Mathematics Entry Level Functional Skills Entry Specimen Assessment Materials

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1 Version 1.0 Mathematics Entry Level Functional Skills Entry Specimen Assessment Materials

2 Further copies of this Assessment Guidance are available to download from the AQA Website: Copyright 2011 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre. Set and published by the Assessment and Qualifications Alliance. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number ) and a registered charity (registered charity number ). Registered address: AQA, Devas Street, Manchester M15 6EX

3 Contents Controlled Assessment Task 4 Resource Sheets 13 Marking Guidance and Assessment Record 28 Modification Records 31

4 Mathematics Entry Level Functional Skills Entry Controlled Assessment Task

5 Functional Mathematics Entry 1 Controlled Assessment Task Introduction Candidates should complete the activities in Context 1 and Context 2 Expected time for each context Maximum time for each context 15 minutes 30 minutes Candidates can complete the activities in each context at different times. Assessors should aim to complete the activities in one context in one continuous session. However, if necessary, more sessions can be used. Assessors can modify the context of each assessment as they feel fit as long as the spirit and style of the assessment and the level of difficulty is maintained. For example If rulers are not available pens, rubbers or other items appropriate to the context can be used. Context 1 can be carried out in any room with enough tables and chairs for a minimum of 8 people and if tables are not available chairs alone can be used. Please give details on the form provided. Assessors can practise assessment activities with candidates as many times as they wish before the actual assessment. In particular, candidates ideally should Help set out a lesson on another topic Be introduced to and work with very simple plans Visit a cafe Count out amounts of money using 1 coins Be introduced to various ways of working out and giving change using 1 coins Use paper with a square and a triangular grid before the assessment. Activities can be modified for pupils with disabilities; for example, those who cannot easily move around a room or physically move objects can give the assessor instructions. The assessor can read or paraphrase instructions/questions as many times necessary in order for candidates to understand what they need to do. Text on Resource Sheets should be read aloud to the candidates. Once a candidate has acted upon an instruction/question, the response must be recorded. The next instruction/question should then be started unless a break in the assessment is necessary.

6 Entry 1 Controlled Assessment Task Context 1 Helping a teacher set up a lesson Introduction This context should be familiar to many candidates. If not, it can be practised prior to the assessment. The assessment should take place on a one-to-one basis, if possible in the room that the candidate usually has their maths tuition. Ensure that the resources used are familiar to candidates by using them regularly before the assessment. Preparation The assessment should take place in a room with work units for at least 8 students. Ideally these work units should be either desks (fixed or moveable) or tables (fixed or moveable) together with chairs. In addition you will need the following materials for this context: A pile of about 15 sheets of plain A4 paper A pile of 15 to 20 sheets of A4 paper half the sheets should be covered in a square grid and half should be covered in a triangular grid. The different types should be mixed in this pile. (see Resource Sheets 1 and 2) A container with about ten pencils inside About ten rulers A box of shapes (about ten each of triangles, squares, rectangles and circles mixed in with some other polygons) (see Resource Sheet 3) These materials should be in full view of the candidate and easily accessible to both the assessor and the candidate. There should be no other equipment in view of the candidate that might distract the candidate from the task. For candidates who communicate using a Voice Output Communication Aid (VOCA) ensure that all relevant vocabulary used in the assessment is pre-programmed and practised. Resource Sheets The following resource sheets are provided for those centres that need them. Resource Sheet 1 Square grid paper. You will need about 10 sheets. Resource Sheet 2 Triangle grid paper. You will need about 10 sheets. Resource Sheet 3 Shapes. You will need two of each sheet preferably printed in colour on card. The individual shapes should be cut out and put in a box.

