DRAFT

FUNCTIONAL SKILLS
MATHEMATICS
ENTRY 3
For teaching from 2010

SPECIMEN ASSESSMENT MATERIAL
Contents

Controlled Assessment

Skills and Coverage grid

Marking Guidance

Instructions for Teachers

Declaration Sheet

ADDITIONAL MATERIALS

A calculator

INSTRUCTIONS TO CANDIDATES

Answer all questions in the spaces provided.

Remember to check your answers.

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

1.

Supermarket opening and closing times
Monday - Friday
7 am 10 pm
Saturday
8 am 8 pm
Sunday
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]
(b) Your friend Jane wants to buy some bread.

Sliced brown loaf
80 pence
Sliced white loaf
70 pence
Pack of bread rolls
40 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]
2. You see the following items and signs in the supermarket.

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

CYLINDER
CUBOID

CIRCLE
RECTANGLE

[2]

One hour before
closing, all bread is
half price!
3. You buy these four items in the supermarket.

Item Weight Cost
Flour

2 kg

(2000 g)
77 pence
Tea
750 g

1.25
Tin of beans
415 g 46 pence
Coffee
885 g 2.60
(a) How much does your shopping weigh altogether?

[3]

(b) The carrier bags you use can hold up to 3kg before the handles break and
the 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]
4. Here is the supermarket snack bar menu.
MENU
Drinks
Tea 50 pence
Coffee 70 pence
Bottle of water 60 pence
Sandwiches
Cheese 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]
(b) You have been asked to go to the snack bar to buy two drinks and one
sandwich.

You only have 2.00 to spend.

Give one example of what you could buy, and how much money you will have
left.
[6]

The following graphs show how many Ham, Cheese and Salad sandwiches were
sold 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
N
u
m
b
e
r
s
o
l
d
Cheese Sandwiches
0
2
4
6
8
10
Monday Tuesday Wednesday
Day
N
u
m
b
e
r
s
o
l
d
Salad Sandwiches
0
2
4
6
8
10
12
14
Monday Tuesday Wednesday
Day
N
u
m
b
e
r
s
o
l
d
(c) What type of sandwich was the most popular and on which day was the
most sandwiches sold?

[12]

FUNCTONAL SKLLS
MATHEMATCS
ENTRY 3



!
ASSESSMENT Supermarket

Marking guidance

The tasks should be internally assessed.

Where appropriate, comments should be made in the Teacher's Comments column provided.

Details on moderation processes can be found in the Instructions for Teacher" booklet or Appendix 1 of the Functional Skills Mathematics Entry 3
Specification.

FS Mathematics Entry Level SPECIMEN PAPER
Entry 3
Coverage and Range grid
Please 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 coverage
and range will be sampled over a period of three assessment series.

Skills Standards Coverage and Range (indicative)
Representing
Understand practical problems in
familiar contexts and situations

Begin to develop own strategies for
solving simple problems

Select mathematics to obtain answers
to simple given practical problems that
are clear and routine

Analysing
Apply mathematics to obtain answers
to simple given practical problems that
are clear and routine

Use simple checking procedures

Interpreting
Interpret and communicate solutions to
practical problems in familiar contexts
and situations

Add and subtract using three digit
numbers

Solve practical problems involving
multiplication and division by 2, 3, 4, 5 and
10

Round to the nearest 10 or 100

Understand and use simple fractions

Understand, estimate, measure and
compare length, capacity, weight and
temperature

Understand decimals to two decimal
places in practical contexts

Recognise and describe number patterns

Complete simple calculations involving
money and measures

Recognise and name simple 2D and 3D
shapes and their properties

Use metric units in everyday situations

Extract, use and compare information
from list, tables, simple charts and simple
graphs

F FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3
Candidate name: ___________________________ Candidate number: _________________ Centre number: _________
Question Answer Mark R A I Mark
awarded
Teacher Comment
(where appropriate)
1(a) Award 4 marks for about 50 minutes
OR
Award 3 marks for an attempt to find how long it is from
ten past ten to 11 oclock
OR
Award 2 marks for sight of 11 (am) and ten past ten, in
any form
OR
Award 1 marks for sight of 11 (am) or ten past ten, in any
form
4 2 2
1(b) Award 4 marks for an answer of 95 (pence)
OR
Award 3 marks for total cost of 190 (pence) with an
attempt to halve, or sight of 40, 35 and 20 with an
attempt to add, or the full process with only 1 numerical
error
OR
Award 2 marks for an attempt at the full process but with
numerical errors
OR
Award 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
F FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3
Question Answer Mark R A I Mark
awarded
Teacher Comment
(where appropriate)
2 Award 2 marks for 3 or 4 correct connections
Award 1 mark for 2 correct corrections
pizza circle
beans cylinder
sign rectangle
box of tea cuboid
2 2
3(a) Award 3 marks 4050(g) or 4.05(0kg), correct units
OR
Award 2 marks 4050 or 4.05(0) with incorrect units or no
units given
OR
Award 1 mark for attempt to add all 4 weights
3 1 2
F FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3
Question Answer Mark R A I Mark
awarded
Teacher Comment
(where appropriate)
3(b) Mark appropriate follow through from an incorrect
answer in 2(a) provided that more than one carrier
bag is required
Award 5 marks for 2 carrier bags with Flour (2kg) in 1
bag and everything else in the other with working shown
OR
Award 4 marks for 2 carrier bags with an attempt to
balance the weights shown by trying out some addition
of weights
OR
Award 3 marks for 2 carrier bags with sight of one
addition
OR
Award 2 marks for 2 carrier bags, or uses 3 carrier bags
with sight of an addition
OR
Award 1 mark for comparing total weight to 3kg, but with
an incorrect conclusion, i.e. not realising that 4.05kg >
3kg
OR
Award 1 mark if on follow through only 1 carrier bag
would be required but the candidate shows an
understanding of the weight and the 3 kg limit
5 1 2 2
F FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3
Question Answer Mark R A I Mark
awarded
Teacher Comment
(where appropriate)
4(a) Award 4 marks for YES from a correct answer with a
comparative reason, e.g. 180(p) is less than ()2,
10p back for each 1 given, 20p change
OR
Award 3 marks for YES with sight of ()2 or 200(p)
AND ()1.80 or 180(p) or use of 90p from 1, or YES
with a non comparative statement , e.g. it is 180
OR
Award 2 marks for YES with sight of ()2, or 200(p),
or ()1.80 or 180(p), or use of 90p from 1 twice
OR
Award 1 mark for sight of ()2, or 200(p), or ()1.80
or 180(p) or 2 lots of 90p but no conclusion, or for
correct 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 drinks
and one sandwich (description or price)
Award 1 mark for indication of any 2 drinks and one
sandwich with a total cost not greater than 2.00
(description or price)
Award 2 marks for calculating their cost correctly (1
mark for calculating with a numerical error F.T their
choice of sandwiches)
6 2 1 3
F FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3
Question Answer Mark R A I Mark
awarded
Teacher Comment
(where appropriate)
4 (b) Award 1 mark for expressing their total in correct
money format (pence or )
Award 1 mark for calculating their change from 2.00
correctly (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
Water Tea Cheese 50 60 85 195 5
Water Tea Ham 50 60 90 200 0
Water Tea Salad 50 60 75 185 15
F FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3
Question Answer Mark R A I Mark
awarded
Teacher Comment
(where appropriate)
4 (c) The 12 marks to be allocated as follows -
Award 3 marks for interpreting the three graphs
correctly (all bars interpreted correctly
Ham 4,7,9 Cheese 8,6,9 Salad 10,12,6 these
can be seen or implied anywhere in the question)
(2 marks for correctly interpreting 6 bars correctly
1 mark for interpreting 3 or more bars correctly)
Award 2 marks for adding their correct sandwich
totals
(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 and
stating 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 and
stating 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
Functional Skills
FUNCTIONAL SKILLS MATHEMATICS
Entry 1, Entry 2 and Entry 3
SPECIMEN PAPER

INSTRUCTIONS FOR TEACHERS

To be opened on receipt
Conduct of the Controlled Assessment

The following notes outline arrangements for the conduct of the controlled assessment
for 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 not
exceeding 1 hour.

The Functional Skills Entry Level Controlled Assessments can be timetabled at the
discretion 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 Controlled
Assessment.

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

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

All candidates work should be submitted to the Internal Assessor by *.

2. Before the Controlled Assessment
The assessor should familiarise themselves with the Functional Skill Standards at the
appropriate level, the tasks, requirements for equipment and the marking guidance
before initiating the assessment with the candidate.

The assessment tasks are designed so that they can be used as they are or centres
can 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 be
set within a real-life context and have a given purpose. The Skill Standards should not
be 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 real
plants with the information attached or alternatively give candidates the provided cards
that have been cut out.

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

3. During the Controlled Assessment
Candidates should not be able to access their work outside the timetabled
sessions.

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

Candidates must work independently and the work submitted must be their own
work.
Assessors may give support and guidance to learners. This support and guidance
should focus on ensuring that learners understand what is expected of them. It is not
acceptable 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 mark
sheets. 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 complete
the mark sheet. The mark sheet with assessors comments and any evidence produced
by the learner should be collated. Such evidence could be working outs, written work or
witness statements. Candidates work can be annotated if necessary.

