Edexcel FunctMaths WEB

Edexcel Functional Skills
Mathematics, Levels 1 & 2

Your complete delivery guide
Inside you’ll find:

• Planning, teaching and assessment guide
– with guidance and mapping charts showing ease of delivery within KS3 and GCSE.
• Guide to the Specification and Sample and Assessment Materials 2010
– with callouts from the examiner providing you with insights and teaching tips.
• Information on our new resources – for teaching and revision.
Edexcel Functional Skills
Welcome to your complete delivery guide

We are delighted to introduce you to the Edexcel Functional Skills Mathematics, Levels 1 & 2,
Specification and Sample Assessment Materials. These have been developed from our extensive pilot
and are designed to meet the needs of all candidates taking Functional Skills Mathematics,
Levels 1 & 2, from September 2010.
Preparing to teach Functional Skills Mathematics from September 2010

In this guide you will find an overview of the new specifications, assessments and range of
resources.
To help you implement Functional Skills Mathematics we have provided support for:
• Planning: making it easy to see where Functional Skills Mathematics are taught within GCSE and
KS3, as well as planning for Functional Skills Mathematics as a stand-alone qualification
• Teaching: including a guide through the specification from experienced Functional Skills
Mathematics examiners, teaching tips, and information about our resources
• Assessment: with guidance from our experienced examiners and insights into lessons learned
from our extensive pilot, so you can be informed and help your students achieve their best.
Our ongoing free support will be available on our website www.edexcel.com/fsmathematics.
To view the accredited Specification and Sample Assessment Materials, please visit
www.edexcel.com/fs and select Mathematics (Levels 1 & 2) from the subjects listed on the
homepage.
We hope that you and your learners will benefit from our work with our pilot centres to develop
engaging qualifications with clear, well-written papers that are accessible to all.
2
Contents
1 Planning, teaching and assessment 3
Introducing Functional Skills Mathematics from Edexcel 3
Functional Skills Mathematics assessment at a glance 4
Teaching Functional Skills Mathematics within Key Stage 3 and GCSE 5
How Level 1 Functional Skills Mathematics maps within GCSE 6
How Level 2 Functional Skills Mathematics maps within GCSE 10
Teaching Functional Skills Mathematics within different pathways 16
Published resources from Edexcel 18
Support you can count on from Edexcel 20
2 Guide to the Specification 21
Level 1 21
Level 2 25
3 Guide to the Assessment 29

Level 1 29
Level 2 49
3
Getting Started: Specification and Assessment Overview
Introducing Functional Skills

Mathematics from Edexcel
The Functional Skills Mathematics qualifications are designed to give learners
the skills to operate confidently, effectively and independently in education,
work and everyday life. They have been created in response to employers’
perceptions that many learners are not achieving a sufficiently firm
grounding in the basics.
There are sound reasons for choosing Edexcel if you want to be sure of giving
your learners the best chance of success. Our papers are clear and well
structured and, whether you are a teacher, a tutor, an employer or a training
provider, you’ll find that Edexcel offers the kind of practical support you need
for seamless delivery.
You’ll benefit from our experience

We’ve invested in the largest national functional skills pilot (250,000 entries
from over 1,300 centres). You can rely on our experience and expertise to help
you achieve the best results. We offer the full range of accredited functional
skills qualifications for mathematics.
Clear, straightforward specifications for easier delivery

Each of our specifications has a simple structure and is easy to understand.
Each will tell you clearly what you need to teach, making delivery that much
easier. Turn to page 21 for guidance from our examiners on the key content of
the specification.
A full range of support to meet your needs

We have worked closely with teachers, tutors and training providers over
the course of our pilot to understand exactly what support they need. We’ve
developed and tested teaching and learning resources, planning materials
and assessment practice as well as a range of other support alongside the
qualification. Turn to pages 18–20 to see the range of support available.
There’s plenty of opportunity for assessment

We know that you’ll want to fit functional skills around your other
programmes of learning – that’s why we’re offering eight times throughout
the teaching year when the tests can be taken. We know it’s important to
offer the flexibility to enter your students for assessment when they are
ready. Sample papers can be found at www.edexcel.com/fs to help familiarise
your learners with the assessment. You can also refer to our examiner
guidance to the assessment from page 29 of this guide.
Clear, accessible papers for improved achievement

Lastly – and most importantly of all – our papers are clear, well written and
highly accessible to all. Our aim is to give every learner the best chance of
attaining a functional skills qualification.
4
Functional Skills Mathematics assessment at a glance
Functional Skills Mathematics

assessment at a glance
Functional Skills Mathematics, Levels 1 & 2, aims to ensure that each individual is
able to solve problems in real-life, functional contexts and develop skills in:
• representing situations using mathematics
• analysing calculations and solving problems
• interpreting the mathematics to explain situations.
For each level, realistic contexts have been designed so that learners develop
the functional skills they need. Candidates must pass the assessment at their
chosen level in order to achieve the award for Functional Skills Mathematics.
The qualification will be awarded as a pass or fail. There are unlimited re-sit
opportunities for those who do not achieve the level required at the first attempt.
A summary of the assessment structure is shown in the table below:
Assessment structure – Levels 1 & 2

Level 1 Level 2
Assessment One external assessment. One external assessment.

Eight assessment opportunities Eight assessment opportunities
each year. each year.
Sections Three sections in each Three sections in each

assessment. assessment.
Each section has a theme. Each section has a theme.
Assessment 1 hour 30 minutes. 1 hour 30 minutes.

duration
Marks 16 marks per section. 16 marks per section.