7 The activities Start by telling the candidate the following. I d like you to help me set up the classroom for a maths lesson about shape for five students. To do this I am going to ask you to do some different things. Then go through each of the following activities with the candidate. Use the Assessment Record to assess the response. Record the response on the Assessment Record. In the assessment substitute tables for desks if this is more appropriate. Say The lesson is for five students. Give the candidate the pile of plain paper. Question 1 Each student needs one sheet of plain paper. Put one sheet of plain paper on five desks. (1 mark) Before asking Question 2 make sure that there is a sheet of plain paper on exactly five desks. Then give the candidate four rulers. Question 2a Each student needs a ruler. Are there enough rulers? (1 mark) Question 2b How many more rulers do we need? (1 mark) Make sure there is a ruler on each desk before continuing. Then give the candidate the container with the ten pencils inside. Question 3 Put a pencil on the right-hand side of each desk. (1 mark)

8 Give the candidate the pile with 15 to 20 sheets of mixed paper. Question 4a There are two types of paper in this pile. Sort them into two piles of paper of the same type. (1 mark) Question 4b Which paper has squares on it? (1 mark) Point to the pile of paper with a triangular grid. Question 4c What is the name of the shape on this paper? (1 mark) Give the candidate the box of shapes. Question 5a Put one rectangle on each desk. (1 mark) Question 5b Put one circle on each desk. (1 mark) Before asking Question 6 make sure that on each desk there is a sheet of plain paper, a pencil on the right hand side, a ruler, one rectangle and one circle and make sure the candidate has free access to all materials. If necessary, the assessor should prompt the candidate with phrases like Have you done everything? Question 6 One more pupil is joining us for this lesson. Can you set up an extra place with everything they ll need? (2 marks)

9 Context 2 Snack Bar Introduction Candidates at this level are likely to have first-hand experience of the context. The activities can be rehearsed and supported with real resources by visiting a cafe and choosing, buying and eating food. The assessment should take place on a one-to-one basis and can be done with the assessor and the candidate sitting together at a desk. The desk should be clear apart from the items listed below. Preparation You will need the following materials for this context: Ten 1 coins Cards containing individual food items with prices for both the Red cafe and the Blue cafe (Resource Sheet 4) Cards containing plan views of the tables in the Red Cafe (Resource Sheet 5) For candidates who communicate using a Voice Output Communication Aid (VOCA) ensure that all relevant vocabulary used in the assessment is pre-programmed and practised. Resource Sheets Resource Sheet 4 Cards with food and drink items for the Blue Cafe and the Red Cafe Blue Cafe Pizza Slice, Jacket Potato, Salad, Chips, Ice Lolly, Ice Cream, Cake, Fruit Salad Smoothie, Coffee, Tea and Water Red Cafe Sandwiches, Burger, Crisps and Cakes Coffee, Tea and Cola Resource Sheet 5 Cards with plan views of tables and chairs. You need 3 tables with 2 chairs, two rectangular tables with 4 chairs, two rectangular tables with 6 chairs, two circular tables with 4 chairs and one circular table with 8 chairs.

10 The activities Start by telling the candidate the following. We are going to do a task about having lunch in a cafe. To do the task I am going to ask you some different things. Then go through each of the following activities with the candidate. Use the Marking Guidance to assess the response. Record the response on the Assessment Record. Say You are going to have lunch in the Blue Cafe Put the cards with drinks for Smoothie, Coffee, Tea and Water in a row on the desk. Say Here are the drinks you can buy at the cafe. Question 1a Which drink costs the most? (1 mark) Remove the drinks that the candidate does not choose and then give the candidate ten 1 coins. Question 1b Show me the number of 1 coins you need to buy this drink. (1 mark) Put the cards for Pizza Slice, Jacket Potato, Salad and Chips in a row on the desk and say Here is some of the food you can buy from the Blue Cafe. Put the cards for Smoothie, Coffee, Tea and Water in a different row on the desk and say Here are the drinks you can buy from the Blue Cafe. Question 2a Choose two food items and one drink for your lunch. Show me what you have chosen. (2 marks) Put the cards representing the food and drink the candidate has chosen in front of the candidate and remove the other cards. Make sure the candidate still has ten 1 coins. Question 2b Give me the coins that you need to pay for your lunch. Show me how you work this out. (2 marks)

