e3 sample paper

7/28/2019 e3 Sample Paper

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DRAFT

FUNCTIONAL SKILLSMATHEMATICS

ENTRY 3

For teaching from 2010

SPECIMEN ASSESSMENT MATERIAL

Contents

Controlled Assessment

Skills and Coverage grid

Marking Guidance

Instructions for Teachers

Declaration Sheet


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ADDITIONAL MATERIALS

A calculator

INSTRUCTIONS TO CANDIDATES

Answerall questions in the spaces provided.

Remember to check your answers.

No certificate will be awarded to a candidate detected in any unfair practice during theexamination.


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1.

Supermarket opening and closing times

Monday - Friday 7 am 10 pmSaturday 8 am 8 pmSunday 11 am 5 pm

Bank Holidays 10 am 4 pm

(a) You arrive with some friends one Sunday morning at the supermarket before it

opens.

You all look at your watches.

Your watches show these times.

About how long do you have to wait for the supermarket to open?

[4]


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(b) Your friend Jane wants to buy some bread.

Sliced brown loaf80 pence

Sliced white loaf70 pence

Pack of bread rolls40 pence

Jane buys a sliced brown loaf, a sliced white loaf and a pack of bread rolls.

She sees a notice that says

One hour before closing,

all bread is half price!

How much would Jane save if she had waited until an hour before closing time

to buy her bread?

[4]


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2. You see the following items and signs in the supermarket.

Draw lines connecting each of the following items to its correct 2D or 3Dname.

CYLINDER

CUBOID

CIRCLE

RECTANGLE

[2]

One hour before

closing, all bread is

half price!


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3. You buy these four items in the supermarket.

Item Weight Cost

Flour

2 kg

(2000 g)

77 pence

Tea

750 g1.25

Tin of beans

415 g 46 pence

Coffee

885 g 2.60


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(a) How much does your shopping weigh altogether?

[3]

(b) The carrier bags you use can hold up to 3kg before the handles break andthe bottom of the bag drops out!

Using the smallest number of carrier bags as possible, how would you pack

them to balance the weight for carrying?Show all your working.

[5]


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4. Here is the supermarket snack bar menu.

MENUDrinks

Tea 50 pence

Coffee 70 pence

Bottle of water 60 pence

SandwichesCheese 85 pence

Ham 90 pence

Salad 75 pence

(a) Your friend Keith has these coins in his pocket.

Does Keith have enough money to buy 2 ham sandwiches?Explain your answer.

[4]


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(b) You have been asked to go to the snack bar to buy two drinks and onesandwich.

You only have 2.00 to spend.

Give one example of what you could buy, and how much money you will haveleft.

[6]


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The following graphs show how many Ham, Cheese and Salad sandwiches weresold in the snack bar on Monday, Tuesday and Wednesday.

Ham Sandwiches

0

1

2

3

4

5

6

7

8

9

10

Monday Tuesday Wednesday

Day

Numbersold

Cheese Sandwiches

0

2

4

6

8

10


Day

Num

bersold

Salad Sandwiches

0

2

4

6

8

10

12

14


Day

Numbersold


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!"#$%&'#()*+,&))+*-(%./-(%&$+*/#%01*2*

** * * **!(++/++-/#%*3*+4567897:6;*

*-97:*>4


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FS Mathematics Entry Level SPECIMEN PAPEREntry 3Coverage and Range gridPlease note that all assessments will provide opportunities to assess all of the skill standards.The content covered in this specimen paper is highlighted in the below grid. The coverageand range will be sampled over a period of three assessment series.

Skills Standards Coverage and Range (indicative)

Representing

Understand practical problems infamiliar contexts and situations

Begin to develop own strategies for

solving simple problems

Select mathematics to obtain answersto simple given practical problems thatare clear and routine

Analysing

Apply mathematics to obtain answersto simple given practical problems thatare clear and routine

Use simple checking procedures

Interpreting

Interpret and communicate solutions topractical problems in familiar contextsand situations

Add and subtract using three digitnumbers

Solve practical problems involvingmultiplication and division by 2, 3, 4, 5 and

10

Round to the nearest 10 or 100

Understand and use simple fractions

Understand, estimate, measure andcompare length, capacity, weight andtemperature

Understand decimals to two decimalplaces in practical contexts

Recognise and describe number patterns

Complete simple calculations involvingmoney and measures

Recognise and name simple 2D and 3D

shapes and their properties

Use metric units in everyday situations

Extract, use and compare informationfrom list, tables, simple charts and simplegraphs


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F FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3

Candidate name: ___________________________ Candidate number: _________________ Centre number: _________

Question Answer Mark R A I Markawarded

Teacher Comment(where appropriate)