48 marks in total. 48 marks in total.
Additional Calculators are allowed. Calculators are allowed.

information
5
Teaching Functional Skills Mathematics within KS3 and GCSE
Teaching Functional Skills

Mathematics within Key Stage 3
and GCSE
Teaching Functional Skills Mathematics within Key Stage 3
Functional Skills Mathematics, Levels 1 & 2, map to the KS3 Programme of Study.
Reasons for taking Functional Skills Mathematics at Key Stage 3 might include:
• providing a focus for learning essential skills, within a functional context
• securing essential skills as a foundation for success at GCSE
• introducing the skills and processes of examinations before GCSE work begins, along
with experience of an external examination prior to GCSE
• the attainment of a recognised qualification in the core subject of mathematics,
with points equivalent to half a GCSE.
The acquisition of functional skills at KS3 can also draw together some key skills
across the whole curriculum, with themes that prepare learners for GCSE and also
relate to Personal, Learning and Thinking skills (PLTS). These themes in mathematics
are designed to create opportunities for learners to develop as self-managers, creative
thinkers, reflective learners, problem-solvers, team workers, independent learners, and
effective communicators. Many of these underpin the three elements that go together
to define functionality: representing, analysing, interpreting. Please visit www. edexcel.
com/migrationdocuments/GCSE2010/Mathematics_Assessment_Guidance.pdf,
pages 1–12, for guidance and accompanying activities for embedding functional skills
alongside PLTS in mathematics at KS3.
Teaching Functional Skills Mathematics within GCSE

Functional Skills Mathematics, Levels 1 & 2, map to the KS4 Programme of Study and
to the 2010 GCSE specifications, where there is the option for learners to sit a separate
Functional Skills Mathematics assessment. It gives you a real opportunity to prepare
learners for the additional qualification within the same classroom at the same time,
and for each learner to gain a nationally recognised qualification.
Edexcel Functional Skills Mathematics and GCSE

We’ve been using the extensive experience gained through our pilot to develop
Functional Skills Mathematics alongside our new GCSEs in a way that is easy and
straightforward to teach. The coverage and range of Functional Skills Mathematics,
Levels 1 & 2, are delivered within both our linear and modular GCSE Mathematics
specifications (see pages 6–15).
Further information on the synthesis between Functional Skills Mathematics,
Levels 1 & 2, can be found at: http://www.edexcel.com/quals/gcse/gcse10/synthesis.
It’s worth an additional half GCSE in SCAAT points

Functional Skills Mathematics, like its predecessors ALAN and Key Skills, is worth the
equivalent of half a GCSE in SCAAT points. So whether you teach it within GCSE or as
an additional curriculum offering, it gains valuable recognition for attainment within
your school.
6
How Level 1 Functional Skills Mathematics maps within GCSE
How Level 1 Functional Skills

Mathematics maps within GCSE
Functional skills requirements are integrated within GCSE Mathematics. The tables that
follow show the relationship between Functional Skills Mathematics, Levels 1 & 2, and
Edexcel GCSE Mathematics.
Edexcel Functional Skills Mathematics Link to Edexcel GCSE Mathematics Specification

Level 1
Coverage and range Exemplification Content descriptor Spec B Concepts and skills
Unit
Understand and use • Understand place N a Add, subtract, 1F • Write numbers in words
whole numbers value multiply and divide any 2F
number 3F • Write numbers from words
• Write a number in
words and in figures N b Order rational 2F • Order integers
numbers • Recognise even and odd numbers
• Put whole numbers
in order N c Use concepts and 2F • Identify factors, multiples
vocabulary
• Use of the terms
odd, even, multiple,
factor
Understand negative • Recognise but N b Order rational 2F • Order integers

numbers in practical not calculate, e.g. numbers
contexts identify the warmest • Understand and use positive and negative
and coldest from a integers, both as positions and translations
set of temperatures on a number line
• Use temperatures
Add, subtract, • Add, subtract, N a Add, subtract, 1F • Add, subtract, multiply and divide whole
multiply and divide multiply and multiply and divide any 2F numbers
whole numbers using divide positive and number 3F
a range of strategies negative whole • Derive and use positive integer complements
numbers to 100
• Recall all multiplication facts to 10 × 10, and
use them to derive quickly the corresponding
division facts
• Multiply or divide any number by powers of 10
Understand and use • Understand N b Order rational 2F • Find equivalent fractions

equivalences between equivalent fractions numbers
common fractions, • Write a fraction in its simplest form
decimals and • Convert between N h Understand 1F
fractions, decimals equivalent fractions, 2F • Convert between mixed numbers and
percentages improper fractions
and percentages simplifying a fraction by
cancelling all common • Compare fractions
• Shade a fraction on factors
a grid • Understand place value
N j Use decimal notation 1F
• Order common and recognise that each 2F • Identify the value of digits in decimals
fractions terminating decimal is a
• Write terminating decimals as fractions
fraction
• Recall the fraction-to-decimal conversion of
N l Understand that 1F
familiar simple fractions
‘percentage’ means 2F
‘number of parts per 100’ • Convert between fractions and decimals and
and use this to compare percentages
proportions
• Order integers, decimals and fractions
Add and subtract • Add decimals N a Add, subtract, 1F • Add, subtract, multiply and divide decimals
decimals up to two multiply and divide any 2F
decimal places • Subtract decimals number 3F • Add and subtract mentally numbers with up
to two decimal places
• Addition and N j Use decimal notation 1F
subtraction with and recognise that each 2F • Understand place value
money terminating decimal is a • Identify the value of digits in decimals
fraction
7

