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LEARNING &
ASSESSMENT KIT
SAMPLE
FSK20113 CERTIFICATE II IN SKILLS
FOR WORK AND VOCATIONAL PATHWAYS
I nc l ud es :
• Lea rne rs W orkbook
• M a rk i ng Gu i de w i t h M app ing
• Ass es sm ent Rec o rd Too l
CERTIFICATE I I IN SKILLS FOR WORK AND
VOCATIONAL PATHWAYS
FSK20113
LEARNER’S WORKBOOK
C l u s t e r 5 :
F S K N U M 1 4 C a l c u l a t e w i t h w h o l e n u m b e r s a n d f a m i l i a r f r a c t i o n s ,
d e c i m a l s a n d p e r c e n t a g e s f o r w o r k
F S K N U M 1 5 E s t i m a t e , m e a s u r e a n d c a l c u l a t e w i t h r o u t i n e m e t r i c
m e a s u r e m e n t s f o r w o r k
Student name: ________________________________________________________________________
Date submitted: ________________________________
Cluster 5 Learner's Workbook V1.2-07-01-2014 Page 3
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
INTRODUCTION
Introduction
Welcome to the course for Certificate II in Skills for Work and Vocational Pathways! In this course you will
complete the following units:
BSBWHS201A Contribute to health and safety of self and others
VU20007 Prepare for employment
VU20008 Develop an action plan for career planning
VU20009 Participate in job seeking activities
FSKLRGG07 Use strategies to identify job opportunities
FSKLRG11 Use routine strategies for work-related learning
FSKOCM07 Interact effectively with others at work
BSBCMM201A Communicate in the workplace
FSKLRG09 Use strategies to respond to routine workplace problems
FSKRDG10Read and respond to routine workplace information
FSKWTG09 Write routine workplace texts
FSKDIG03 Use digital technology for routine workplace tasks
FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work
FSKNUM15 Estimate, measure and calculate routine metric measurements for work.
The units have been placed into groups (called ‘clusters’) for training and assessment purposes. This cluster
is called ‘Working with numbers’ and covers these units:
FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work
FSKNUM15 Estimate, measure and calculate routine metric measurements for work.
The Learner’s Workbook
You will receive a Learner’s Workbook for each cluster (this booklet). Your Learner’s Workbook contains
information about the topics covered in the course and a variety of different activities. The Learner’s Workbook activities will form part of your assessment. You must make sure you complete all of the activities
to the best of your ability. If you need help with any of the activities, make sure you talk to your trainer straight
away!
The other assessments for this cluster can be found at the back of your Learner’s Workbook. You must
submit your Learner’s Workbook in order to be assessed for Assessment Task 1.
Please make sure you complete your agreement to the assessment plan on page 5 of this Workbook page
before submitting your assessments.
You will also need to complete an Assessment Task Cover Sheet for each assessment. Your trainer/assessor
will give you these sheets before you start your assessments.
Cluster 5 Learner's Workbook V1.2-07-01-2014 Page 6
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
CHAPTER 1 – WORKING WITH NUMBERS
Chapter 1 – Working with numbers
Why do we need to use mathematics and numbers?
Mathematics, or maths, is a major part of life. We use numbers many different times during our day-to-day
activities, often without even realising it.
Science and technology is based around maths. Mathematic problems use a form of problem solving –
sometime you need to complete small problems to get the final figure.
Think about your computer, your mobile phone and other devices you use. The programming behind these
are based on work created by mathematicians. Numbers and maths are everywhere around you.
Activity 1
Write down five times that you would use maths and numbers in your day-to-day activities.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Activity 2
Your trainer/assessor will give you a document to read. Go through the document and circle all of the
references to maths and using numbers.
Maths in the workplace
It is important to have maths skills at work – depending on the job you choose, maths may be a main part of
the work you do. For example, people who work in the construction industry need to know maths so they
can take measurements, add up how many supplies they will need to do a job, mix materials like concrete,
mortar and so on. Other workplaces may need you to order items, give change to customers, work out
budgets and so on.
Cluster 5 Learner's Workbook V1.2-07-01-2014 Page 7
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
CHAPTER 1 – WORKING WITH NUMBERS
Activity 3
Think about how someone would use maths in their work activities. Write down three examples and the job
the person would be doing.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Whole numbers
Whole numbers are simply 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and so on. A number is not a whole number if it has a
decimal point, for example 10.5 is not a whole number.
Integer
An integer is also a whole number, but it includes negative (or minus) numbers. For example, –1, –2, –3, –4, –5 and so on.
