costs for some fencing for a

garden, estimate a food bill or estimating the

cost to run a car.

Assessment tasks see attached examples for EL1,2,3

Ensure assessment tasks are completed and evidenced with teacher annotations

Term 3 / Outcomes Activities Assessment/ evidence needed

week 1

Shapes

Identify and name 2D and 3D shapes(e) Recognise and namecommon 2D and 3Dshapes

(e) Recognise sequencesof numbers,including odd and evennumbers"

(e) Understand, estimate,measure and comparelength, capacity, weightand temperature

(N5) Solve simpleproblems involving ratio,where one number is amultiple of the other

(g) Know propertiesof simple 2D and 3Dshapes

(g) Recognise anddescribe numberpatterns

The teacher could give the learners common

2D shapes and names and ask the learners

to pair the names to the shape. This could

progress to asking the learners to write one

things about each shape.

The teacher could show learners common

2D shapes including a triangle in different

orientations and sizes. Learners could match

and draw shapes to their properties eg

lengths of sides, edges and corners. This could

progress to learners looking for everyday

objects that match the discussed shapes.

The teacher could show the learners 3D

shapes around the classroom and discuss

Designing toysShapes and dimensions

2

ShapesVisit shops-

Shapes of shop items- how are they stacked/ stored?

3

ShapesShapes of food in cafes and restaurants

(G1) Solve problemsrequiring calculation,with common measures,including money, time,length, weight, capacityand temperature

(i) Recognise andname simple 2D and3D shapes and theirproperties

(G3) Work out areas andperimeters in practicalsituation

the difference between 2D and 3D shapes.

The learners could then label 3D shapes on aworksheet.

The teacher could introduce 3D shapes

including cube, pyramid and cylinder then

explain they are independent of size and

orientation. Further properties can be discuss

such as faces, edges and corners. Learners

could then be encouraged to find 3D objects

around the classroom and discuss the

properties.

The teacher could encourage the learners to

identify 2D shapes by length, sides, angles

and lines of symmetry. The teacher could

give each learner a shape to draw including

the properties eg lengths of sides,

edges andcorners, and present to the others in

the group.

The teacher could give the learners aworksheet with pictures of 2D and

3D shapeson it and ask the learners to cut out

the shapesand make a display of 2D and 3D

shapes withone sentence about each shape.

The teacher could give the learners aworksheet with pictures of 2D and

3D shapeson it and ask the learners to cut out

the shapesand make a display of 2D and 3D

shapesadding one sentence about each

shape.

The teacher could give the learner a net of a 3D

shape and encourage them to make the shapes

and comment on the properties.

The teacher could give the learners a

rangeof 2D and 3D shapes and ask them tocompare properties and select items

formthe classroom that are the same

shape. Thiscould progress into making a display

for theclassroom.

The teacher could give learners decimals to

add and subtract in familiar contexts such

as shopping (money) or measurements.

Examples could include adding the perimeter

of a room that is 2.5 square, adding up weekly

shopping costs or adding heights of people.

4

ShapesSorting

The teacher could have a group of objects

selected from the classroom and ask the

learners to order the items per size. The

learners could also say why they

5

Sorting

Sort and classifyobjects practically usinga single criterion

Number

Measures

(f ) Use simple scales andmeasure to the nearestlabelled division

(f ) Understand decimalsto two decimal places inpractical contexts

(N6) Use simpleformulae expressed inwords for one- or twostep operations

have orderedthe items.

The teacher could select items that look

similar in length but have difference capacities

to encourage a discussion on properties

of items and being able to recognise the

differences.

The teacher could present the learners with

item from the kitchen such as fruit that looks a

similar size such as apple, oranges, grapefruit

etc and encourage learner to select weight to

order the items.

6

Measures

Supermarket shopping- looking at weights and quantities

7

Number

Measures

Shape

Term 4/ week


1

Time

The teacher could introduce UK date and time

formats including digital and analogue. Ask

learners the time throughout the session to

the nearest 5 minutes and their dates of birth

in the UK format. The teacher could introduce UK date and time formats including digital and analogue. Ask learners the time throughout the

session to the nearest 5 minutes and their dates of birth in the UK format.