1(a) Award 4 marks for about 50 minutesORAward 3 marks for an attempt to find how long it is fromten past ten to 11 oclockOR

Award 2 marks for sight of 11 (am) and ten past ten, inany formORAward 1 marks for sight of 11 (am) or ten past ten, in anyform

4 2 2

1(b) Award 4 marks for an answer of 95 (pence)ORAward 3 marks for total cost of 190 (pence) with anattempt to halve, or sight of 40, 35 and 20 with anattempt to add, or the full process with only 1 numericalerrorORAward 2 marks for an attempt at the full process but withnumerical errorsORAward 1 mark for an attempt at part of the process, e.g.

attempt to add all prices, or an attempt to half any price

4 2 2


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2 Award 2 marks for 3 or 4 correct connectionsAward 1 mark for 2 correct correctionspizza circlebeans cylindersign rectanglebox of tea cuboid

2 2

3(a) Award 3 marks 4050(g) or 4.05(0kg), correct unitsORAward 2 marks 4050 or 4.05(0) with incorrect units or nounits givenORAward 1 mark for attempt to add all 4 weights

3 1 2


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3(b) Mark appropriate follow through from an incorrectanswer in 2(a) provided that more than one carrierbag is requiredAward 5 marks for 2 carrier bags with Flour (2kg) in 1bag and everything else in the other with working shownORAward 4 marks for 2 carrier bags with an attempt tobalance the weights shown by trying out some additionof weightsORAward 3 marks for 2 carrier bags with sight of oneadditionORAward 2 marks for 2 carrier bags, or uses 3 carrier bagswith sight of an additionORAward 1 mark for comparing total weight to 3kg, but withan incorrect conclusion, i.e. not realising that 4.05kg >3kgORAward 1 mark if on follow through only 1 carrier bagwould be required but the candidate shows anunderstanding of the weight and the 3 kg limit

5 1 2 2


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4(a) Award 4 marks for YES from a correct answer with acomparative reason, e.g. 180(p) is less than ()2,10p back for each 1 given, 20p changeORAward 3 marks for YES with sight of ()2 or 200(p)AND ()1.80 or 180(p) or use of 90p from 1, or YESwith a non comparative statement , e.g. it is 180ORAward 2 marks for YES with sight of ()2, or 200(p),or ()1.80 or 180(p), or use of 90p from 1 twiceORAward 1 mark for sight of ()2, or 200(p), or ()1.80or 180(p) or 2 lots of 90p but no conclusion, or forcorrect reasoning from incorrect working.

4 1 1 2

4(b) 6 marks allocated as follows -

Award 1 mark for indication of any of any 2 drinksand one sandwich (description or price)

Award 1 mark for indication of any 2 drinks and onesandwich with a total cost not greater than 2.00(description or price)

Award 2 marks for calculating their cost correctly (1mark for calculating with a numerical error F.T theirchoice of sandwiches)

6 2 1 3


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4 (b) Award 1 mark for expressing their total in correctmoney format (pence or )

Award 1 mark for calculating their change from 2.00correctly (F.T. their cost if less than 2.00)

Possible answers shaded

Drink Sand. Cost Change

Tea Tea Cheese 50 50 85 185 15

Tea Tea Ham 50 50 90 190 10

Tea Tea Salad 50 50 75 175 25

Coffee Coffee Cheese 70 70 85 225

Coffee Coffee Ham 70 70 90 230

Coffee Coffee Salad 70 70 75 215

Water Water Cheese 60 60 85 205

Water Water Ham 60 60 90 210

Water Water Salad 60 60 75 195 5

Tea Coffee Cheese 70 50 85 205

Tea Coffee Ham 70 50 90 210

Tea Coffee Salad 70 50 75 195 5

Coffee Water Cheese 60 70 85 215

Coffee Water Ham 60 70 90 220

Coffee Water Salad 60 70 75 205

W ate r Te a Cheese 50 60 85 195 5W ate r Te a Ham 50 60 90 200 0

W ate r Te a Salad 50 60 75 185 15


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4 (c) The 12 marks to be allocated as follows -

Award 3 marks for interpreting the three graphscorrectly (all bars interpreted correctlyHam 4,7,9 Cheese 8,6,9 Salad 10,12,6 thesecan be seen or implied anywhere in the question)(2 marks for correctly interpreting 6 bars correctly1 mark for interpreting 3 or more bars correctly)

Award 2 marks for adding their correct sandwichtotals(1 mark for attempting to add the sandwich totals)

Award 2 mark for finding correct sandwich totals (20,23, 28 F.T their totals)(1 mark for adding totals but with a numerical error)