The tasks should be assessor mediated and carried out within the assessment window
opportunity in a format suitable to engage the candidate. The tasks are designed to
allow 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 tasks
are designed so that they can be used as they are or centres can contextualise or adapt
them to best-suit their centre-specific circumstances. Centres can changed or adapt the
context to best suit the candidate. However, the context must be set within a real-life
context and have a given purpose. Examples of the dialogue that could be used with
candidates are included with the tasks. They may be adapted to best suit the candidate
but direction should not be given on how to complete the tasks themselves. The Skill
Standards should not be changed and all assessments should sample across number,
geometry and statistics. Assessors should use the Teachers comment column on the
marking guidance and any intervention should be noted and taken into consideration
when marking.

Calculators may be used.

The candidates responses are internally assessed and a sample of the candidates
work 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 to
their assessor in an informal way.

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 allocated
to a range of possible candidate responses. The marking guidance does not detail every
possible outcome. Where a candidates response differs from the guidance, the teacher
should determine the best fit bearing in mind the marking criteria given. Comments
should be made in the teacher comment column to briefly describe the candidates
response.

If candidates are provided with assistance a note should be made in the Teachers
comment column in the mark schemes as to the nature of the help given. If teacher/tutor
intervention is used, this should be noted and taken into consideration when the
assessment 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 the
assessment windows in accordance with instructions issued by WJEC.

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

At Entry 2, candidates require 15 marks of out a possible 20 marks in order to achieve
the Entry 2 qualification.

At Entry 3, candidates require 30 marks of out a possible 40 marks in order to achieve
the Entry 3 qualification.

5. Sampling Procedures
After the completion of the assessment session, the work will be marked internally
according to mark schemes/assessment criteria provided by WJEC. Candidates may
see their marked work but it is important that the work is kept securely in the
teacher/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 the
teaching groups. There must be opportunities to exchange work/view candidates
performances and discuss the criteria during the assessment window: significant
differences in the application of criteria and hence in rank-ordering will be difficult
to resolve at the final stage of assessment. One person must take responsibility
for the final moderation procedure within a centre, sampling the work of each
teaching 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 the
Controlled Assessment Manual, which will be sent to centres. For entries of up to
10 candidates, all controlled assessments will be sent. Further samples of
controlled assessment will be sent to the moderator/verifier if required. WJEC
reserves the right to call in all of a centres controlled assessments if this proves
necessary.

Total no. of
Candidates at
each Level
Work to be submitted
(Numbers relate to rank order)
1 - 10

All

11 - 19
1st and every second (1, 3, 5, 7 etc.) plus the lowest scoring
folder and additional folders as necessary (reflecting the spread
of marks) to make a total sample of 10
20 - 45
1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring
folder and additional folders as necessary (reflecting a spread of
marks) 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 of
marks) to make a total sample of 10
100 - 199
1st and every fourteenth (1, 15, 29, 43 etc.) plus the lowest
scoring folder and additional folders as necessary (reflecting a
spread of marks) to make a total sample of 15
200 - 299
1st and every fifteenth (1, 16, 31, 46 etc.) plus the lowest scoring
folder and additional folders as necessary (reflecting spread of
marks) to make a total sample of 25
Over 300
1st and every twentieth (1, 21, 41, 61 etc.) plus the lowest
scoring folder and additional folders as necessary (reflecting
spread of marks) to make a total sample of 25
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 towards
the total number in calculating the rank order, but normally only one candidate's work on
a particular mark will be submitted.

(iii) Work submitted should where possible meet the full requirements of the
specification; i.e. candidates who have not completed the controlled assessment should
not 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 to
interpretation 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 centres
must 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 Controlled
Assessments, 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, in
which case an addressed label should be included in the sample sent for moderation.
CJ
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 candidate
I have read and understood the Notice to Candidate (above). I have completed this
assignment without assistance other than that which my teacher has explained is
acceptable within the specification.
Declaration by teacher
I confirm that the candidates work was conducted under the conditions laid out by the
specification. I have authenticated the candidates work and am satisfied that to the best of
my knowledge the work produced is solely that of the candidate.
Candidates
Number
Candidates Signature
FUNCTIONAL SKILLS
MATHEMATICS
ENTRY 1, 2 AND 3
CONTROLLED ASSESSMENT
Centre
Number
Date
Teachers Signature
CANDIDATE AND TEACHER DECLARATION