Level 1
Unit
Solve simple problems • Share an amount in N p Use ratio notation, 1F • Use ratios
involving ratio, where a ratio (1:n) including reduction to 2F
one number is a its simplest form and its • Write ratios in their simplest form
multiple of the other • Use ratios to find various links to fraction
quantities, e.g. • Divide a quantity in a given ratio
notation
simple map scale, • Solve a ratio problem in context
parts in a mixture N t Divide a quantity in a 1F
given ratio 2F
• Simple proportion eg
scaling up/down
Use simple formulae • Substitute numbers A f Substitute numbers 2F • Use formulae from mathematics and other
expressed in words into a formula in into a formula 3F subjects expressed initially in words
for one- or two-step words
operations N g Understand and use 1F • Substitute numbers into a linear formula
number operations 2F
• Use brackets and the hierarchy of
operations
• Solve word problems
Solve problems • Use addition, GM o Interpret scales 1F • Indicate given values on a scale
requiring calculation, subtraction, on a range of measuring 2F
with common multiplication and instruments • Interpret scales on a range of measuring
measures including division in context instruments
money, time, length, – seconds, minutes, hours, days, weeks,
weight, capacity and months and years
temperature – mm, cm, m, km, ml, cl, l, mg, g, kg,
tonnes, °C
• Use correct notation for time, 12- and
24-hour clock
• Work out time intervals
• Know that measurements using real
numbers depend on the choice of unit
Convert units of • Convert between GM p Convert 2F • Convert between units of measure within
measure in the same metric measures measurements from one 3F one system
system (length, weight, unit to another
capacity) • Convert metric units to metric units
• Convert between (Metric equivalents should be known )

hours, minutes and
seconds
Work out areas and • Find area and GM x Calculate 2F • Measure shapes to find perimeters and
perimeters in practical perimeter of perimeters and areas areas
situations rectangles and of shapes made from
squares rectangles • Find the area and perimeter of a rectangle
• Find areas and • Calculate area and perimeter of compound

perimeters of shapes
compound shapes
made from
rectangles by
counting squares
Construct geometric • Measure angles in GM t Measure and draw 2F • Measure and draw lines to the nearest mm
diagrams, models and 2D shapes lines and angles
shapes • Measure and draw angles to the nearest
• Measure lengths GM u Draw 2D shapes 3F degree
using ruler and
• Draw 2D shapes protractor • Make accurate drawing of 2D shapes using
using a ruler and a ruler and protractor
protractor
• Make an accurate scale drawing from a
diagram
8

Level 1
Unit
Extract and interpret Namely: SP e Extract data from 1F • Extract data from lists and tables
information from • Tally charts printed tables and lists
tables, diagrams,
charts and graphs • Pie charts SP i Interpret a wide • From pictograms, bar charts, line graphs
range of graphs and – read off frequency values
• Pictograms diagrams and draw
conclusions – calculate total population
• Bar charts – find greatest and least values
• Line graphs • From simple pie charts
• Conversion graphs – work out amounts for each category
• Mileage charts – calculate the total population
– find greatest and least values
• Recognise simple patterns, characteristics
relationships in bar charts, line graphs.
• Interpret
– dual bar charts
– pie charts
– line graphs
Collect and record • Design a data SP d Design data- 1F Design and use data-collection sheets for
discrete data and collection sheet collection sheets, grouped, discrete and continuous data
organise and distinguishing between
represent information • Identify information different types of data • Collect data using various methods
in different ways from a table
SP g Produce charts and • Sort, classify and tabulate data and discrete
• Calculate with diagrams for various or continuous quantitative data
information from a data types
table • Group discrete and continuous data into
class intervals of equal width
Produce:
• Pictograms, bar charts, pie charts, dual bar
charts
• Frequency diagrams for grouped discrete
data
• Line graphs
Find mean and range • Mean of discrete SP h Calculate, mean, 1F • Compare the mean and range of two
data range distributions
• Range of discrete SP l Compare • Use dual bar charts to compare
data distributions and make distributions
inferences
Use data to assess the • Put events in order SP m Understand and 1F • Distinguish between events which are;
likelihood of likelihood on a use the vocabulary impossible, unlikely, equal chance, likely,
probability scale of probability and and certain to occur
probability scale
• Justify decisions • Mark events and/or probabilities on a
based on the probability scale of 0 to 1
probability scale
• Explain results
from the context of
statistical diagrams
and calculations
9
Functional elements in Edexcel GCSE Mathematics

GCSE Mathematics will assess functional elements of mathematics, as required
by the Key Stage 4 Programme of Study for Mathematics. This will be 30–40% in
Foundation Tier papers.
Grade descriptions: Grade F
• Candidates use some mathematical techniques, terminology, diagrams and
symbols from the Foundation Tier consistently, appropriately and accurately.
• Candidates use some different representations effectively and can select
information from them.
• They complete straightforward calculations competently with and without a
calculator.
• They use simple fractions and percentages, simple formulae and some
geometric properties, including symmetry.
• Candidates work mathematically in everyday and meaningful contexts.
• They make use of diagrams and symbols to communicate mathematical ideas.
• Sometimes, they check the accuracy and reasonableness of their results.
• Candidates test simple hypotheses and conjectures based on evidence.
• Candidates are able to use data to look for patterns and relationships.
• They state a generalisation arising from a set of results and identify
counter-examples.
• They solve simple problems, some of which are non-routine.
Functional Skills Mathematics process skills