11 Remove all 1 coins that the candidate has left. Put the cards for Ice Lolly, Ice Cream, Cake and Fruit Salad on the desk in front of the candidate. Give the candidate three 1 coins. Question 3a Which of these do you have enough 1 coins for? (1 mark) Question 3b You want to buy cake. How many more 1 coins do you need? (1 mark) Remove all cards for the Blue cafe from the desk. Put the cards with food (Sandwiches, Burgers, Crisps and Cakes) for the Red Cafe on the desk. Say Here is the food you can buy at the Red Cafe. Say Amy goes to the Red Cafe for lunch. Put the cards with drinks for the Red Cafe on the desk. Say Here are the drinks you can buy at the Red Cafe. Question 4 Amy buys one item of food and one drink. She has three 1 coins. What could Amy have bought? (2 marks) Show the candidate a card with the plan of a table for two (Resource Sheet 5). Explain the plan, pointing out, for example, that it is like a photograph looking down on the tables and chairs. Use any tables and chairs in the room to help in this explanation. Point out the table and the chairs in the plan and count the chairs with the candidate. Repeat this with the plan of a rectangular table for four. Now spread out all of the cards on the desk in front of the candidate. Say This is how the tables and chairs are set out in the Red Cafe Point to a circular table for four. Question 5a How many chairs are at this table? (1 mark) Question 5b Show me the table with 8 chairs. (1 mark)

12 Say You are going to have a meal in this cafe with five friends. You all want to sit together at the same table. Question 5c Point to the tables you could sit at. (2 marks)

13 Mathematics Entry Level Functional Skills Entry Resource Sheets

14 AQA Functional Mathematics E1- Context 1 Helping the teacher set up a lesson Resource Sheet 1 (Squared paper)

15 E1 Functional Skills Context 1 Helping the teacher set up a lesson Resource Sheet 2 (Triangle paper)

16 AQA Functional Mathematics E1- Context 1 Helping the teacher set up a lesson Resource Sheet 3 (Polygons)

17 AQA Functional Mathematics E1- Context 1 Helping the teacher set up a lesson Resource Sheet 3 (Polygons)

18 The Snack Bar Context 2 - Resource Sheet 4 Pizza Slice Blue Cafe Blue Cafe Jacket Potato Salad 2 Blue Cafe Chips 4 Blue Cafe 3 2

19 The Snack Bar Context 2 - Resource Sheet 4 Ice Lolly Blue Cafe Ice Cream Blue Cafe Cake 2 Blue Cafe Fruit salad 2 Blue Cafe 4 4

20 The Snack Bar Context 2 - Resource Sheet 4 Blue Cafe Blue Cafe Smoothie Coffee 3 2 Blue Cafe Blue Cafe Tea Water 2 1

21 The Snack Bar Context 2 - Resource Sheet 4 Red Cafe Sandwiches Burgers Red Cafe 2 3 Red Cafe Red Cafe Crisps Cakes 1 2

22 The Snack Bar Context 2 - Resource Sheet 4 Coffee Red Cafe Tea Red Cafe 2 1 Cola Red Cafe 2

23 AQA Functional Mathematics E1 Context 2 The Snack Bar Resource Sheet 5 (Tables)

24 AQA Functional Mathematics E1 Context 2 The Snack Bar Resource Sheet 5 (Tables)

25 AQA Functional Mathematics E1 Context 2 The Snack Bar Resource Sheet 5 (Tables)

26 AQA Functional Mathematics E1 Context 2 The Snack Bar Resource Sheet 5 (Tables)

27 AQA Functional Mathematics E1 Context 2 The Snack Bar Resource Sheet 5 (Tables)

28 Mathematics Entry Level Functional Skills Entry Marking Guidance and Assessment Record

29 Marking Guidance and Assessment Record Marks are awarded for demonstrating the following interrelated process skills in approximately equal proportions Representing Selecting the mathematics and information to model a situation. R.1 Candidates recognise that a situation has aspects that can be represented using mathematics. R.2 Candidates make an initial model of a situation using suitable forms of representation. R.3 Candidates decide on the methods, operations and tools, including ICT, to use in a situation. R.4 Candidates select the mathematical information to use. Analysing Processing and using mathematics. A.1 Candidates use appropriate mathematical procedures. A.2 Candidates examine patterns and relationships. A.3 Candidates change values and assumptions or adjust relationships to see the effects on answers in models. A.4 Candidates find results and solutions. Interpreting Interpreting and communicating the results of the analysis. I.1 Candidates interpret results and solutions. I.2 Candidates draw conclusions in light of situations. I.3 Candidates consider the appropriateness and accuracy of results and conclusions. I.4 Candidates choose appropriate language and forms of presentation to communicate results and solutions.