Reading clocksReading calendars

2

Fractions

Money

Number

The teacher could show the learner common

coins and notes and encourage them to add

up and use different coins to the total of £20.

The teacher could give learners practical

examples of simple calculations. This

Assessment B3Organise a trip

Choose two places- research; routes; costs; transport; snacks; schedule; distances

couldinclude a 1/2 price clothes sales or

1/4 offfood bills. Calculations should be

simple andwithout a calculator.

The teacher could give the learners fractions

in context such as 1/2 sale items, 1/4 off your

next shopping bill over £40 or 1/3 off new

football kits purchased before September.

3

Dividing

Multiplying

Finance

The teacher could present learners with

practical number problems in a context

such as sharing food bills between friends

or finding the costs per person for group

deals offered by manufacturers using 2 digit

numbers.

The teacher could introduce the terms

numerator and denominator and encourage

the learner to identify the meaning of each

with relation to value. Learners could then

match words to symbols of common fractions

including 3/4, 2/3, 1/10.

4

Sequences

Numbers

The teacher could introduce odd numbers

and ask the learners to explain the pattern.

This could progress to learners following

patterns and recognising further oddnumbers

The teacher could show the learners the

difference between odd and even numbers

and encourage the learner to count using

even numbers and recognise commonpatterns.

The teacher could give learners a list

ofnumbers and ask them to tick the

oddnumbers and circle the even

numbers. Thelearners could then progress to

make theirown number patterns by choosing

either oddor even numbers.

5

Measures

Finance

(h) Extract informationfrom simple lists

(h) Complete simplecalculations involvingmoney and measures

(G2) Convert units ofmeasure in the samesystem

(j) Use metric units ineveryday situations

(G4) Constructgeometric diagrams,models and shapes

The teacher could introduce the correct

instruments used for metric length and

familiarise the learners with a tape measure,

ruler, pedometer, thermometer and scales.

This could be achieved through practical

activities such as reading scales in the kitchen

or measuring the lengths of books, posters

or classrooms.Learners could demonstrate

reading weighing scales to the nearest

labelled/unlabelled division

Assessment B2 Raising Money for Charity

Ways to raise money. Choose 5 charities to support- research and why support themSurvey people for their viewsHow much to giveProduce data to show/ analyse

6

Measures

Finance

The teacher could give learners a range of

objects and encourage them to measure them

to the nearest centimetre. This may require the

teacher demonstrating this first.

The teacher could demonstrate and explain

how to read weighing scales and encourage

learners to weigh different objects to the

nearest labelled division.

The teacher could shows learners a pair

of kitchen scales and weigh various items

identified and described by learners. The

teacher could also encourage learners to read

the scale and recognise abbreviated forms.

This activity could develop into capacity and a

discussion of litres in full and

abbreviated forms.

The teacher could ask learners a quiz of true

and false questions about capacity such as:

there are 100ml in a litre, a can of pop holds

330ml, temperature is measured in degrees.

This will encourage a discussion and test prior

knowledge. Images of jugs, thermometers etc

could be used for better understanding.

Term 5/ week


1

Data

Finance

(k) Extract, use andcompare informationfrom lists, tables, simplecharts and simple

The teacher could ask the learners to read

information from a list and explain each item,

for example a recipe. The teacher could ask the

learners questions about the

graphs

(S1) Extract and interpretinformation from tables,diagrams, charts andgraphs

(S2) Collect and recorddiscrete data andorganise and representinformation in differentways

(S3) Find mean andrange

(S4) Use data to assessthe likelihood of anoutcome.

measurementsrequiring the learners to

understand and pickout key information

2

Data Shapes

The teacher could give learners a catalogue of

prices for house furnishings and ask them to

compare lists in price order and pick out key

items.

Read news- look at statisticsTalk about what they tell us

3

Data

Comparisons

The teacher could ask learners to conduct

a class survey on favourite TV programmes,

hobbies or other subject and present the

information using a suitable format eg table,list or diagram.