Edexcel Functional Skills qualification in Mathematics Level 1 assesses three
interrelated process skills. The assessment weighting for each will be 30–40%:
Assessment weighting: Assessment weighting: Assessment weighting:

30–40% 30–40% 30–40%
Representing – selecting the Analysing – processing and Interpreting – interpreting and

mathematics and information using mathematics communicating the results of the
to model a situation analysis
• Candidates recognise that • Candidates use appropriate • Candidates interpret results

a situation has aspects that mathematical procedures. and solutions.
can be represented using
• Candidates examine • Candidates draw conclusions in
mathematics.
patterns and relationships. the light of situations.
• Candidates make an
• Candidates change values • Candidates consider the
initial model of a situation
and assumptions or adjust appropriateness and accuracy
using suitable forms of
relationships to see the of results and conclusions.
representation.
effects on answers in
• Candidates choose appropriate
• Candidates decide on the models.
language and forms of
methods, operations and
• Candidates find results and presentation to communicate
tools, including ICT, to use in
solutions. results and solutions.
a situation.
• Candidates select the

mathematical information
to use.
10
How Level 2 Functional Skills

Mathematics maps within GCSE
Functional skills requirements are integrated within GCSE Mathematics. The tables that
follow show the relationship between Functional Skills Mathematics Level 2 and Edexcel
GCSE Mathematics.

Level 2
Unit
• Understand and • E.g. Temperature N a Add and subtract 1F 1H • Add, subtract,( multiply and divide) whole
use positive and changes any number 2F 2H numbers, negative numbers and integers
negative numbers of 3F 3H
any size in practical • Put numbers in • Order integers, decimals and fractions
contexts order N b Order rational 2F
number 2H • Recognise even and odd numbers
• Addition and
subtraction N c Use concepts and 2F • Identify factors, multiples
vocabulary 2H
• Use the terms odd,
even, multiple, factor
• Carry out • Add, subtract, N a Add, subtract, 1F 1H • Add, subtract, multiply and divide whole
calculations with multiply and divide multiply and divide any 2F 2H numbers and decimals
numbers of any numbers up to two number 3F 3H
size in practical decimal places • Add and subtract mentally numbers with up
contexts, to a given N u Approximate to 1F to two decimal places
number of decimal • Estimate answers to specified or appropriate 1H
calculations degrees of accuracy 2F • Recall all multiplication facts to 10 ×
places 10, and use them to derive quickly the
including a given 2H
• Includes negative power of ten, number corresponding division facts
numbers of decimal places and • Multiply and divide any number by powers
significant figures of 10
• Solve a problem involving division by a
decimal (up to two decimal places)
• Round numbers to a given power of 10
• Round to the nearest integer and to a given
number of significant figures or decimal
places
• Estimate answers to calculations, including
use of rounding
• Understand, use • Write a ratio in its N p Use ratio notation, 1F • Use ratios
and calculate ratio simplest form (a:b) including reduction to 1H
and proportion, its simplest form and its 2F • Write ratios in their simplest (integer) form
including problems • Scale quantities up various links to fraction 2H
or down • Divide a quantity in a given ratio
involving scale notation
• Calculations with • Solve a ratio problem in context
N t Divide a quantity in 1F 1H
ratios as one unit to a given ratio 2F 2H Use and interpret maps and scale drawings
another unit scale
GM m Use and interpret 3F • Read and construct scale drawings
• Use map scales in maps and scale drawings 3H
diagrams • Draw lines and shapes to scale
N n Direct and indirect 3H
• Simple direct and • Estimate lengths using a scale diagram
proportion
inverse proportion
• Calculate an unknown quantity from
• Writing fractions as quantities that vary in direct or inverse
ratios proportion
11

Level 2
Unit
• Understand and • Simplifying fractions N h Understand 1F • Find equivalent fractions
use equivalences equivalent fractions, 1H
between fractions, • Finding fractions of simplifying a fraction 2F • Write a fraction in its simplest form
decimals and a quantity by cancelling common 2H • Convert between mixed numbers and
percentages • Improper and mixed factors improper fractions
numbers N j Use decimal notation 1F • Compare fractions
• Percentages of a and recognise that each 1H
quantity terminating decimal is a 2F • Understand place value
fraction 2H
• Convert between • Identify the value of digits in decimals
fractions, decimals N l Understand that 1F
• Order fractions, decimals and percentages
and percentages ‘percentage’ means 1H
‘number of parts per 2F • Convert between fractions, decimals and
• Order fractions, 100’ and use this to percentages
decimals and compare proportions
percentages • Calculate a fraction of a given quantity
N m Use percentages 1F 1H
• Writing one number 3F 3H • Find a percentage of a quantity
as a fraction of
N o Interpret fractions, 1F 1H • Use decimals to find quantities
another
decimals and 2F 2H • Use a multiplier to increase or decrease
percentages as operators 3F 3H
• Use percentage to solve problems
Understand and use • Substitute numbers A f Derive a formula, 2F • Use formulae from mathematics and other
simple formulae and into a formula substitute numbers in a 3F subjects expressed initially in words and
equations involving formula and change the 2H then using letters and symbols
one- or two-step • Derive a formula in subject of a formula 3H
operations words • Substitute numbers into a linear formula or
N q Understand and 2F simple formulae using indices
• Changing the use number operations 3F
subject of a formula and the relationships 2H • Use inverse operations
• Inverse operations between them, including 3H • Set up simple equations
inverse operations and
• Formulae may hierarchy of operations • Rearrange simple equations
include brackets
A d Set up and solve 3F • Solve simple equations
simple equations 3H
• Derive a formula in words
• Change the subject of a formula
• Use brackets and the hierarchy of
operations
Recognise and use 2D • Sketch 3D solids GM k Use 2-D 2F • Use 2-D representations of 3-D shapes
representations of 3D representations of 3-D 3F
objects • Nets shapes 2H • Use isometric grids
• Plans, elevations • Draw nets and show how they fold to make
a 3-D solid
• Draw 3D shapes on
isometric grids • Understand and draw front and side
elevations and plans of shapes made from
simple solids
• Given the front and side elevations and the
plan of a solid, draw a sketch of the 3-D
solid
12