Zero
Zero is used as a ‘placeholder’ in the number system. Zero is referred to as an even number and is not negative or positive. Zero means nothing – a bag with 0 items in it means that it is empty.
Zero, when used in basic mathematical operations will generally not change the whole number used. For
example:
30 + 0 = 30
20 – 0 = 20
10 × 0 = 10
However, you cannot divide a whole number by 0. Try it with a calculator! You may get this symbol ∞ which
means ‘infinity’.
Zero’s placeholder status will be made clearer when you look at the place value system, which will be discussed later.
Mathematical operations
You may have heard about mathematical operations before.
Common mathematical operations are:
+ Plus/addition
– Minus/subtraction
÷ Obelus/division
× Times/multiplication
Cluster 5 Learner's Workbook V1.2-07-01-2014 Page 37
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
ASSESSMENT TASK 2 – MATHEMATICS
Decimals to percentages
.32 .086
Decimals to fractions
0.75
.25
15. Round these numbers to two decimal places.
90.8643 335.419
20.2525 100.0749873
16. Round 45.597 to the nearest:
One hundred Ten
One
17. Complete the following calculations with fractions. Simplify them where necessary.
Cluster 5 Learner's Workbook V1.2-07-01-2014 Page 41
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
ASSESSMENT TASK 3 – MEASUREMENTS
Assessment Task 3 – Measurements
Resources required:
Access to a computer
The Internet
Pen and paper.
Classroom materials such as handouts, flash cards, etc
Student instructions:
In this task you will be given a variety of short activities to complete to demonstrate your understanding of
what you have learned about measurements.
Task A: Measurements at work
Pick a job that you would like to do in the future. Write down what it is.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Write down the types of measurements you might come across or have to make as part of this job.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
What types of measurement tasks might you have to complete as part of this task?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
You will need to present your answers to these questions to your classmates in a short presentation (no
more than 3 minutes).
CERTIFICATE I I IN SKILLS FOR WORK AND
VOCATIONAL PATHWAYS
FSK20113
MARKING GUIDE
C l u s t e r 5 :
F S K N U M 1 4 C a l c u l a t e w i t h w h o l e n u m b e r s a n d f a m i l i a r f r a c t i o n s ,
d e c i m a l s a n d p e r c e n t a g e s f o r w o r k
F S K N U M 1 5 E s t i m a t e , m e a s u r e a n d c a l c u l a t e w i t h r o u t i n e m e t r i c
m e a s u r e m e n t s f o r w o r k
Cluster 5 Marking Guide V1.1-07-01-2014 Page 3
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
INTRODUCTION
Introduction
The following is to be used as a guide to marking the assessment tasks required for this cluster. Inside this
document, the tasks as well as sample/benchmark answers are provided. This document also includes a
guide to the assessment process. Trainers/assessors should also refer to the following documents:
Mapping documentation for this unit
Assessment Record Tool for this unit.
This cluster is assessed in the following ways:
Answering all questions in the Learner’s Workbook
Completing a range of mathematical tasks
Completing a range of measurement tasks
Completing a two-part project.
Students must complete all assessment tasks satisfactorily in order to achieve competency in the units in
this cluster.
Guide to assessment
Assessment Tools
We have developed a range of comprehensive assessment tools that assessors are required to use to guide
their assessment decisions as well as document the decision process and outcomes. These tools include
the following:
Marking Guide – includes a guide to assessors about acceptable answers to the assessment tasks as
well as a guide to assessors on the process of assessment.
Mapping of assessment tasks to the unit requirements.
Assessment Task booklet – a booklet for the student that contains their assessment tasks.
Assessment Record Tool – used by the assessor to record the decision making process.
Training & Assessment Strategies
Each course has a training and assessment strategy which outlines the assessment tools that are to be used
in the assessment of each course. All assessors are given a copy of the Training & Assessment Strategies
related to the courses which they assess. Assessors must ensure they work within the parameters and
guidelines of the Training & Assessment Strategy and identify any areas that may need improvement or
updating as they become aware of them.
Assessment Process
Students must complete the tasks provided and submit each one on the due date prescribed by the
assessor (if applicable).
The assessor should use the Assessment Record Tool to record the assessment decision for each task. The
Record of Assessment Outcomes on the final page of the Assessment Record Tool should be completed by
the assessor and then signed and dated by both the assessor and the student.
Cluster 5 Marking Guide V1.1-07-01-2014 Page 7
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
ASSESSMENT TASK 1 – WORKBOOK ACTIVITIES
Assessment Task 1: Workbook activities
Instructions to the trainer/assessor:
This task is to an open book assessment that is to be completed during class time. Students must submit
this task (ie their workbook) prior to the final class.