The teacher could give learners various charts

for example, attendance on the course, football

match attendance or shoe sizes of the group

and ask learners questions based on reading

the charts accurately.

Assessment D1

Choosing a pet

Survey peoples’ opinions about pets- what is their favourite pet?Costs to buy; costs to maintain; pet toys- costs and shapesComparing sizes and weights of pets

The teacher could explain the features of a

graph including x and y axis, titles, scales and

labels then encourage the learners to read

graphs accurately by answering set questions.

4

Timetable

The teacher could introduce bus and train

timetables and encourage the learners to

answer questions by using the information. For

example how long it take to get to..? What time

does the bus leave…?

Visit bus and train station- looking at timetables

5

Sequencing

Patterns

The teacher could give learners a list of number

patterns with number missing for the learner

to recognise the patterns and fill in the gap. For

example 4, 8, ?, 16.

The teacher could progress from activity one

by making patterns a little more difficult. For

example, 1, 2, 4, 8, ?

The teacher could now encourage learners to

describe more difficult patterns in words and

make their own number patterns and swap.

6 Assessment D2CampingVisit camping shops/ research onlineWhat’s needed? Describe shape/ weight/ costs/ compare pricesDesign a rucksack- and how to fit in all the equipmentResearch campsites and costs and facilitiesUsing calendars

Term 6/ week


1

Measures

Recognise and selectcoins and notes

The teacher could encourage anddemonstrate how to set out

addition andsubtraction of decimals (money) in

Assessment D3Summer Holiday

Decimals

Money

(d) Recognise anduse familiar measures,including time andmoney

(d) Understand and usesimple fractions

(N4) Add and subtractdecimals up to twodecimal places

columnsto find totals. This could be

achieved throughgiving learners lists of music

downloads orshopping items and encouraging

rounding totwo decimal places.

The teacher could give the learners a list of

decimals and ask them to put them in order

starting with lowest. This will give the teacher

the opportunity to discuss ordering and size

of decimals. Examples could include money

£2.46 etc.

The teacher could demonstrate the decimal

value of coins using mixed coins and

encouraging column addition/subtraction

methods.

Research costs and dates- using a calendar; temperatures; money- exchange rates; flights; times. How to fit everything into a suitcase

2 The teacher could give the

Measureslearners various

items around the classroom and ask the

learners to select the correct instrument and

measure each one accurately. The teacher

could them feedback results to the whole

group to compare collected measurements.

3

Money

The teacher could give learners lists of

household items and a budget to furnish a

flat. The learner must work out key items, costs

and swapping items if over budget. This also

encourages problem solving skills.

Visit local gyms/ leisure centresCosts and facilities

4

Measures

The teacher could introduce common

metric measurements such centimetre,

metres, kilometres, kilograms and discuss the

conversions. This could progress to a pairing

activity where learners are asked

Assessment C3Setting up a gym

Setting up a gym- costs of equipment; shapes; dimensionsPlan the room- measuresDesign/ layout

5

Measures

Comparing

to pair upconversions such as centimetres

and metres

The teacher could show common items to the

group and encourage comparison of weight,

length and capacity. This could include

vocabulary such as heavier, lighter, longer,

shorter, bigger and smaller.

The teacher could give learners metric

problems such as converting temperature

for different countries and comparing the

hottest and coldest places, adding mixed

measurements such as centimetres and

metres of people height in the group or

estimating the amount of water needed to fill

a swimming pool

6

Problem- solving

7

Functional Skills

Maths

Functional Skills qualification in Maths at Entry 1, Entry 2, Entry 3

Scheme code: 09862, 09863, 09864

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These templates have been created as a guide to centres to give an example of an approach to gathering evidence for the Functional Skills Maths Entry Level assessment.

These templates may be used in the form they are presented in, however Centres may amend these to add in their own wording, pictures, resources, contexts in conjunction with the Entry Level marking guidance to ensure that the criteria for the assessment are still met.

Functional Skills Maths: Entry Level 1 Name. ........................................................

Assessment Task: Can We Fix It?