Level 2
Unit
Find area, perimeter • Perimeter and area GM x Calculate the 2F • Find the perimeter of rectangles and/or
and volume of of triangles and perimeter and area 2H triangles
common shapes rectangles of shapes made from
triangles and rectangles • Find the area of rectangles and/or triangles
• Circumference and
areas of circles GM z Find the 3F • Calculate perimeters of shapes made from
circumference and area 3H triangles and rectangles
• Volume of cuboids of a circle
and cylinders • Calculate areas of shapes made from
GM aa Calculate the 2F triangles and rectangles
• Formulae will be volume of right prisms 3F
given • Find the area of a shape on a grid
and shapes made from 2H
• Composite shapes cubes and cuboids 3H • Calculate volumes of right prisms and
may be used shapes made from cubes and cuboids
• Find circumferences of circles, and areas
enclosed by circles
• Find the volume of a cylinder
• Use volume to solve problems
• Find the volume of a cube and cuboid, and
shapes made from cubes and cuboids.
Use, convert and • Including time, GM p Convert 1F 1H • Convert metric units to metric units
calculate using length, weight, measurements from one 2F 2H (NB: Metric equivalents should be known)
metric and, where capacity and unit to another 3F 3H
appropriate, imperial temperature • Convert imperial units to imperial units
measures GM o Interpret scales 1F (NB: Conversion between imperial units will
• Conversion graphs on a range of measuring 2F be given)
instruments 1H
• Speed 2H • Convert between metric and imperial
measures
• Convert between GM s Understand 2F
metric units and use compound 2H • Know rough metric equivalents of pounds,
measures feet, miles, pints and gallons:
• Convert between
imperial units A r Construct linear 2F Metric Imperial
functions from real-life 2H 1 kg = 2.2 pounds, 1 l = 1¾ pints ,
• Convert between 4.5 l = 1 gallon
metric and imperial problems and plot their
corresponding graphs 8 km = 5 miles, 30 cm = 1 foot
units
• Interpret scales on a range of measuring
instruments
• Use correct notation for time, 12- and
24-hour clock
• Work out time intervals
• Understand and use compound measures,
including speed
• Draw straight line graphs for real life graphs
including conversion graphs, ready reckoner
graphs
Collect and represent • Collecting data SP a Understand and 1F • Specify the problem and plan; formulate
discrete and use statistical problem- 1H questions in terms of data needed, and
continuous data, using • Tally charts solving process/ consider what inferences can be drawn from
ICT where appropriate • Frequency tables handling data cycle the data
• Pie charts SP d Design data- 1F • Interpret and discuss the data

collection sheets 1H
• Bar charts distinguishing between • Design and use data-collection sheets for
different types of data grouped, discrete and continuous data
• Line graphs
SP e Extract data from 1F • Sort, classify and tabulate data
• Frequency tables
printed tables and lists 1H • Group discrete and continuous data into
• Grouped frequency class intervals of equal width
SP g Produce charts and 1F
tables
diagrams for various 1H • Extract data from lists and tables
• Scatter graphs data types
• Produce: bar charts, pie charts, line graphs,
scatter graphs and dual bar charts
13

Level 2
Unit
• Use and interpret • Mean, median, SP h Calculate median, 1F • Calculate mean, mode, median, range, modal class
statistical measures, mode and range for mean, range, mode and 1H
tables and diagrams, discrete data modal class • Interpret: dual bar charts, pie charts and scatter
for discrete and graphs
continuous data, • Modal class for SP i Interpret a wide 1F
grouped data range of graphs and 1H • From pictograms, bar charts, dual bar charts
using ICT where and line graphs read off frequency values,
appropriate diagrams and draw
• Positive and conclusions calculate total population and find greatest and
negative correlation least values
and line of best fit SP j Look at data to 1F
find patterns and 1H • From pie charts, work out amounts for each
exceptions category, calculate the total population and find
greatest and least values
SP k Recognise 1F
correlation and draw 1H • Recognise simple patterns,
and/ or use lines characteristics,relationships in bar charts, dual
of best fit by eye, bar charts and line graphs
understanding what • Draw lines of best fit by eye
these represent
• Distinguish between positive, negative and zero
SP u Use calculators 1F correlation using lines of best fit
efficiently and 1H
effectively, including • Understand that correlation does not imply
statistical functions causality
A s Discuss, plot 1F • Calculate the mean of a small data set, using

