Functional Skills Level 1 Maths revision

Curriculum linksThis PPT covers many aspects of Level 1 Functional Maths. Please refer to the resource description page on skillsworkshop.org for detailed curriculum links and related resources.

May 2011. Kindly contributed by Charlotte Gustar, Northampton College. Search for Charlotte on www.skillsworkshop.org

This PPT refers to City and Guilds Functional Skills assessment but most aspects are applicable to all awarding bodies.

One of a set of three. Equivalent PPTs for L1 Functional English and L1 Functional ICT are also available.

Functional Skills MathsFunctional Skills Maths

DomesticsDomestics

Please ensure all bags are kept Please ensure all bags are kept under the table and walkways under the table and walkways are kept clearare kept clear

Please keep all food and drink Please keep all food and drink awayaway

Please keep mp3 players & Please keep mp3 players & mobile phones switched offmobile phones switched off

What do you see?What do you see?

What do you know?What do you know?

Today’s lesson will be revision for Today’s lesson will be revision for your maths exam.your maths exam.

Look at the following maths Look at the following maths symbols and words, symbols and words, explainexplain what what they are, and give an examplethey are, and give an example. .

You have 5 minutes!You have 5 minutes!

Maths Definition and / or example

− Minus take one number from another e.g. 21-2= 19or to show a negative number e.g. -4°C

÷ Divide work out how many times one number fits into another e.g. 8÷2=4

× Multiply times two numbers together e.g. 6x4=24

⅓ One third. A fraction N/D Numerator & Denominator Part of a whole.

∙ Decimal point. Marks the boundary between whole numbers and part numbers. Part of a whole. E.g. 0.5

% Percentage. A fraction out of 100. Part of a whole E.g. 50% = 0.5 = 1/2

> Greater than E.g. 24 > 22

< Less than E.g. 22 < 24

mean Average = add all the numbers together and divide by how many

Maths Definition and / or example

− Minus take one number from another e.g. 21-2= 19or to show a negative number e.g. -4°C

÷ Divide work out how many times one number fits into another e.g. 8÷2=4

× Multiply times two numbers together e.g. 6x4=24

⅓ One third. A fraction N/D Numerator & Denominator Part of a whole.

∙ Decimal point. Marks the boundary between whole numbers and part numbers. Part of a whole. E.g. 0.5

% Percentage. A fraction out of 100. Part of a whole E.g. 50% = 0.5 = 1/2

> Greater than E.g. 24 > 22

< Less than E.g. 22 < 24

mean Average = add all the numbers together and divide by how many

Quick fire roundQuick fire round What is 1444 – 965?What is 1444 – 965? Round 2512 to the nearest 1000.Round 2512 to the nearest 1000. What is the mean of these numbers? What is the mean of these numbers?  2121 21 21 104104 6464 8 228 22 and the range? (Level 2: mode and median)and the range? (Level 2: mode and median) Which of the following fractions are equivalent Which of the following fractions are equivalent

to to 11 ? ?

66

66 22 33 88 55 1212

99 1212 1818 1616 3030 2828

Quick fire roundQuick fire round What is 1444 – 965?What is 1444 – 965?

479479 Round 2512 to the nearest 1000.Round 2512 to the nearest 1000.

30003000 The mean and range (Level 2 - mode and median) of The mean and range (Level 2 - mode and median) of

these numbers: these numbers: 

2121 2121 104104 6464 8 228 22

mean = 40, range = 96, mode = 21, median = 21.5mean = 40, range = 96, mode = 21, median = 21.5 Which of the following fractions are equivalent to Which of the following fractions are equivalent to

11

66

66 22 33 88 55 1212

99 1212 1818 16 16 3030 2828

Top tips for the examTop tips for the exam

The next couple of slides show The next couple of slides show common errors made in common errors made in Functional Maths exams. Functional Maths exams. Be sure not to fall into the same Be sure not to fall into the same trap!trap!

Make revision notes to help you!Make revision notes to help you!

Many students do not use a Many students do not use a calculatorcalculator

Impact = inaccurate work = wrong Impact = inaccurate work = wrong answeranswer

Remedy = use a calculator!Remedy = use a calculator!