Students are to complete all questions below and answer them correctly. If incorrect answers are provided,
identify the gaps in their knowledge and understanding and work with them to make arrangements for
reassessment.
Keep an eye on students as they complete the task and assist those who may be finding the questions
difficult. Consideration of students’ LLN needs should be given – adjustments may be required in some
cases, such as allowing students to answer verbally and also reading the questions to students to ensure
their understanding.
Make sure there are plenty of resources available for students to refer to while working.
Resources required:
Students will require access to the following resources in order to complete this assessment:
Access to a computer
Pen and paper
Access to the Internet and other classroom materials (ie handouts, textbooks etc)
Classroom materials such as handouts, flash cards, etc
Equipment such as rulers (30cm and 1 metre), tape measures, trundle wheels, jugs, plastic containers,
wringing scales, items for weighing and measuring, etc. Refer to each individual activity for further
reference.
Activity 1
Write down five times that you would use maths and numbers in your day-to-day activities.
Student provides five responses, which may include five of those below or others as deemed suitable by the
trainer/assessor:
Counting money
Calculating time
Calculating distance
How many items you need to do something
Taking measurements
Working out area, volume, perimeter
Cooking food (ie following recipes)
Paying bills
Counting items
Temperature
Driving (speedometer, speed limits, purchasing petrol)
Public transport timetables
Using calendars.
Cluster 5 Marking Guide V1.1-07-01-2014 Page 18
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
ASSESSMENT TASK 2 – MATHEMATICS
Assessment Task 2: Mathematics
Instructions to the trainer/assessor:
This task is to an open book assessment that is to be completed during class time. Students must submit
this task prior to the final class.
Students are to complete all questions below and answer them correctly. If incorrect answers are provided,
identify the gaps in their knowledge and understanding and work with them to make arrangements for
reassessment.
Keep an eye on students as they complete the task and assist those who may be finding the questions
difficult. Consideration of students’ LLN needs should be given – adjustments may be required in some
cases, such as allowing students to answer verbally and also reading the questions to students to ensure
their understanding.
Resources required:
Students will require access to the following resources in order to complete this assessment:
Access to a computer
Pen and paper
Access to the Internet and other classroom materials (ie handouts, textbooks etc)
Classroom materials such as handouts, flash cards, etc.
Resources required:
Training Manual
Access to a computer
The Internet
Pen and paper.
Student instructions:
In this task you will be given a variety of short activities to complete to demonstrate your understanding of
what you have learned about mathematics so far.
Task A: Mathematics at work
Pick a job that you would like to do in the future. Write down what it is.
Write down the types of mathematical information you would come across in this job.
What types of mathematical tasks might you have to complete as part of this task?
You will need to present your answers to these questions to your classmates in a short presentation (no
more than 3 minutes).
Students are to present their short speech to the class. Response will vary between students depending on
their preferred career. They must be able to identify how they would use mathematics in their preferred
career, and the type of mathematical data/information they need to work with. For example, a builder would
use mathematics to measure, calculate quantities, read plans and specifications, order supplies, etc.
Documents would include order forms for products and materials, invoices, taxation documents, plans and
specifications, preparation instructions for materials (ie how to mix materials – ratios of water/materials).
Cluster 5 Marking Guide V1.1-07-01-2014 Page 26
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate III in Skills for Work and Vocational Pathways
ASSESSMENT TASK 3 – MEASUREMENTS
Assessment Task 3 – Measurements
Resources required:
Training Manual
Access to a computer
The Internet
Pen and paper.
Classroom materials such as handouts, flash cards, etc
Student instructions:
In this task you will be given a variety of short activities to complete to demonstrate your understanding of
what you have learned about measurements.
Task A: Measurements at work
Pick a job that you would like to do in the future. Write down what it is.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Write down the types of measurements you might come across or have to make as part of this job.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
What types of measurement tasks might you have to complete as part of this task?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
You will need to present your answers to these questions to your classmates in a short presentation (no
more than 3 minutes).
Insdert
00
CERTIFICATE I I IN SKILLS FOR WORK AND
VOCATIONAL PATHWAYS
FSK20113
ASSESSMENT RECORD TOOL
Student name: ____________________________________________________________________________
Date assessed: ______________________________________
C l u s t e r 5 :
F S K N U M 1 4 C a l c u l a t e w i t h w h o l e n u m b e r s a n d f a m i l i a r f r a c t i o n s ,
d e c i m a l s a n d p e r c e n t a g e s f o r w o r k
F S K N U M 1 5 E s t i m a t e , m e a s u r e a n d c a l c u l a t e w i t h r o u t i n e m e t r i c
m e a s u r e m e n t s f o r w o r k
Cluster 5 - Assessment Record Tool V1.0-07-01-2014 Page 2
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate II in Skills for Work and Vocational Pathways.
