Version 1.0

 Mathematics Entry Level Functional Skills Entry 2 4932

Specimen Assessment Materials

Further copies of this Assessment Guidance are available to download from the AQA Website: www.aqa.org.uk 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 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX

Contents Controlled Assessment Task

5

Resource Sheets

15

Marking Guidance

23

Modification Records

35

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 Mathematics Entry Level Functional Skills Entry 2 4932

Controlled Assessment Task

Functional Mathematics Entry 2 Controlled Assessment Task Introduction Candidates should complete the activities in Context 1 and Context 2 Expected time for each context

15 minutes

Maximum time for each context

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. The context can be carried out in any room with enough tables and chairs for a minimum of 15 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 Be introduced to and work with simple plans. Use multi-link cubes to make shapes before the assessment. Visit a café. Count out amounts of money using coins and notes. Be introduced to various ways of working out and giving change. Activities can be modified for pupils with disabilities; for example, those who cannot easily move around a classroom or physically move objects can give the assessor instructions. The assessor can read or paraphrase instructions/questions as many times as necessary in order for candidates to understand what they need to do. Text on Resource Sheets should be read aloud to candidates and paraphrased if necessary. Once a candidate has acted on an instruction/question, the response must be recorded. The next instruction/question should then be started unless a break in the assessment is necessary.

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Entry 2 Controlled Assessment Task Context 1 Helping the teacher set up a lesson Introduction This context should be familiar to all 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 If possible, the assessment should take place in a room with work units for at least 15 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 50 sheets of plain A4 paper 9 rulers A box of shapes (about 20 each of triangles, squares, rectangles, circles and hexagons mixed in with some other polygons) (see Resource Sheet 1) A box containing a cube, a cuboid, a square based pyramid and a triangular prism. A box containing about 50 multilink cubes. 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. Candidates should have access to pencil and paper. 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 Shapes. You will need four copies of each sheet preferably printed in colour on card. The individual shapes should be cut out and put in a box.

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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 with 12 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 Marking Guidance 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 12 students. The lesson is in this room. I want the students to sit in twos.’ Question 1a Show me the desks they could sit at. (1 mark) Give the candidate the pile of plain paper. Say ‘Remember the lesson is for 12 students’. Question 1b Each student needs two sheets of paper. How many sheets of paper do we need? Show how you worked this out. (2 marks) Before continuing put two pieces of paper on each desk. Give the candidate 9 rulers. Say ‘This lesson is for 12 students. The students need one ruler each. I don’t think we have enough’ Question 2a How many more rulers do we need? (2 marks)

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Say ‘We had better give out one ruler between two students.’ Question 2b How many rulers do we need to do this? Explain how you worked this out. (2 marks) Give the candidate the box of shapes. Say ‘I want one triangle on half the desks and one hexagon on all the desks.’ Question 3 Count out the right number of triangles and hexagons. (2 marks) Give the candidate the box of solids. Say ‘I need some solids for the lesson to show to the class. I want two solids with different numbers of faces’. Question 4 Choose two solids and tell me their names. (3 marks) Show the candidate the box of multilink cubes. Say ‘The class are going to make cuboids using these small cubes. I want to show them one or two that have already been made’. Show the candidate how to make a 2 by 3 by 3 cuboid by combining three 2 by 3 layers and say ‘This is a cuboid made with 18 cubes.’ Then give the candidate 12 multi-link cubes. Question 5 Make a cuboid using all twelve of these cubes. (1 mark)

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Context 2 The Snack Bar

Introduction Candidates at this level are likely to have first-hand experience of the context. The context 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: A tray containing a selection of all coins (about ten of each). A £5 note and a £10 note should also be available. Cards containing menus for two cafes

The Red Cafe and The Blue Cafe (Resource Sheet 2)

Cards containing plan views of individual tables in the Red Cafe (Resource Sheet 3) Plan view of the layout of tables and chairs for the Red cafe and the Blue cafe (Resource Sheet 4)

Resource Sheets Resource Sheet 2 Resource Sheet 3

Menus with prices for the two cafes Cards with plan views of tables and chairs - one rectangular table with 2 chairs and one circular table with 4 chairs. Resource Sheet 4 Plan views of the Red Cafe and Blue Cafe showing layout of tables and chairs.