Common error 1:Common error 1:

Many do not set their work out Many do not set their work out systematically. This leads to systematically. This leads to difficulties in sequencing steps.difficulties in sequencing steps.

Impact = wrong answers = dropped Impact = wrong answers = dropped marksmarks

Remedy = answer questions in Remedy = answer questions in the set order. Be sure to look for the set order. Be sure to look for links between questions.links between questions.

Common error 2Common error 2

Students do not use a ruler or label Students do not use a ruler or label diagramsdiagrams

Impact = dropped marksImpact = dropped marks

Remedy = uRemedy = use a ruler to draw lines se a ruler to draw lines on squared paper. Neatness can be on squared paper. Neatness can be an issue in some cases.an issue in some cases.

Label diagrams in full.Label diagrams in full.

Common error 3Common error 3

Candidates often not familiar with Candidates often not familiar with mean, median, mode and range. mean, median, mode and range.

Impact = Wrong answerImpact = Wrong answer

Remedy = know which one to Remedy = know which one to useuse

Common error 4Common error 4

Averages

ModeMode = the most common number= the most common number MedianMedian = the middle value= the middle value RangeRange =how far from biggest to smallest.=how far from biggest to smallest. MeanMean = total of the numbers divided by = total of the numbers divided by

how many numbers.how many numbers.

When asked to check answers, students When asked to check answers, students write: “checked with a calculator”write: “checked with a calculator”

Impact = Wrong answer = no marksImpact = Wrong answer = no marks

Remedy =Remedy = step by step sequencing to step by step sequencing to show the process is important. show the process is important. Make sure you physically write out any Make sure you physically write out any checks you do.checks you do.

Common error 4Common error 4

Level 1 Assessment Guidance Notes Level 1 Assessment Guidance Notes

Is it true that the assessment Is it true that the assessment is in two parts?is in two parts?

NONO. . The exam will take part in one The exam will take part in one

session. It will last for 1 hour 30 session. It will last for 1 hour 30 minutesminutes

What should I have with me What should I have with me for the exam?for the exam?The exam invigilator will provide the following:The exam invigilator will provide the following: the source documents the source documents a pencil and eraser a pencil and eraser a 30cm ruler a 30cm ruler graph paper graph paper

NoteNote You may use a calculator You may use a calculator You may use a protractor You may use a protractor You may use a dictionaryYou may use a dictionary

You will need to bring:You will need to bring: College I.DCollege I.D a pen with black or blue ink a pen with black or blue ink

How long before results are How long before results are issued?issued?

Results slips and certificates will Results slips and certificates will be issued to centres within 42 be issued to centres within 42 working days.working days.

General instructions General instructions There are There are 3 tasks to complete. 3 tasks to complete.

• • Show your working out. Show your working out.

• • Check your calculations. Check your calculations.

• • Remember to put units on your answers. Remember to put units on your answers.

• • Write all working out and answers in the Write all working out and answers in the answer booklet answer booklet not on the source not on the source documents. documents.

• • There are additional pages at the back of There are additional pages at the back of this booklet if you run out of space.this booklet if you run out of space.

Any questions?Any questions?

Now use your task sheet Now use your task sheet (not included with this PPT)(not included with this PPT)

The sheet outlines all the steps The sheet outlines all the steps necessary to complete the tasknecessary to complete the task

It incorporates all aspects of It incorporates all aspects of skills learnt over the past weeksskills learnt over the past weeks

Try to be as independent in the Try to be as independent in the task as possible – but staff are task as possible – but staff are here to help you if you need ithere to help you if you need it

You have 20 minutes... You have 20 minutes...

Task sheet 2 Mirror tilesTask sheet 2 Mirror tiles(not included with this PPT)(not included with this PPT)

There are There are 15 marks available for 15 marks available for this task. this task.

Overview of task Overview of task You want a new mirror made up of You want a new mirror made up of

mirror tiles for your bathroom. mirror tiles for your bathroom. You have to work out how many tiles You have to work out how many tiles

to buy and the total cost of the tiles. to buy and the total cost of the tiles. You have up to £75 to spend. You have up to £75 to spend. Use the handouts provided to Use the handouts provided to

complete your answers.complete your answers.