For full marks in this assessment you will need to:

Show all the calculations you need to do

Show how you have checked your calculations

If you make a choice, say why you have made that choice

In this assessment you can use a calculator


Assessment Task: Can We Fix It?

Decide on four tools you will need:

Four tools: __________________________________________________________

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R1 Decide on 4 DIY items they want to buy relevant to the task they wish to undertake (3 marks)

Decide on two stores where you could get these items from:

Two stores:__________________________________________________________

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R1 Decide on 2 sources where they can compare the cost of each item(3 marks)

Write down two prices for each item from the two different stores:

_____________ Items_________________ Price___________________________

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R1 find the prices of their items from the two sources (3 marks)

Which coins and notes would you need to pay for one of your items?

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I1 identify the coins and / or notes that would be used to pay for one of their chosen items (3 marks)

Choose one of your items.

At which shop is it most expensive?

Is it a lot more expensive or similar?

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A1 Compare one of the prices found (3 marks)

Look at the prices of the other items.

Which shop is most expensive for each of these? Is it a lot more or similar?

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A1 Compare the other prices found (3 marks)

Look at the other items and compare the prices from the two shops.

Is one shop more expensive or are some prices higher and some lower?

Explain what you have found.

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A2 Identify if there are any trends in the prices (3 marks)

Write down three shapes you can see in the items you have chosen:

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I1 Identify three 2D and/or 3D shapes within the items they are buying (3 marks)

Write down a list of the items in order of price starting with the lowest:

Lowest______________________________________________________________

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I1Produce an ordered list (4 marks)

End of assessment

Functional Skills Maths: Entry Level 2 Name………………………………………

Assessment Task: How Much Could I Raise?







Assessment Task: How much could I raise?

Decide on five activities to raise money:

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R1 Choose 5 activities (2 marks)

Decide on five charities you might like to raise money for:

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R1 Choose 5 charities (2 marks)

What questions could you ask to find out:

the most popular charity

the most popular activity

how much people would be willing to give for their preferred charity and activity

Question ____________________________________________________________

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R2 Design a questionnaire (2 marks)

Draw a tally chart to show the popularity of the activities you have chosen:

A1/2 Complete tally with correct totals (3 marks)

Draw a tally chart to show the popularity of the charities you have chosen:

A1/2 Complete tally with correct totals (3 marks)

Draw a pictogram showing the results for the activities:

I1 Present results for activities in pictogram (3 marks)

Draw a pictogram showing the results for the charities:

I1 Present results for charities in pictogram (3 marks)

Which is the most popular activity?

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Which are the two most popular charities?

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I1 Identify most popular activity and the two most popular charities (3 marks)

If everybody gave the money they said they would, how much could you get in total?

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A1/2 Calculate how much has been pledged in total (3 marks)

If you got all this money, how much would you be able to send to each of the two most popular charities?

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I1 calculate how much money could be sent to each charity (2 marks)

How long do you think each of your five activities will take?

Write them down in order with the shortest first.

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R1 Estimate the amount of time for each activity in order starting with the first(3 marks)


Assessment Task: Let Me Entertain You!







Assessment Task: Let Me Entertain You!

Decide on two places to go:

First Choice:_________________________________________________________

Time:_______________________________________________________________

Venue:______________________________________________________________

Cost of ticket:________________________________________________________

How to get there:

Route___________________________________________________________

Distance_________________________________________________________

Costs___________________________________________________________

Second Choice:_______________________________________________________

Time:_______________________________________________________________

Venue:______________________________________________________________

Cost of ticket:________________________________________________________

How to get there:

Route___________________________________________________________

Distance_________________________________________________________

Costs___________________________________________________________

R1 Extract information about performance and ticket costs (4 marks)

R3 Extract information about transport routes, distances and costs (4 marks)

Using the information you have found, decide which film you want to see and where:

I have chosen

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because

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R2 Choose a performance to attend (2 marks)

Calculate the total cost for you and your three friends to get to your chosen event using your preferred route and transport:

Costs:

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Calculate the total time to get to your chosen event using your preferred route and transport:

Time:

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I1 Decide on the route to take and the method of transport. Calculate the cost and time (4 marks)

Decide on some snacks you would like when you are there and calculate the cost for all four of you:

I have chosen:

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Total cost:

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A1 Decide what snacks to buy at the venue and their total costs (3 marks)

Work out how much the whole trip will cost for four of you.