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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 will ask you to do 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 go to the Red Cafe’ Show the candidate the menu for the Red Cafe. (Resource Sheet 2) Say ‘You buy a drink’. Point to Drinks on the menu. Question 1a What is the most expensive drink you can buy? (1 mark) Show the candidate the tray of coins. Question 1b Show me the coins to pay for this drink. (1 mark)

Show the candidate the menu for the Red Cafe. (Resource Sheet 2) Say the following, pointing to each item on the menu as you say it. ‘You want to buy Steak Pie and Chips, Fruit Pie and Custard and three glasses of Orange’. Repeat this as many times as necessary. Say ‘You have a £10 note’. Question 2 Is this enough money? Show how you decide. (2 marks)

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Show the candidate the menu for the Red Cafe. (Resource Sheet 2) Point to the main courses and the puddings. Question 3a Choose two main courses and two puddings for you and your friend. How much do you pay for this? Show how you work this out. (2 marks) Show the candidate the tray of coins. Question 3b You pay with a £20 note. Show me the change. (2 marks) Show the candidate the tray of coins. Say ‘You decide to buy a drink from a vending machine. The drinks cost £1. The machine takes 50 pence, 20 pence and 10 pence coins’. Question 4 Show me the coins to pay for your drink. (2 marks) Show the candidate the menu for the Blue Cafe. (Resource Sheet 2) Say ‘Your friend goes to the Blue Cafe. She buys three food items including a pudding. This costs £13’. Question 5 What could she have bought? (2 marks)

Show the candidate the menus for both the Blue Cafe and for the Red Cafe. (Resource Sheet 2) Say ‘You have this amount of money. Give the candidate one 20 p coin, two 10 p coins, three 5 p coins, one 2 p coin and two 1 p coins. Say ‘You want a drink.’ Question 6 Which cafe would you choose to go to? (2 marks)

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Show the candidate a card with the plan of the rectangular table for two (Resource Sheet 3). Explain the plan, pointing out, for example, that it is like a picture 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 the circular table for four. Now show the candidate the plan view of the Blue Cafe (Resource Sheet 4). Say ‘This is how the tables and chairs are set out in the Blue Cafe’ Point to the circular table for four and count the chairs with the candidate. Repeat with other tables and chairs if necessary. Now show the candidate the plan view of the Red Cafe (Resource Sheet 4). Question 7a How many tables have two chairs in the Red Cafe? (1 mark)

Say ‘You plan to have a birthday party for 20 people in the Red Cafe.’ Question 7b What is the smallest number of tables needed for the party? (2 marks)

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 Mathematics Entry Level Functional Skills Entry 2 4932

Resource Sheets

AQA Functional Maths Entry 2 Context 1

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Resource Sheet 1 (Shapes)

(Shapes) Resources Sheet 1 – Context 1 AQA Functional Maths Entry 2

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AQA Functional Maths Entry 2 Context 2

The Snack Bar

Resource Sheet 2 (Menus)

Red Cafe Sandwiches Cheese sandwich

£2

Tuna sandwich

£3

Chicken sandwich

£4

Main Courses Sausage and chips

£4

Steak pie and chips

£6

Fish fingers and chips

£5

Small Pizza for 1 person

£5

Medium Pizza for 2 people

£8

Large Pizza for 4 people

£11

Puddings Fruit Pie and Custard

£3

Fruit and Ice Cream

£2

Chocolate Cake

£1

Drinks Coffee

75p

Tea

65p

Milk

80p

Orange

50p

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AQA Functional Maths Entry 2 Context 2

The Snack Bar

Resource Sheet 2 (Menus)

Blue Cafe Sandwiches Cheese and Ham Cheese and Onion Ham and Tomato Chicken

£4 £3 £3 £4

Salads Chicken Ham Cheese Egg

£6 £5 £4 £4

Jacket Potatoes Cheese Tuna Baked beans Chilli

£4 £5 £3 £5

Puddings Fruit Salad Banana Split Smoothie Yoghurt

£3 £4 £3 £1

Drinks Coffee Tea Milk Orange Cola Lemonade

70 p 60 p 75 p 60 p 90 p 80 p

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AQA Functional Maths Entry 2 Context 2

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Resource Sheet 3 (Tables)

AQA Functional Maths Entry 2 Context 2

Resource Sheet 4 (Cafe seating arrangements)

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AQA Functional Maths Entry 2 Context 2

Resource Sheet 4 (Cafe seating arrangements)

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 Mathematics Entry Level Functional Skills Entry 2 4932

Marking Guidance and Assessment Record

Marking Guidance and Assessment Record Marks are awarded for demonstrating the following interrelated process skills in approximately equal proportions Representing

Analysing

Interpreting

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.