and interpret graphs 1H the appropriate key on a scientific calculator
(which may be non- 2F
• Interpret line graphs for real-life situations
linear) modelling real 2H
situations 3F – Ready-reckoner graphs, conversion graphs.
3H fuel bills, e.g. gas and electric
• Select an appropriate method to draw graphs
from given data (which may give rise to curved
lines) and interpret the results
• Look at data to find patterns and exceptions
Use statistical • Comparison of SP l Compare 1F • Compare the mean and range of two
methods to investigate two groups using distributions and make 1H distributions
situations measure of average inferences
and range • Understand that the frequency represented
SP k Recognise 1F by corresponding sectors in two pie charts is
• Use line of best fit correlation and draw 1H dependent on the total populations represented
and/or use lines by each of the pie charts
• Compare of best fit by eye,
proportions in a pie understanding what • Use dual bar charts to compare distributions
chart these represent • Recognise the advantages and disadvantages
between measures of average
• Use a line of best fit to predict values of a
variable given the values of another variable
• Explain an isolated point on a scatter graph
Use probability to • Calculate SP m Understand and 1F • Distinguish between events which are:
express the likelihood theoretical use the vocabulary 1H impossible, unlikely, equal chance, likely, and
of an outcome probabilities of probability and certain to occur
probability scale
• Compare • Mark events and/or probabilities on a
probabilities SP n Understand 1F probability scale of 0 to 1
and use estimates or 1H
• Put events in order measures of probability • Write probabilities in words or fractions,
of likelihood on a from theoretical models decimals and percentages
probability scale (including equally likely • Find the probability of an event happening using
• Single events only outcomes), or from theoretical probability
relative frequency
• List outcomes of • Find the probability of an event happening using
events SP o List all outcomes 1F relative frequency
for single events (and 1H
for two successive • Estimate the number of times an event will occur,
events) in a systematic given the probability and the number of trials
way and derive relative
• List all outcomes for single events
probabilities
systematically
• Use and draw sample space diagrams
14
Functional elements in GCSE Edexcel Mathematics

GCSE Mathematics will assess functional elements of mathematics, as required by the
Key Stage 4 Programme of Study for Mathematics. This will be 20-30% in Higher Tier
papers and 30-40% in Foundation Tier papers.
Grade descriptions: Grade C
• Candidates use a range of mathematical techniques, terminology, diagrams and
symbols consistently, appropriately and accurately.
• Candidates are able to use different representations effectively and they
recognise some equivalent representations e.g. numerical, graphical and algebraic
representations of linear functions; percentages, fractions and decimals.
• Their numerical skills are sound and they use a calculator accurately.
• They apply ideas of proportionality to numerical problems and use geometric
properties of angles, lines and shapes.
15
• Candidates identify relevant information, select appropriate representations

and apply appropriate methods and knowledge.
• They are able to move from one representation to another, in order to make
sense of a situation.
• Candidates use different methods of mathematical communication.
• Candidates tackle problems that bring aspects of mathematics together.
• They identify evidence that supports or refutes conjectures and hypotheses.
• They understand the limitations of evidence and sampling, and the difference
between a mathematical argument and conclusions based on experimental
evidence.
• They identify strategies to solve problems involving a limited number of
variables.
• They communicate their chosen strategy, making changes as necessary.
• They construct a mathematical argument and identify inconsistencies in a
given argument or exceptions to a generalisation.
Functional Skills Mathematics process skills

Edexcel Functional Skills qualification in Mathematics Level 2 assesses three
interrelated process skills. The assessment weighting for each will be 30–40%:
Assessment weighting: Assessment weighting: Assessment weighting:

30–40% 30–40% 30–40%
Representing – selecting the Analysing – processing and Interpreting – interpreting and

mathematics and information using mathematics communicating the results of the
to model a situation analysis
• Candidates recognise that • Candidates use appropriate • Candidates interpret results

a situation has aspects that mathematical procedures. and solutions.
can be represented using
• Candidates examine • Candidates draw conclusions in
mathematics.
patterns and relationships. the light of situations.
• Candidates make an
• Candidates change values • Candidates consider the
initial model of a situation
and assumptions or adjust appropriateness and accuracy
using suitable forms of
relationships to see the of results and conclusions.
representation.
effects on answers in
• Candidates choose appropriate
• Candidates decide on the models.
language and forms of
methods, operations and
• Candidates find results and presentation to communicate
tools, including ICT, to use in
solutions. results and solutions.
a situation.
• Candidates select the

mathematical information
to use.
16
Teaching Functional Skills Mathematics within different pathways
Teaching Functional Skills

Mathematics within different
pathways
Functional Skills Mathematics has become an important part of the school
curriculum, with a number of pathways and options. Whatever route you decide
to take, Edexcel can offer you support and guidance to ensure that your learners
are engaged, motivated and able to achieve their best.
GCSE and Key Stage 3