Don’t forget to include transport, snacks and the ticket price.

Cost:

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A1 work out the total cost of the trip including travel (4 marks)

Work out how much the whole trip will cost each person. Show how you can check this calculation:

Cost for each person:

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A1 / A2 calculate the cost of the trip per person (4 marks)

Write out a time plan for the trip so your friends know what is happening when:

Start at:

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I1 write a time plan for the trip (4 marks)

Draw a sketch of the journey to show your friends the route you have planned.

Show the distances on your sketch and label some shapes.

I1 Draw a sketch of the journey and indicate 2d and 3d shapes (3 marks)

Functional Skills

Maths


Scheme code: 09862, 09863, 09864

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Functional Skills Maths: Entry Level 1 Name .........................................................

Assessment Task: Birthday Party







Assessment Task: Birthday Party

Write down 4 items of food you could have at a party.

R1 Choose 4 items of party food (2 marks)

Choose two places where you could buy this food.

R3 Decide on 2 sources where they can compare the cost of each item (3 marks)

Write down the prices of each item of food from both the shops you have chosen.

Shop 1: -______________________________

Shop 2: ______________________________

R2 Find the prices of their chosen items from the two sources (3 marks)

Write down one of your items with the prices from both shops.Which shop has the highest price for this item?

A1 Compare prices from 2 sources for 1 item (2 marks)

Which coins and notes could you use to pay for this item?

I1 Identify the coins and/or notes that could be used to pay for one of their items (3 marks)

Write down the other items and their prices from each shop. Show from which shop each item is most expensive.

A1 Compare the other prices found (3 marks)

For each item, which shop is cheaper?

A1 Identify the cheaper source for each item (3 marks)

Which is the best shop to buy the items from? Give a reason for your choice.

A2 Identify the best source with a reason (2 marks)Write down three 2D or 3D shapes you can see in the items you have chosen.

I1 Identify three 2D or 3D shapes within the foods or packaging they are buying (3 marks)

Put your items in order of cost starting with the most expensive.

I1 Produce an ordered list (4 marks)


Assessment Task: Party Plan







Assessment Task: Party Plan

Choose a theme for a party and how many people you would like to come.

List between 5 and 8 items you could buy to put in party bags. Find out the costs of each item and write the cost next to the item.

R1 List the items chosen with the corresponding prices (3 marks)

Make a list of 5 activities you could do at a party.

Write down how long you think each activity will last.

R1 List the activities chosen with estimated times (3 marks)How many items will you need in total for all the bags?

R2 Find out how many items will be needed in total (3 marks)

What is the cost of one bag?

A1 Calculate the cost of one bag (3 marks)

What is the total cost of all the bags?

A1 Calculate the cost of all the bags (3 marks)

Show how you could check the total cost of all the bags using a different method.

A3 Check the cost of all the bags using an alternative method (3 marks)

Three people cannot come to the party.

How much will all the bags cost now?

A2 Adjust the cost after some people drop out (3 marks)

Identify two 2D and two 3D shapes in the items you have chosen.

I1 Identify two 2D and two 3D shapes (3 marks)

Find the cost of buying a ready-made bag.

Which costs more, your bags or the ready-made bags?

Which would you rather use?

I1 Compare the cost of making and buying and decide (3 marks)

Using the activities, and the time you think each one may take, write a time plan for the party.

You should include the start times and end times of each activity.

I1 Write a time plan with start and end times (3 marks)


Assessment Task: Time to Play







Assessment Task: Time to Play

Decide on a space that could be used as an entertainment area.

Write down the dimensions of the space.

R1 Obtain dimensions of a suitable area to be used as an entertainment space (3 marks)

Choose between 6 and 8 items of equipment you would like in your entertainment area.

You must have at least 2 pieces of furniture.

Write down the prices of the items from two different places.