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 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.

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In particular, the assessment covers the following skills standards. Representing

R

Understand simple practical problems in familiar contexts and situations Select basic mathematics to obtain answers

Analysing

A

Use basic mathematics to obtain answers to simple given practical problems that are clear and routine Generate results to a given level of accuracy Use given checking procedures

Interpreting

I

Describe 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.

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Context 1

Candidate Question

Open response Fixed response 1a Open

1b Open

2a Open

Assessment Record

Mark I

Skills standard Indicates 6 sets of two desks

Helping a teacher set up a lesson

1

R

Response

1

Tries to double 12 by any method (e.g. 12 + 12) or Attempts to count up in 2’s or Puts 2 pieces of paper on 12 desks and counts the number of pieces

3

Award 2 marks for 3 with no method seen

Counts 9 and attempts 12 9 Puts one ruler on each desk and counts how many desks are without a ruler Award this mark if the candidate clearly counts the rulers but does not obtain 9.

Counts the rulers and attempts to work out how many more rulers are needed. E.g. Counts 9 and adds on to obtain 12

Award 2 marks for 24 with no method seen Indicates 24

I

R

I

1

1

1

Date Mark awarded

AQA Functional Maths E2 Assessment Record

Supporting Comments

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Question

Open response Fixed response

2b Open

3 Open

4 Open

1

1

Mark

A

A

R

Skills standard

Counts out 12 hexagons

Counts out 6 triangles

6

Attempts any method to halve 12. E.g. Puts one ruler on every second desk Splits 12 pieces of paper into two equal piles Award this mark if the candidate clearly is trying to halve 12 but does not obtain 6.

Response

Award 1 mark for selecting more hexagons than triangles

Award 2 marks for 6 with no method seen

1 A Chooses

Cube and square based pyramid or Cube and triangular prism or Cuboid and square based pyramid or

R

Gives the correct mathematical name of the first solid

Must see cube and cuboid if chosen

Pyramid for the square based pyramid

Prism for triangular prism

Allow

Cuboid and triangular prism

R

R

1

1

1

1

Gives the correct mathematical name of the second solid

Mark awarded

AQA Functional Maths E2 Assessment Record

Supporting Comments

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Question

Open response Fixed response 5 Open 1

Mark

R

Skills standard Response

Makes a 2 by 2 by 3 cuboid

Allow any of these 1 by 1 by 12 1 by 2 by 6 1 by 4 by 3 Total score

Mark awarded

AQA Functional Maths E2 Assessment Record

Supporting Comments

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Context 2 Candidate Skills standard

Indicates coins that total 80 p.

Chooses Milk (allow 80 p)

Snack Bar

Mark R

or (£)10.50

Question

1 A

6 + 3 + 50p + 50p + 50p

Response

1a Fixed 1 R

Open response Fixed response

1b Fixed 1 2 Fixed

Award this mark for correct conclusion based on incorrect total

or

or

One main course and one pudding

Two puddings

Award 1 mark for correct total cost of Two main courses

For 2 marks (their) total must be consistent with (their) choices of two main courses and two puddings

No and (their)(£)10.50

A

I

1

A

Chooses two main courses and two puddings and attempts to work out total cost. E.g. Adds individual costs Uses £ coins for each main course and pudding and counts total number of £ coins

1

3a Open

1

Correct total cost for (their) two main courses and two puddings

Date Mark awarded

AQA Functional Maths E2 Assessment Record

Supporting Comments

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Question

Open response Fixed response 3b Fixed

4 Open

5 Open

6 Open

7a Fixed

1

1

Mark

R

A

R

Skills standard

Indicates 50 p and/or 20 p and/or 10 p coins that total £1

Attempts to find total of any number of 50 p and/or 20 p and/or 10 p coins

(£)20

Attempts to work out (£)20 2a

Response

1

I

1

R

I

R

59 p and Red Cafe

Attempts to work out 20 + 10 + 10 + 5 + 5 + 5 + 2 + 1 + 1 (Allow one missing coin but not additional coin)