Functional Skills Mathematics at Levels 1 and 2 maps to both KS3 and GCSE
mathematics (see pages 5–15). If you elect to add Functional Skills Mathematics
as a stand-alone qualification, your learners could earn points equivalent to an
additional half a GCSE each.
BTEC
Our suite of exclusive qualifications provides opportunities for teaching and
learning functional mathematics skills in a more vocational context. Research has
shown that for many learners these vocational contexts are a successful platform
for the applied teaching and learning of mathematics. These skills will be fully
embedded in the specifications and support material for BTEC from September
2010. We have also sign-posted functional skills learning within our new BTEC
specifications. This will boost the capabilities of learners working towards
achieving a Foundation Learning programme of study.
Diploma
All candidates studying for the Diploma must achieve Functional Skills English,
Mathematics and ICT to be awarded the full Diploma. Diplomas require learners
to achieve functional skills at:
• Level 1 for the Diploma (Foundation) at Level 1
• Level 2 for the Diplomas (Higher and Advanced) at Levels 2 and 3.
Apprenticeship
All those enrolled on Apprenticeships will need to have or to achieve Functional
Skills Mathematics to at least Level 1. Gaining Level 1 before leaving school will
give them a head start.
Foundation Learning
This is a new framework for Entry and Level 1 qualifications. It can incorporate
our exclusive-to-Edexcel vocational BTECs and stand-alone functional skills
qualifications.
17
Teaching Functional Skills Mathematics within different pathways
As a stand-alone qualification
Functional Skills Mathematics qualifications at Entry Level 1, 2, 3 and Levels 1 and 2
can be offered as stand-alone qualifications for Key Stage 3, 4 and post-16 learners.
There are a number of reasons why Functional Skills Mathematics as a stand-alone
could be an advantage both to your learners and to your centre.
• Points: A stand-alone Functional Skills Mathematics qualification at Level 2 is
worth 23 points. This is equivalent to half a GCSE. The table below illustrates the
performance points awarded by the DfE for Functional Skills Mathematics in
addition to those awarded for any GCSE, Diploma or ALAN qualification.
Level: Entry 1 Entry 2 Entry 3 Level 1 Level 2
Points: 5 5 7 12.5 23
• Employer recognition for your learners: Functional Skills Mathematics is

becoming recognised by employers as evidence of the problem-solving and
communication skills needed to perform effectively in the workplace.
• Gateway to other qualifications: Anyone who wants to go on to study for a
Diploma or an Apprenticeship after passing their GCSE in Mathematics will need
to sit the Functional Skills Mathematics qualification.
• ALAN: functional skills is set to replace ALAN and Key Skills, so you will need to
be prepared for this change.
18
Our own resources for Functional Skills Mathematics
Published resources from Edexcel

Written by an experienced team including senior examiners, our resources build on learning
from the pilot and are tailored to the new Edexcel Functional Skills Mathematics specification,
so you know you are covering everything you need to.
Level 1 Level 2
Edexcel 1 Edexcel 2
Functional Skills Edexcel Functional Skills Edexcel
Edexcel Functional Skills Mathematics Level 1
Edexcel Functional Skills Mathematics Level 2

Mathematics Mathematics
Level 1 Functional Skills Level 2 Functional Skills
Student Books
Series editor Tony Cushen Series editor Tony Cushen
Back cover copy to come
Copy to come
Mathematics Back cover copy to come
copy to come
Mathematics
Series editor: Tony Cushen Series editor: Tony Cushen
Level 1 Level 2
copy to come copy to come
Series editor: Tony Cushen
Series editor: Tony Cushen

Edexcel is part of Edexcel is part of
T 0845 630 3333 T 0845 630 3333

F 0845 630 7777 Edexcel is part of
F 0845 630 7777
myorders@pearson.com myorders@pearson.com
www.edexcel.com www.edexcel.com
I S B N 978-1-846907-69-2 T 0845 630 3333

I S B N 978-1-846907-70-8
F 0845 630 7777
myorders@pearson.com
9 781846 907692 9 www.edexcel.com
781846 907708
Edexcel Edexcel
Functional Skills Functional Skills
Teacher Guides
Mathematics Mathematics
Series editor: Tony Cushen Series editor: Tony Cushen
Level 1 Level 2
Teacher Guide Teacher Guide

ActiveTeach
• Comprehensive coverage of the specification alongside information on teaching the course

with a real focus on both process skills and at KS3 and GCSE. They come with a CD-ROM
practice. containing additional resources as well as all
• Flexible resources fit in with the way you want the Teacher Guide material in digital format.
to teach – including KS3 and KS4 – and they • ActiveTeach CD-Roms provide a wide range
come in an easy-to-use format, too. of resources and come enriched with BBC
• Student Books for both Level 1 and Level 2 Active video clips that show maths in the real
come packed with sources and graphics to world and bring topics to life. Includes our
bring maths into the real world. ResultsPlus tool to check learners’ maths skills
• Teacher Guides for both Level 1 and Level 2 and develop their problem solving ability. Audio
contain resources including teaching notes, of the Student Book questions help students to
worksheets and practice assessment papers, access the text.
Please visit pearsonschools.co.uk/edexcelmathsfs for further information.
Edexcel will also endorse resources from other publishers which meet the requirements of the specification.
You will find details of other endorsed resources on our website as they become available.
19
Our own resources for Functional Skills Mathematics
Sample pages from the Student Books
Maths topic-based chapters build Process skills made explicit:

confidence with functional questions and Representing, Analysing, Interpreting
link to other learning such as GCSE
3 Ratio and proportion We’re on the way
Have a go We’re on the way