R2 Choose and obtain prices for equipment from different suppliers (4 marks)

Write down the length and width of the two pieces of furniture.

R1 Record the dimensions of each piece of furniture (3 marks)

Compare the prices from each shop and decide where you will buy each item from.Say why you have chosen to buy them from there.

I1 Compare the prices and decide which supplier to buy from (3 marks)

Calculate the total cost of all the items from the places where you have decided to buy them from.

A1 Calculate the total cost of the items from chosen supplier (3 marks)

You need to have a deposit of ¼ of the total amount.

Calculate ¼ of your cost.

A1 Calculate deposit cost at ¼ of total (2 marks)

You will pay for the ¾ left equally over the next 10 months.

How much will you pay each month for the remainder?

A1 Calculate monthly payment for remaining ¾ over 10 months (3 marks)If you were able to save £50 every month, how long will it take you to save enough money to buy all the furniture and equipment?

A2 Calculate months needed to save total at £50 per month (4 marks)

Would you rather save the money and then buy the equipment or take the loan and have the equipment now?

Give the reasons for your decision.

I1 Make a decision as to which way to pay and justify reason (4 marks)

Draw a sketch of how all the equipment and furniture will fit into your chosen space.

Label the equipment and dimensions of the space and furniture.

I1 Draw a sketch of the area in the room showing all equipment and dimensions (4 marks)

Functional Skills

Maths


Scheme code: 09862, 09863, 09864

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Assessment Task: Popular Pets







Assessment Task: Popular Pets

Write down 5 animals that could be kept as pets.

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R1 Make a list of the 5 pets (2 marks)

Ask 10 people to name their favourite pet on the list

Person Favourite pet

Count the choices people made.

Pet Number of people who said it was their favourite

R1 Count the choices of 10 people (4 marks)

List the pets in order of popularity.Put a circle around the most popular pet and a cross next to the least popular pet.

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A1 Put the pets in order of popularity (2 marks)I1 Identify the most and least popular pet(s) (3 marks)

Which is your favourite animal on the list?

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Write down four things you might need to help you keep your favourite animal as a pet.

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R1 Choose a favourite and list four items needed (3 marks)

How much does each of the four items you would need to keep a pet cost?

Item Cost

A2 Find the prices for these four items (3 marks)

Which item on your list costs the most?

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A2 Identify the most expensive item (2 marks)

Using the money your tutor gives you, select the coins or notes you could use to pay for this item.

Tutor observation box – identify which coins or notes were selected

I1 Identify the coins and/or notes needed to cover the cost of this item(3 marks)

Think about how heavy your chosen items could be.

Put them in order of which you think would be the lightest up to which would be the heaviest.

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A1 List the items starting with the lightest (3 marks)

Identify three shapes from the items chosen for your pet.

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I1 Identify three different shapes in the items (3 marks)


Assessment Task: A Night Outdoors







Assessment Task: A Night Outdoors

Look at the information you have been given about the prices of some campsites.

Decide on a campsite to stay at which costs no more than £10 per night.

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R1 Choose an appropriately priced location (2 marks)

List between 6 and 10 items you will need to take with you on the trip.

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R1 List the camping equipment they wish to buy (2 marks)

Find the price of this equipment from two different shops:

Item Shop 1: Shop 2:

£ £

R1 Find the price for all items from 2 sources (3 marks)

What is the total cost of the items from Shop 1?

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What is the total cost of the items from Shop 2?

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What is the difference in the total cost between the two shops?

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A2/I1 Find the total cost of the equipment from each supplier and the difference between them (6 marks)

Decide where you will buy each item from.

Item Where to buy Price

I1 Decide on final list (3 marks)

You will be packing some or all of the items you have chosen in to a rucksack.

Identify a 2 dimensional shape within the items you have selected.

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Identify a 3 dimensional shape within the items you have selected.

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Describe how you might pack the items so that as many of them as possible fit in to your rucksack.

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I1 Describe the size and shape of the items and how these might fit in to a rucksack (3 marks)

A friend has decided to come with you on the camping trip.

Which items might you need 2 of if your friend goes with you?

