Functional Skills Mathematics Level 2 sample assessment

Transcription

1 Functional Skills Mathematics Level sample assessment Marking scheme PAPER-BASED 18 May 01 Version 5 V Level Sample Paper 3 Mark Represent Analyse Interpret Open Fixed 1A B C D E A B C D E 0 0 F 0 0 3A B C D E F G H % 31% 39% 83% 17%

2 Functional Skills Mathematics Guidance notes for Sample Paper Mark Schemes Level 1 and Level Notes: The mark scheme has been carefully constructed to avoid penalising candidates repeatedly for similar errors: 1) Principle of follow through applies throughout unless otherwise stated. This allows the candidates to gain credit for subsequent correct calculation based on a previous incorrect answer. ) Units or numbers shown in brackets on the mark scheme are not required for the awarding of mark/s on the candidate s paper. However, if a candidate states units they must be correct: eg (cm) means accept cm or but not m eg ( )7.5(0) means accept 7.50 or 7.5 or 7.50 or 7.5 3) URT means unrounded, rounded or truncated; the underlining defines the acceptable limit of approximation: eg URT (U is the unrounded version) the following are acceptable: 860 (T) or 861 (R) (T) or (R) or (T) or (R) or (R) or (U) but not eg 900. Total available: 75 Indicative pass mark: 5 (or above/below)

3 NB incorrect money format given as an answer should only be penalised once on the whole paper and will lose 1 mark, eg Task D ( )9.8 loses one mark. Do not penalise any subsequent incorrect format. Task 1 Total Step Marks Marks awarded for Task 1 step A Task 1 step B 3 1 evidence of systematic/methodical plan indicated in sequence eg sequential list or simple flow chart or spidergram/mindmap or ordered text or combination of suitable types. content to include reference to at least THREE of: start and finish times time for each part / interval performance times choice of performances types choice of group performances dates for rehearsals 1 reference to at least TWO of the above 13 Note: allow 1B for answers clearly seen at 1C Timings for the show suitable times 75 minutes apart for start AND finish of the show allowing for set up and clearing away eg start at 7pm until 8:15pm OR suitable start AND finish times relating to their performance times allow sensible rounding 1 suitable start or finish time seen approximately equal times for parts one AND two adding up to 55 minutes eg 7 and 8 minutes eg 30 and 5 minutes accept time difference within 5 minutes 1 55 or 7.5 (minutes) or 7 minutes 30 seconds seen Times for performances 5 suitable list of performances for both parts complying with all five criteria ie at least one drama, song and dance performance (named) at least one performance from each group times listed correctly correct total for times listed total time equal to their times for parts one and two ± minutes Play scene Group C 8:0 0s song Group C 5:0 Folk dance Group A 6:00 Reading Group B :0 50s song Group A 5:10 Tap dance Group A :50 Poem Group B :10 60s song Group A :10 Street dance Group C 6:0 Sketch Group C 6:00 70s song Group C 6:10 Ballet dance Group C 9:0 80s song Group B 3:30 Jazz dance Group C 7:30 suitable list of performances for one part complying with all five criteria 3 suitable list of performances for one part with one criterion missed or incorrect suitable list of performances for one part with two criteria missed or incorrect 1 suitable list of performances for one part with three criteria missed or incorrect Rehearsal times all 1 dates correct AND reference to final rehearsal ie Group A 8/10, 15/10, /10, 9/10 AND Group B 17/10, /10, 31/10, 7/11 AND Group C 18/10, 5/10, 1/11, 8/11 AND

4 Task 1 step C Task 1 step D All groups 1/11 or equivalents 1 dates correct for 1 group with or without reference to final rehearsal check no for repeat calc a complete correct check of any original calculation seen using a different method eg a reverse calculation OR a calculation using approximate values 1 a correct check, which is not finished 5 1 table structure showing both schedules for rehearsals and performances with rows and columns and appropriate delineation 1 headings / labels for at least three of parts, rehearsal times, interval, performance, performance time, groups 3 their data entered for performance times AND rehearsal schedules their data entered for performance times or rehearsal schedules 1 their data entered for performance times or rehearsal schedules with one omission 1 1 valid explanation with reference to start and finish times eg time left for set up and clear up eg time difference is 75 minutes Task 1 step E 3 3 three comments relevant to one or more review prompts ie plan and methods or sensible answers or difficulties or other information or tackling a similar problem some acceptable comments eg My plan helped me to work out the time I needed to fill with performances eg My answers are sensible as I managed to fit in my performances into 55 minutes eg I found it difficult to do calculations with minutes and seconds eg It would be helpful to know how much time I would need to set up and clear up eg Next time I would use performance times to work out start and finish times two comments 1 one comment some unacceptable comments eg My plan worked well. eg My methods worked well. eg My answers seemed sensible. eg I found 1B difficult. eg There was not enough space in 1D to write my answers. (inappropriate) eg I had all the information I needed. eg I would do nothing differently. Total for Task 1 5