30 In particular, the assessment covers the following skills standards. Representing R Understand simple mathematical information in familiar contexts and situations Analysing A Use mathematics to obtain answers to simple given practical problems that are clear and routine Generate results that make sense for a specified task Interpreting I Provide solutions to simple given practical problems in familiar contexts and situations Marking Guidance The assessment record shows the mark to be awarded, the skills standard against which the mark is awarded and the response or responses that are worthy of the mark. All other responses should be awarded zero marks.

31 Context 1 Helping a teacher set up a lesson Assessment Record AQA Functional Mathematics Entry 1 Assessment Record Candidate Date Question response Fixed response Mark Skills standard Response Mark awarded Supporting Comments 1 1 A Puts one sheet of paper on any 5 desks 2a 1 I No 2b 1 I 1 (more) 3 1 R Puts a pencil on the right side of 3 or more desks 4a 1 R Correctly sorts paper into two piles squared paper in one and triangle paper in the other (Allow one misplaced piece of paper in each pile) 4b Fixed 4c Fixed 5a Fixed 5b Fixed 1 R Chooses squared paper 1 R Says triangle 1 A Selects rectangles (and puts on desks) 1 A Selects circles (and puts on desks) 6 2 I Sets up a completely correct place plain paper, ruler, pencil on right, one rectangle and two circles and no incorrect items Award 1 mark if candidate sets up a place with one error. E.g. pencil not on right, one item missing or one additional item Total score

32 AQA Functional Mathematics Entry 1 Assessment Record Context 2 Snack Bar Candidate Date Question response Fixed response Mark Skills standard Response Mark awarded Supporting Comments 1a 1 R Chooses Smoothie 1b Fixed 1 A Indicates the number of coins corresponding to (their) choice of drink 2a 1 R Chooses any two food items 1 R Chooses any one drink 2b 1 A 1 A Shows or counts the correct number of coins for one chosen food or drink Shows or counts the correct number of coins for 2 nd and 3 rd chosen food or drink Shows or counts the correct total number of coins for all chosen foods and drinks Follow through their choices in 2a 3a 1 I Chooses Ice Cream and Lolly 3b 4 1 A ( )1 2 I Sandwich and tea or Cake and tea or Crisps and Coffee or Crisps and Cola or Crisps and Tea Award 1 mark for Sandwich and Crisps or Crisps and Cake or Coffee and Tea or Cola and Tea

33 AQA Functional Mathematics Entry 1 Assessment Record Question response Fixed response Mark Skills standard Response Mark awarded Supporting Comments 5a Fixed 1 A 4 5b 1 R Indicates the large circular table 5c 1 I Points to one table with 6 or more seats 1 I Points to all tables (two 6-seat rectangular and one 8-seat circular) with 6 or more seats Total score

34 AQA Functional Mathematics Entry 1 Assessment Record Candidate Date Context 1 Total Context 2 Total Assessment Task Total

35 AQA Functional Mathematics Entry 1 Assessment Record Summary of Process Skills assessed Representing 8 marks (32%) Analysing 8 marks (32%) Interpreting 9 marks (36%) Summary of /Fixed response marks response 19 marks (76%) Fixed response 6 marks (24%)

36 Context 1 Helping a teacher set up a lesson Assessment Record AQA Functional Mathematics Entry 1 Assessment Record Candidate Date Question response Fixed response Mark Skills standard Response Mark awarded Supporting Comments 1 1 A Puts one sheet of paper on any 5 desks 2a 1 I No 2b 1 I 1 (more) 3 1 R Puts a pencil on the right side of 3 or more desks 4a 1 R Correctly sorts paper into two piles squared paper in one and triangle paper in the other (Allow one misplaced piece of paper in each pile) 4b Fixed 4c Fixed 5a Fixed 5b Fixed 1 R Chooses squared paper 1 R Says triangle 1 A Selects rectangles (and puts on desks) 1 A Selects circles (and puts on desks) 6 2 I Sets up a completely correct place plain paper, ruler, pencil on right, one rectangle and two circles and no incorrect items Award 1 mark if candidate sets up a place with one error. E.g. pencil not on right, one item missing or one additional item Total score