INTRODUCTION
Introduction
Assessment requirements
This tool is for assessment of
FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work
FSKNUM15 Estimate, measure and calculate with routine metric measurements for work
Assessment is based on a number of forms of evidence, as follows:
Completing activities in the Learner’s Workbook
Completing a range of mathematical tasks
Completing a range of measurement tasks
Completing a two-part project.
This assessment is targeted to a learner who is studying the Certificate II in Skills for Work and Vocational
Pathways.
Recording assessment outcomes
Use this Assessment Record Tool to record the outcomes of each assessment task related to this unit.
Marking Guide
Refer to the Marking Guide for further instructions and details about each assessment.
Cluster 5 - Assessment Record Tool V1.0-07-01-2014 Page 5
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate II in Skills for Work and Vocational Pathways.
ASSESSMENT TASK 2
Assessment Task 2: Mathematical tasks
Use this checklist to record the outcomes of each task. Record the outcome on the Record of Assessment
Outcomes at the end of this document.
Date:
In this task, did the student: Completed
successfully
Comments
Yes No
Task A: Mathematics at work
Present a 3-minute (maximum)
discussion to the class that includes the
following:
Identification of a job they would
like to have in the future?
Identification of mathematical data
they would encounter in this job?
Identification of mathematical tasks
they would need to do in this job?
Task B: Working with numbers
Complete all mathematical tasks,
demonstrating knowledge of the
following areas:
Whole numbers
Fractions
Decimals
Percentages
Mathematical operators
Basic mathematical problems
(addition, subtraction, multiplication,
division)
Use of brackets/order of operations
Place value
Use of zero
Conversion of percentages to
decimals
Conversion of percentages to
fractions
Conversion of fractions to decimals
Cluster 5 - Assessment Record Tool V1.0-07-01-2014 Page 12
© 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd FSK20113 Certificate II in Skills for Work and Vocational Pathways.
RECORD OF ASSESSMENT OUTCOMES
Record of Assessment Outcomes
This section records the outcome of each task or assessment requirement used to form the final assessment
decision.
This is for assessment of:
FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work
FSKNUM15 Estimate, measure and calculate with routine metric measurements for work.
Student name:
Assessment Requirements
Task Outcome
Satisfactory (S)
Not satisfactory
(NS) Date Initials
1. Workbook activities
2. Mathematical tasks
3. Measurement tasks
4. Project
Overall Assessment Outcome
(C = Competent, NYC = Not Yet Competent)
Assessor Name:
Signature: Date: / /
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s &
As
se
ss
me
nt
Me
tho
d
AT
1
AT
2
AT
3
AT
4
Wo
rkb
oo
k
ac
tiv
itie
s
Ma
the
ma
tic
s
Me
as
ure
me
nt
Pro
jec
t
3.2
U
se
fo
rma
l a
nd
in
form
al m
ath
em
atic
al la
ng
ua
ge
an
d s
ym
bo
lism
to
co
mm
un
ica
te t
he
resu
lt o
f th
e t
ask
4, 5
, 7
, 8
, 1
0
3, 4
, 5
, 6
, 9
, 1
4,
17
, 1
8, 1
9, 2
0, 2
1
T
ask B
Fo
un
da
tio
n s
kills
As
se
ss
me
nt
Ta
sk
s &
Me
tho
d
AT
1
AT
2
AT
3
AT
4
Wo
rkb
oo
k
ac
tiv
itie
s
Ma
the
ma
tic
s
Me
as
ure
me
nt
Pro
jec
t
Le
arn
ing
F
ou
nd
atio
n s
kill
s e
sse
ntia
l to
pe
rfo
rma
nc
e a
re e
xp
licit in
th
e p
erf
orm
an
ce
cri
teri
a o
f th
is u
nit o
f c
om
pe
ten
cy.