Award 1 mark for correctly interpreting the totals andstating the most popular sandwich (F.T their totals)

Award 2 marks for adding their correct day totals(1 mark for attempting to add the day totals)

Award 1 mark for their correct day totals (F.T their

day totals)

Award 1 mark for correctly interpreting the totals andstating which day most was sold (F.T their totals)

12 4 3 5

Total out of a possible 40 marks

Skill Standard weightings 13 15 12

Skill Standard weightings %l 33 37 30


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Functional Skills

FUNCTIONAL SKILLS MATHEMATICSEntry 1, Entry 2 and Entry 3

SPECIMEN PAPER

INSTRUCTIONS FOR TEACHERS

To be opened on receipt


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Conduct of the Controlled Assessment

The following notes outline arrangements for the conduct of the controlled assessmentfor the ** examination series for Entry Levels 1, 2 and 3.

1. Timing of the Controlled Assessment

The Controlled Assessments are timetabled to start on or after ** .

For Entry 1, 2 and 3 the controlled assessments should be completed in a time notexceeding 1 hour.

The Functional Skills Entry Level Controlled Assessments can be timetabled at thediscretion of the centre within the assessment window (* *).

The subject teacher may invigilate the whole of the Controlled Assessment.

Centres are asked to keep a log of attendance throughout the ControlledAssessment.

Candidates may not need all the specified time, but special consideration will notnormally be given for candidates who do not complete in the full time available tothem.

The candidates may repeat the tasks within the assessment window, or may carry outthe tasks in smaller manageable sections.

All candidates work should be submitted to the Internal Assessorby *.

2. Before the Controlled Assessment

The assessor should familiarise themselves with the Functional Skill Standards at theappropriate level, the tasks, requirements for equipment and the marking guidancebefore initiating the assessment with the candidate.

The assessment tasks are designed so that they can be used as they are or centrescan contextualise or adapt them to best-suit their centre-specific circumstances.Centres can adapt the context to best suit the candidate. However, the context must beset within a real-life context and have a given purpose. The Skill Standards should notbe changed and all assessments should sample across number, geometry and statistics.

For the plant pot tasks it is necessary to provide candidates with plant pots and realplants with the information attached or alternatively give candidates the provided cardsthat have been cut out.

Provide an optional calculator and materials for recording for the candidates to use e.g.paper, mini whiteboards etc


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3. During the Controlled Assessment

Candidates should not be able to access their work outside the timetabledsessions.

All of the assessment must be undertaken in controlled, supervised conditionsaccording to current JCQ regulations.

Candidates must work independently and the work submitted must be their ownwork.

Assessors may give support and guidance to learners. This support and guidanceshould focus on ensuring that learners understand what is expected of them. It is notacceptable for assessors to provide model answers or to work through answers in detail.

Assessors must declare any assistance given in the comments column on the marksheets. Marks must not be awarded in these cases. Teachers/assessors may adapt the

questions to suit candidates but should not be in such a way that direction is given.

Assessors should observe the learner during the assessment to be able to completethe mark sheet. The mark sheet with assessors comments and any evidence producedby the learner should be collated. Such evidence could be working outs, written work orwitness statements. Candidates work can be annotated if necessary.

The tasks should be assessor mediated and carried out within the assessment windowopportunity in a format suitable to engage the candidate. The tasks are designed toallow the candidate to think, use their mathematical skills, make decisions and talk about

their work in an informal conversational setting with the assessor. The assessment tasksare designed so that they can be used as they are or centres can contextualise or adaptthem to best-suit their centre-specific circumstances. Centres can changed or adapt thecontext to best suit the candidate. However, the context must be set within a real-lifecontext and have a given purpose. Examples of the dialogue that could be used withcandidates are included with the tasks. They may be adapted to best suit the candidatebut direction should not be given on how to complete the tasks themselves. The SkillStandards should not be changed and all assessments should sample across number,geometry and statistics. Assessors should use the Teachers comment column on themarking guidance and any intervention should be noted and taken into considerationwhen marking.

Calculators may be used.

The candidates responses are internally assessed and a sample of the candidateswork is then externally moderated.

At Entry 3, the assessment should not be seen as an hour long examination candidates may use resources and props if necessary and can talk about their work totheir assessor in an informal way.


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4. Marking the Controlled Assessment The Controlled Assessment should be marked for all candidates.

At Entry 1, 2 and 3 marking guidance will be provided, which notes the marks allocatedto a range of possible candidate responses. The marking guidance does not detail every

possible outcome. Where a candidates response differs from the guidance, the teachershould determine the best fit bearing in mind the marking criteria given. Commentsshould be made in the teacher comment column to briefly describe the candidatesresponse.