5 Step Task step A Task step B Task step C Task step D Task step E Task step F Total Marks Marks awarded for 1 Task suitable scale eg 1:100 (if scale not labelled allow mark if pitch outline is drawn to recognisable scale) do not accept 1:00 or anything smaller scale for this mark scale label eg numeric 1:100 1 accept verbal 1cm = 1m OR graphic = 1m do not accept lengths labelled on the diagram as a substitute for a scale label outline of pitch drawn to scale ±½ small square 1 two sides of pitch correct ±½ small square or all sides correct on a reversed outline tents drawn to scale ±½ small square any tents drawn to scale ±½ small square 1 any 1 tent drawn to scale ±½ small square 1 tents at least 1 metre from the edges and metres from each other 1 3 tents labelled with correct occupants accept initials explanation of scaled length of a line at A or B with reference to scale AND length of line drawn complete correct check of their scale in A or B eg scale 1:100 means 1cm is 1m or 1cm = 1m AND m tent is cm eg 1(m) 100 = 1(cm) incomplete explanation of scale used 1 eg 1:100 seen for scale only eg 8cm is 8m for reference to actual and scaled measurements only 6 6 ( )9.80 AND ( )18.0 If six not awarded, apply the following two part mark scheme ( )196 for value of campsite cost for nights 1 ( )9 for value of campsite cost for 1 night values for deposit AND balance using their cost eg ( ).5 AND ( ).55 (for one night) eg ( )9 and ( )16.71 or ( )16.7 (from 180 omission of extra 16) value for total deposit and total balance using their cost 3 eg ( )68.60 (total deposit) and ( )17.0 (total balance) or ( ).5 (deposit for one night) or ( ).55 (balance or one night) value for total deposit or total balance using their cost eg ( )68.60 (total deposit) or ( )17.0 (total balance) 1 method for 35% or 65% eg x or x 0.35 or x or x 0.65 seen a distance between 3.8km (from 15.5cm) AND.km (from 17.5cm) WITH UNITS 3 a distance between 3.8(km) (from 15.5cm) and.(km) (from 17.5cm) a method for the conversion of a measured distance in cm eg x or x 500m a total map measurement between 15.5(cm) and 17.5(cm) time in minutes consistent with their E, accept rounding to nearest min eg 7 (minutes) for 3.8(km) eg 50(minutes) for (km) eg 55(minutes) for.(km) 1 minutes per km or x 1.5 seen 3 or conversion of minutes per mile to minutes per km 0 8 x 5 seen 1.6km in 0 minutes 1 conversion of km to miles 8 x 5 Total for Task 5

6 Example scale diagram A and B

7 Step step A step B step C step D step E step F Total Marks Marks awarded for straight line through all the points showing positive correlation within the tolerance shown in the diagram below 1 incomplete line of best fit through some of the points showing positive correlation within the tolerance or sloping straight line with positive correlation outside tolerance with crosses roughly balanced on either side of line 1 number of cold drinks consistent with 5ᵒC on their trend line ± 1 value marked clearly on their trend line at 5ᵒC complete correct method with one calculation error or 10 for mean of seven Saturday s or 173 OR value for 150% of their mean given to a whole number 17.5 or unrounded value for 150% of their mean if not whole number or complete correct method with one calculation error or value for 50% of their mean no for repeat calc a complete correct check of any original calculation in 3C seen using a different method eg a reverse calculation OR a calculation using approximate values 1 a correct check, which is not finished 1 no AND reference to their target and to a temperature eg 150 < 17 eg temperature needs to be 7ᵒC to meet target follow through 3A, 3B and 3C Explanation including reference to either the target or temperature or trend line without a decision eg the trend line shows I will sell less 50(%) (cola) and 0(%) (lemon) and 10(%) (orange) 3 50(%) or 0(%) or 10(%) complete correct method with one calculation error for at least one of the percentages eg x 100 or and seen 1 30 and 18 and 6 or 60 or.6 or or seen step G No for line graph, bar chart or table Flavour All drinks Cola Lemon Orange sold Total sold Percentage sold 50(%) 0(%) 10(%) 100% 3 three segments on the pie chart correct ±3ᵒ 180ᵒ and 1ᵒ and 36ᵒ for 50%,0% and 10% follow through 3C and/or 3F three segments on the pie chart ±6ᵒ 1 one segment drawn correctly ±3ᵒ 1 sectors labelled or key indicating flavours or 87 (cola) and 68 or 69 (lemon) and 17 or 18 (orange)

8 step H follow through 3C and 3F 86 and 68.8 and 17. (using 17) or 86.5 and 69. and 17.3 (using 173) or 86 or 87 (cola) or 68 or 69 (lemon) or 17 or 18 (orange) 1 correct method for one percentage eg x Total for 5 3A Scatter graph

9 3F Example pie chart Angles for pie chart cola 180 lemon 1 orange 36 Drinks orange lemon cola

10 Coverage and Range (Technical Skills) Task 1 Task C.1 Understand and use positive and negative numbers of any size in practical contexts C. carry out calculations with numbers of any size in practical contexts, to a given number of decimal places C.3 Understand, use and calculate ratio and proportion, including problems involving scale C. Understand and use equivalences between fractions, decimals and percentages C.5 Understand and use simple formulae and equations involving one- or two-step operations C.6 recognise and use D representations of 3D objects C.7 find area, perimeter and volume of common shapes C.8 use, convert and calculate using metric and, where appropriate, imperial measures C.9 collect and represent discrete and continuous data, using ICT where appropriate C.10 use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using ICT where appropriate C.11 use statistical methods to investigate situations C.1 use probability to assess the likelihood of an outcome