Indicates 3 food items including one pudding with total cost £13

Chooses 3 food items including one pudding and attempts to find the total cost. E.g. Adds individual costs Uses £ coins for each food item and counts total number of £ coins

Indicates 3 food items not including a pudding with total cost £13

Award 2 marks for correct solution with no method seen

(their) total cost from 2a

(their) total cost from

1

1

I

6

1

1

A

Award 2 marks for a correct solution with no method seen

1

Mark awarded

AQA Functional Maths E2 Assessment Record

Supporting Comments

Page Page 30 30

Question

Open response Fixed response

7b Open

1

Mark

I

A

Skills standard

3

Finds any set of values of 2, 4, 6 and 8 with a total of 20 and gives the corresponding number of tables or Realises tables with 6 or 8 chairs are required but does not obtain 3

Response

1

Award 2 marks for 3 with no method

Total score

Mark awarded

AQA Functional Maths E2 Assessment Record

Supporting Comments

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Candidate

Context 2

Context 1

Total

Total

Total

Date

Assessment Task

AQA Functional Maths E2 Assessment Record

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Analysing

Representing 9 marks (30%)

12 marks (40%)

23 marks (77%)

9 marks (30%)

Open response 7 marks (22%)

Interpreting

Fixed response

Summary of Process Skills assessed

Summary of Open/Fixed response marks

AQA Functional Maths E2 Assessment Record

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 Mathematics Entry Level Functional Skills Entry 2 4932

Modification Records

Context 1

Question

1a

1b

2a

Modification Record

Modified questions or instructions

AQA Functional Mathematics Entry 2

Comments

Original title – Helping the teacher set up a lesson Centre Number and Name …………………………………………… Original questions or instructions The lesson is for 12 students. The lesson is in this room. I want the students to sit in twos. Show me the desks they could sit at. ‘Remember the lesson is for 12 students’ Each student needs two sheets of paper. How many sheets of paper do we need? Show how you worked this out. ‘This lesson is for 12 students. The students need one ruler each. I don’t think we have enough’.

2b

‘We had better give out one ruler between two students.’ How many rulers do we need to do this? Explain how you worked this out.

How many more rulers do we need ?

3

‘ I want one triangle on half the desks and one hexagon on all the desks’ Count out the right number of triangles and hexagons.

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4

5

‘I need some solids for the lesson to show to the class. I want two solids with different numbers of faces’. Choose two solids and tell me their names. ‘The class are going to make cuboids using these small cubes’. I want to show then one or two that have already been made.’ ‘This is a cuboid made with 18 cubes’. Make a cuboid using all twelve of these cubes.

Name ……………………………………………………

Signature…………………………………………………………

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Further information

Name ……………………………………………………

Signature…………………………………………………………

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Modified questions or instructions

AQA Functional Mathematics Entry 2

Comments

Centre Number and Name ……………………………………………………………...

Modification Record

Original questions or instructions

Original title – The Snack Bar

Question

‘You go to the Red Café. You buy a drink’ What is the most expensive drink you can buy?

Context 2

1a

Show me the coins to pay for this drink.

‘You want to buy Steak Pie and Chips, Fruit Pie and Custard and three glasses of Orange’. ‘You have a £10 note’.

1b

2

Choose two main courses and two puddings for you and your friend. How much do you pay for this? Show how you work this out.

Is this enough money? Show how you decide.

3a

You pay with a £20 note. Show me the change. ‘You decide to buy a drink from a vending machine. The drinks cost £1’

3b

4

The machine takes 50 pence, 20 pence and 10 pence coins.’ Show me the coins to pay for your drink.

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Question

5

6

7a

7b

Original questions or instructions ‘Your friend goes to the blue café. She buys three food items including a pudding. This costs £13’. What could she have bought? ‘You have this amount of money. You want a drink.’ Which café would you choose to go to? ‘This is how the tables and chairs are set out in the Blue Café’ How many tables have two chairs in the Red Café? ‘You plan to have a birthday party for 20 people in the Red Café’ What is the smallest number of table needed for the party?

Name ……………………………………………………

Modified questions or instructions

Comments

Signature…………………………………………………………

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Further information

Name ……………………………………………………

Signature…………………………………………………………

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