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How much will these items cost if you purchase 2 of each?

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A1/A2 Double the cost of the extra items needed for two people (3 marks)

Do a calculation to check that you doubled the cost correctly.

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A3 Check doubling process is accurate using given process (2 marks)

What is the final total cost of all the items you and your friend will need on the camping trip?

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I1 Calculate the final total cost (3 marks)

Look at a calendar.

If you leave for your trip in 6 weeks time from today, what will the date be?

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R2 State what the date will be when they leave for their trip in 6 weeks time. (3 marks)


Assessment Task: Summer Holiday







Assessment Task: Summer holiday

From the information you have been given, choose somewhere in another country to go on holiday.

I have chosen

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Using a calendar, choose a date more than 6 weeks away when you will leave and the date you will return.

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R1 Choose a foreign holiday destination and the dates in the summer to leave and return (3 marks)

Find the price of the flights and accommodation from two different companies:

Company 1

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Company 2

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Which one will you use? Give a reason for your decision.

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R3 Find the cost of flights and accommodation from two companies and decide on the best one (4 marks)

What is the temperature of your home town and your holiday destination during the dates you have chosen?

Home

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Holiday

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R2 Find out the typical monthly temperature of your home town and your holiday destination during the dates you have chosen

(3 marks)

The deposit you have to pay when you book the holiday is one quarter of the total.

Calculate what the deposit will be and how much is left to pay.

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Show how you could check the calculation above

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A2 Calculate the deposit of one quarter of the flights and accommodation costs and the remainder left to pay and check their answer (3 marks)

How much spending money do you think you will need each day?

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How much will you need for the whole holiday?

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A1 Estimate the amount of spending money you will need per day and calculate the amount for the whole holiday (3 marks)Use the exchange rate table to convert your spending money into the local currency.

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A1 Use the exchange rate table to convert spending money from pounds into local currency (3 marks)

Look at a calendar.

How many whole weeks are there until your holiday?

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A1 Calculate from today how many weeks there are until the holiday (3 marks)

How much money would you have to save each week to pay for the whole holiday and all your spending money?

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I1 Work out how much you need to save each week to pay for the whole holiday and spending money (4 marks)

Think about the shapes of the your luggage and what you might take with you on holiday

Make a list of items with two 2D shapes and two 3D shapes.

Item 1_______________________________________________________________

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Item 2_______________________________________________________________

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Item 3_______________________________________________________________

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Item 4_______________________________________________________________

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I1 Name the 2D or 3D shapes that you can identify within the luggage you might take on holiday (3 marks)

What is the difference between the temperature in your home town and the temperature in your holiday destination when you will be going?

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I1 work out the difference in temperature between their holiday destination during their chosen week and where they live(3 marks)

Functional Skills

Maths


Scheme code: 09862, 09863, 09864

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Assessment Task: Bake or Buy?







Assessment Task: Bake or Buy?

Decide on type of cake to make:

Type of cake_________________________________________________________

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Make a list of the ingredients and amount:

Ingredient Amount

R1 Make a list of the ingredients and amount (3 marks)

How many ingredients are needed?

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A1 Count how many ingredients are needed (3 marks)

How much does each ingredient cost?

Ingredient Cost

R1 List the cost of the ingredients (3 marks)

Decide how many people the cake could be for:

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A2 Decide how many people it will be for (3 marks)

Which is the heaviest ingredient?

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A1 Identify the heaviest ingredient (3 marks)

If you were making two cakes, how much of the heaviest ingredient would you need?

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R1 Calculate how much of one of the ingredients are needed for two cakes(3 marks)

What three shapes could you make the cake in?

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I1 Identify the different shapes it could be made in (3 marks)

How long it will take to prepare the cake?

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How long it will take to cook the cake?

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Which is the longest? Preparing the cake or cooking the cake?

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I1 Work out the time to prepare and the time to cook and identify the longest(3 marks)

What is the cost of buying the cake?

What is the cost of making the cake? (Your tutor may add up the cost of the ingredients for you).

Which has the highest cost?

Would you bake a cake or buy a cake?