If candidates are provided with assistance a note should be made in the Teacherscomment column in the mark schemes as to the nature of the help given. If teacher/tutorintervention is used, this should be noted and taken into consideration when theassessment is made.

The controlled assessment will be externally moderated. Centres will be required to

submit samples for external moderation together with the mark sheet by the end of theassessment windows in accordance with instructions issued by WJEC.

At Entry 1, candidates require 15 marks of out a possible 20 marks in order to achievethe Entry 1 qualification.




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5. Sampling Procedures

After the completion of the assessment session, the work will be marked internallyaccording to mark schemes/assessment criteria provided by WJEC. Candidates maysee their marked work but it is important that the work is kept securely in theteacher/assessors possession to prevent any tampering with it.

Moderation/Verification will take place at two levels:

1. Within the centre to ensure that a uniform standard has been applied across theteaching groups. There must be opportunities to exchange work/view candidatesperformances and discuss the criteria during the assessment window: significantdifferences in the application of criteria and hence in rank-ordering will be difficultto resolve at the final stage of assessment. One person must take responsibilityfor the final moderation procedure within a centre, sampling the work of eachteaching group.

2. Through the inspection of a sample of the work by WJEC moderators/verifiers.For Entry 1, 2 and 3 the sample will be selected according to the table below,based on the centres overall rank order. Further details can be found in theControlled Assessment Manual, which will be sent to centres. For entries of up to10 candidates, all controlled assessments will be sent. Further samples ofcontrolled assessment will be sent to the moderator/verifier if required. WJECreserves the right to call in all of a centres controlled assessments if this provesnecessary.

Total no. ofCandidates at

each Level

Work to be submitted(Numbers relate to rank order)

1 - 10 All

11 - 191st and every second (1, 3, 5, 7 etc.) plus the lowest scoringfolder and additional folders as necessary (reflecting the spreadof marks) to make a total sample of 10

20 - 451st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoringfolder and additional folders as necessary (reflecting a spread ofmarks) to make a total sample of 10

46 - 99

1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring

folder and additional folders as necessary (reflecting a spread ofmarks) to make a total sample of 10

100 - 1991st and every fourteenth (1, 15, 29, 43 etc.) plus the lowestscoring folder and additional folders as necessary (reflecting aspread of marks) to make a total sample of 15

200 - 2991st and every fifteenth (1, 16, 31, 46 etc.) plus the lowest scoringfolder and additional folders as necessary (reflecting spread ofmarks) to make a total sample of 25

Over 3001st and every twentieth (1, 21, 41, 61 etc.) plus the lowestscoring folder and additional folders as necessary (reflectingspread of marks) to make a total sample of 25


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N.B. In addition, the following points should be considered in selecting the sample:

(i) Each teaching group should be represented.

(ii) Where there are several candidates on a particular mark these will count towardsthe total number in calculating the rank order, but normally only one candidate's work ona particular mark will be submitted.

(iii) Work submitted should where possible meet the full requirements of thespecification; i.e. candidates who have not completed the controlled assessment shouldnot be included, but be replaced by that of the nearest candidate (either higher or lower)with a complete controlled assessment.

Where the moderation process reveals serious problems in any centre, with regards tointerpretation and/or implementation of the assessment criteria, WJEC will request

further work or take other appropriate action to safeguard candidates interests.

The marks for the sample must be inserted on the appropriate Sample Form and centresmust indicate the total number of candidates entered at Entry 1, Entry 2 and Entry 3.

6. Submission of candidates work to the External Moderator

The attendance register should be submitted with the candidates work.

The Mark Sheets (annotated where appropriate) for each task of the ControlledAssessments, candidates work where necessary and candidates scripts (Entry 3),

should be received by the moderator by ***.

7. Return of Work

Work for this subject will not be returned to centres unless specifically requested, inwhich case an addressed label should be included in the sample sent for moderation.


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NOTICE TO CANDIDATE

The work you submit for assessment must be your own. If you copy from someone else,allow another candidate to copy from you, or if you cheat in any other way, you may be

disqualified from at least the subject concerned.

Declaration by candidateI have read and understood the Notice to Candidate (above). I have completed thisassignment without assistance other than that which my teacher has explained isacceptable within the specification.

Declaration by teacherI confirm that the candidates work was conducted under the conditions laid out by thespecification. I have authenticated the candidates work and am satisfied that to the best ofmy knowledge the work produced is solely that of the candidate.

CandidatesNumber

Candidates Signature

FUNCTIONAL SKILLS

MATHEMATICS

ENTRY 1, 2 AND 3

CONTROLLED ASSESSMENT

CentreNumber

Date

Teachers Signature

CANDIDATE AND TEACHER DECLARATION

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