Pe
rfo
rma
nc
e e
vid
en
ce
As
se
ss
me
nt
Ta
sk
s &
Me
tho
d
AT
1
AT
2
AT
3
AT
4
Wo
rkb
oo
k
ac
tiv
itie
s
Ma
the
ma
tic
s
Me
as
ure
me
nt
Pro
jec
t
Evid
en
ce
of
the
ab
ility
to
:
in
terp
ret
an
d u
se
co
mm
on
fra
ctio
ns, d
ec
ima
ls a
nd
pe
rce
nta
ge
s in
re
al situ
atio
ns
4, 5
, 7
, 1
0
Ta
sk B
c
ho
ose
th
e a
pp
rop
ria
te o
pe
ratio
ns t
o s
olv
e r
ea
l lif
e m
ath
em
atic
al p
rob
lem
s
4
Ta
sk B
:
6, 9
p
erf
orm
ca
lcu
latio
ns in
vo
lvin
g f
rac
tio
ns, d
ec
ima
ls a
nd
pe
rce
nta
ge
s.
7
Ta
sk B
:
14
, 1
7, 1
8, 1
9
T
ask B
No
te: W
he
re a
sp
ec
ific
vo
lum
e a
nd
/or
fre
qu
en
cy is n
ot
sp
ec
ifie
d, e
vid
en
ce
mu
st
be
pro
vid
ed
at
lea
st
on
ce
.
Un
it M
ap
pin
g
FS
KN
UM
14
Ca
lcu
late
wit
h w
ho
le n
um
be
rs a
nd
fa
milia
r fr
ac
tio
ns
, d
ec
ima
ls a
nd
pe
rce
nta
ge
s f
or
wo
rk
FS
KN
UM
14
Ma
pp
ing
V1
.0-1
4-1
0-2
01
3
FS
K2
01
13
Ce
rtific
ate
II in
Skill
s fo
r W
ork
an
d V
oc
atio
na
l P
ath
wa
ys
© E
du
wo
rks R
eso
urc
es, a
div
isio
n o
f R
TO
Ad
vic
e G
rou
p 2
01
3
Pa
ge
3
Kn
ow
led
ge
ev
ide
nc
e
As
se
ss
me
nt
Ta
sk
s &
Me
tho
d
AT
1
AT
2
AT
3
AT
4
Wo
rkb
oo
k
ac
tiv
itie
s
Ma
the
ma
tic
s
Me
as
ure
me
nt
Pro
jec
t
Evid
en
ce
of
the
fo
llow
ing
kn
ow
led
ge
mu
st
be
de
mo
nstr
ate
d:
p
lac
e v
alu
e a
nd
use
of
zero
6
T
ask B
:
10
, 1
1, 1
2, 1
3
re
latio
nsh
ip b
etw
ee
n o
pe
ratio
ns
4, 5
T
ask B
:
5, 7
o
rde
r o
f o
pe
ratio
ns
5
Ta
sk B
:
7, 8
re
latio
nsh
ip b
etw
ee
n f
rac
tio
ns, d
ec
ima
ls a
nd
pe
rce
nta
ge
s.
7
Ta
sk B
:
14
As
se
ss
me
nt
co
nd
itio
ns
As
se
ss
me
nt
Ta
sk
s &
Me
tho
d
AT
1
AT
2
AT
3
AT
4
Wo
rkb
oo
k
ac
tiv
itie
s
Ma
the
ma
tic
s
Me
as
ure
me
nt
Pro
jec
t
Asse
ssm
en
t te
xts
an
d t
asks r
efle
ct
tho
se
typ
ica
lly f
ou
nd
in
th
e w
ork
pla
ce
. Y
es
Ind
ivid
ua
ls c
an
ac
ce
ss o
wn
fa
mili
ar
su
pp
ort
re
so
urc
es.
Ye
s
Cu
ltu
rally
ap
pro
pri
ate
pro
ce
sse
s a
nd
te
ch
niq
ue
s s
uite
d t
o t
he
la
ng
ua
ge
, lit
era
cy a
nd
nu
me
rac
y c
ap
ac
ity o
f in
div
idu
als
an
d t
he
wo
rk
be
ing
pe
rfo
rme
d m
ust
be
use
d.
Ye
s
Re
aso
na
ble
ad
justm
en
ts c
an
be
ma
de
to
en
su
re e
qu
ity in
asse
ssm
en
t fo
r p
eo
ple
with
dis
ab
ilitie
s.
Ye
s
Asse
sso
rs m
ust
sa
tisfy
NV
R/A
QT
F a
sse
sso
r re
qu
ire
me
nts
, h
ave
a s
ou
nd
kn
ow
led
ge
of
the
AC
SF
an
d h
ave
de
mo
nstr
ab
le e
xp
ert
ise
in t
he
vo
ca
tio
na
l c
on
textu
alis
atio
n a
nd
asse
ssm
en
t o
f th
e c
ore
skill
- n
um
era
cy.
Ye
s