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I1 Compare the cost of making and buying a cake and decide which to do(3 marks)


Assessment Task: Let’s celebrate with a bang!







Assessment Task: Let’s celebrate with a bang!

Choose some fireworks to buy. You need to choose between five and ten:

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R1 List the fireworks they wish to purchase (2 marks)

Find the price of these fireworks from two different shops:

Type of firework: Shop 1: Shop 2:

£ £

R1 Find the price for all fireworks from 2 different outlets (3 marks)

On your list of fireworks, circle the lowest price for each firework.

Which shop has the most fireworks at the lower price?

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I1 compare the cost of each firework from the list (3 marks)

How long does each firework burn for?

Firework:___________________ Time to burn:____________________________

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R1 Find the price for all fireworks from 2 different outlets (3 marks)

What is the total cost of the fireworks from each shop?

Shop 1______________________________________________________________

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Shop 2 ______________________________________________________________

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R2 Calculate the total cost of the fireworks from each outlet (2 marks)

Which shop is the lowest price to buy them all from?

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I1 Compare the total cost of the fireworks from each outlet (2 marks)

What shapes are the fireworks made up from?

Firework ______________________ Shape_______________________________

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I1 Describe the shapes of the fireworks (2 marks)

You may have spent too much!

Your tutor will tell you what your spending limit is. a

Decide which firework to leave out so that you don’t go over your limit.

Firework to leave out__________________________________________________

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Cost of firework_______________________________________________________

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I have left this one out because__________________________________________

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A1 Remove one firework to come within spending limit (3 marks)

How much will it cost for the fireworks now?

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A2 Calculate the revised cost of all the fireworks (2 marks)

Your friend is going to pay half the total cost.

How much will each of you have to pay for the fireworks?

Show your working and show how you could check your answer.

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A3 Work out the cost when halved and check calculation (3 marks)

How long will the whole display of fireworks last?

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A2 Calculate how long the display will last (2 marks)

Your friend is going to order the fireworks.

Make a list of which fireworks you are going to buy from which shop.

Say why you have decided to get them from this or these shops.

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I1 Make a final decision as to which they are buying from where (3 marks)


Assessment Task: Set up a gym







Assessment Task: Set up a gym

Choose a room which you think may be suitable to use as a gym.

What are the measurements of the room?

I have chosen

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The measurements are

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R1 Obtain dimensions of a suitable room to be used as a home gym (3 marks)

Choose between three and five pieces of equipment to use and find the prices from at least two different suppliers:

Equipment Costs from: Costs from:

R2 Choose and obtain prices for equipment from different suppliers (4 marks)

From the list above, decide which equipment to buy from which supplier.

Give a reason for your decisions.

Equipment From Reason

I1 Compare prices and decide what to buy and from where (3 marks)

Find the dimensions of the equipment you have chosen.

Equipment Measurements

R1 Investigate the dimensions of each piece of equipment (2 marks)

Find out the monthly costs of joining two local gyms.

Choose the one you would prefer to join and state why.

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R3 Investigate the costs of joining two separate gyms (2 marks)

Work out the total cost of the gym equipment you decided to buy.

Total cost

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A1 Calculate the total cost of the items from the chosen supplier(s) (3 marks)

Calculate the monthly payment for all the equipment if you had to pay it over one year.

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A1 Calculate the monthly payment for the equipment over 12 months (3 marks)

If you were paying the gym membership fee, how long would it be before you had paid enough to cover the cost of the equipment?

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A2 Calculate the time taken in gym fees to reach equipment costs (3 marks)

Draw a plan of the room you have chosen and show how the equipment could fit.

You may use squared paper for this.

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I1 Draw a plan of the room showing all equipment (5 marks)

From the information you have found out about the gym equipment and local gyms, would you choose to join a local gym or set one up for yourself?

Make sure you explain your decision referring to the information you have found.

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I1 Make a decision on a home gym or a local gym membership (3 marks)

Documents

· Web viewWrite down three 2D or 3D shapes you can see in the items you have chosen. I1 Identify three 2D or 3D shapes within the foods or packaging they are buying (3 marks) Put