37 AQA Functional Mathematics Entry 1 Assessment Record Context 2 Snack Bar Candidate Date Question response Fixed response Mark Skills standard Response Mark awarded Supporting Comments 1a 1 R Chooses Smoothie 1b Fixed 1 A Indicates the number of coins corresponding to (their) choice of drink 2a 1 R Chooses any two food items 1 R Chooses any one drink 2b 1 A 1 A Shows or counts the correct number of coins for one chosen food or drink Shows or counts the correct number of coins for 2 nd and 3 rd chosen food or drink Shows or counts the correct total number of coins for all chosen foods and drinks Follow through their choices in 2a 3a 1 I Chooses Ice Cream and Lolly 3b 4 1 A ( )1 2 I Sandwich and tea or Cake and tea or Crisps and Coffee or Crisps and Cola or Crisps and Tea Award 1 mark for Sandwich and Crisps or Crisps and Cake or Coffee and Tea or Cola and Tea

38 AQA Functional Mathematics Entry 1 Assessment Record Question response Fixed response Mark Skills standard Response Mark awarded Supporting Comments 5a Fixed 1 A 4 5b 1 R Indicates the large circular table 5c 1 I Points to one table with 6 or more seats 1 I Points to all tables (two 6-seat rectangular and one 8-seat circular) with 6 or more seats Total score

39 AQA Functional Mathematics Entry 1 Assessment Record Candidate Date Context 1 Total Context 2 Total Assessment Task Total

40 AQA Functional Mathematics Entry 1 Assessment Record Summary of Process Skills assessed Representing 8 marks (32%) Analysing 8 marks (32%) Interpreting 9 marks (36%) Summary of /Fixed response marks response 19 marks (76%) Fixed response 6 marks (24%)

41 Entry Level Functional Skills Entry Modification Records

42 Modification Record AQA Functional Mathematics Entry 1 Context 1 Original title - Helping the teacher set up a lesson Centre Number and Name. Question Original questions or instructions Modified questions or instructions Comments 1 The lesson is for five students. Each student needs one sheet of plain paper. Put one sheet of plain paper on five desks. 2a Each student needs a ruler. Are there enough rulers? 2b How many more rulers do we need? 3 Put a pencil on the right hand side of each desk.

43 AQA Functional Mathematics Entry 1 Question Original questions or instructions Modified questions or instructions Comments 4a There are two types of paper in this pile. Sort them into two piles of paper of the same type. 4b Which paper has squares on it? 4c What is the name of the shape on this paper? 5a Put one rectangle on each desk. 5b Put one circle on each desk. 6 One more pupil is joining us for this lesson. Can you set up an extra place with everything they ll need?

44 AQA Functional Mathematics Entry 1 Further information Name Signature

45 Modification Record AQA Functional Mathematics Entry 1 Context 2 Original title Snack Bar Centre Number and Name. Question Original questions or instructions Modified questions or instructions Comments 1a You are going to have lunch in the Blue Café. Here are the drinks you can buy at the café. Which drink costs the most? 1b Show me the number of 1 coins you need to buy this drink. 2a Here is some of the food you can buy from the Blue café. Here are the drinks you can buy from the Blue café. Choose two food items and one drink for your lunch. Show me what you have chosen. 2b Give me the coins that you need to pay for your lunch. Show me how you work this out. 3a Which of these do you have enough 1 coins for? 3b You want to buy cake. How many more 1 coins do you need?

46 AQA Functional Mathematics Entry 1 Question Original questions or instructions Modified questions or instructions Comments 4 Here is the food you can buy at the Red Café. Amy goes to the Red Café for lunch. Here are the drinks you can buy at the Red Café. Amy buys one item of food and one drink. She has three 1 coins. What could Amy have bought? 5a This is how the tables and chairs are set out in the Red Café. How many chairs are at this table? 5b Show me the table with 8 chairs. 5c You are going to have a meal in this café with five friends. You all want to sit together at the same table. Point to the tables you could sit at.

47 AQA Functional Mathematics Entry 1 Further information Name Signature

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