In this section you will:
1 Shelley plans a party for 60 children. R find proportional relationships in questions
She wants to make a fruit punch out of orange juice and R A use ratios to scale quantities up or down
raspberry juice in the ratio 5:3. A calculate missing values in proportional relationships
I state any assumptions made in order to justify your answers
She plans to make enough for each child to drink two glasses.
Each glass contains roughly one fifth of a litre.
How many litre cartons of orange juice does she need

to buy
Take a look: Calories
2 Screen wash concentrate for cars is sold in 2-litre bottles. Declan is on a diet and is counting calories.
Declan eats beef lasagne at a restaurant. hef
MICROCwave meal
The ultimate micro
He does not know how many calories are in the lasagne.
homestyle
A delicious, hot in minutes …
He has a ready-made beef lasagne at home. meal, ready to eat e!
Anytime! Anywher
320 g
Individual serving s
calorie
Contains 180
Here is some of the information on the box. per 100 g
Individual serving 320 g NE

BEE F LASAG
Contains 180 calories per 100 g
The instructions state: In winter months,
mix 3 parts of the concentrate
Clearly stated objectives

with 5 parts of water. Declan assumes that the lasagne at the restaurant contains a third more
calories per 100 g than the ready meal.
Samil’s car has an empty screen wash container.
He estimates that he ate 1_12 times the weight of the ready meal.
The capacity of the container is 8 litres.
Use the information to estimate how many calories the beef lasagne
How many bottles of screen wash concentrate does Samil
at the restaurant contained.
need to buy to fill the container in his car?
Here’s a possible solution: I ‘A third more’ means
_
4
times
3 A youth worker plans to conduct a survey across three 3
community groups. He decides to survey 30 people. __
4
3 180 calories 5 240 calories
3
A Work out the estimated
He wants to select people at random from each group. He also
number of calories per 100 g
wants the number of members he surveys from each group to in the restaurant lasagne
be in the same proportion as the group size. 1.5 3 320 g 5 480 g
Here is some information about the groups: A Work out the estimated
weight of the restaurant
Ashford group 40 people 480 g 4 100 3 240 calories 5 1153 calories lasagne
Bexhill Youth group 24 people
Baslow Road group 60 people
A Work out the estimated
number of calories in the
Advise the youth worker on how many people to survey restaurant lasagne
from each group.
The restaurant lasagne contains approximately 1150 calories.
4 5
03_Chapter_3_002-009.indd 4 12/5/10 15:17:09 03_Chapter_3_002-009.indd 5 12/5/10 15:17:12
Careful progression from less to more complex Colour bars indicate

tasks, building to exam style questions difficulty of questions
3 Ratio and proportion Exam ready
Take a look: Missed appointments Have a go
The Randall Dental Practice is concerned about the number of missed 1 Bhavna knows that when she drives long distances on the motorway
appointments. she can drive for 400 miles on one full tank of petrol. When she
drives short distances around town, she can drive for 200 miles on a
On 1 January 2010 they started to charge patients for missing their full tank.
appointments.
A full tank of petrol costs £80. This week she thinks that she will drive
roughly 100 miles around town and 100 miles on the motorway.
The data they have gathered on the number of missed appointments is
displayed in the bar charts below.
Use this information to estimate how much her petrol will cost
Number of missed Number of missed this week.
appointments in 2009 appointments in 2010
45 30
A For both years
40 2 Mike wants to complete his Duke of Edinburgh Award.
Number of missed appointments
Number of missed appointments
25 the number of missed

35 appointments declines As part of the award he must lead a mountain walking team.
30 20 steadily from January to He has worked out that when he walks 70 strides,
25 June, but remember to
15 look at the vertical scales he covers 100 m of ground. A stride is two normal steps.
20
– they are different! Mike is using a map with a scale of 1:25 000.
15 10
10
5 How many strides must he walk to cover a map
5 R Use proportions as
0 0 a means of comparing length of 2.2 cm?

Jan Feb Mar Apr May Jun Jan Feb Mar Apr May Jun different behaviour
Month Month
3 Mabel, her daughter Jane and her three-year-old grandson Tom may
Use the bar charts to describe the impact of the decision to start have a flu injection.
charging patients for missed appointments. Show all of your working.
Mabel finds this chart on the Internet.
Influenza-like illness rate per 100 000 population in the UK
by age band
Here’s a possible solution: 100
80
Rate per 100 000
January June A For both years, read off 60

2009 42 14 the values for January and June
40
2010 28 7
20
__
14
5 __1 __
7
5 __1 A Work out proportional 0
42 3 28 4
relationships between the
r
rs
rs
rs
rs
s
a
ar
ar
ar
ea
ea
ea
ea
ye
corresponding monthly values

ye
ye
ye
4y
4y
4y
4y
<1
14
�
1–
–2
–4
–6
–7
75
5–
15
25
45
65
The number of missed appointments in 2010 Age band

was consistently less than in 2009. The number
of appointments missed in 2010 declined more Jane and Mabel decide that if the risk of contracting flu is more than
I Interpret proportions to
sharply than in 2009 (a decrease of 75% in 1 in 5000 for any particular age bracket, then it is a good idea to be
make conclusions and decide
2010 compared with 67% in 2009). if you want to use fractions or
immunised.
percentages
Therefore, charging for missed appointments seems Use the information in the chart to decide who is to be
to have had a positive impact. immunised.
6 7
Supportive worked examples

03_Chapter_3_002-009.indd 6 12/5/10 15:17:15 03_Chapter_3_002-009.indd 7 12/5/10 15:17:16
20
Support you can count on from Edexcel
Support you can count on

from Edexcel
We will give you access to a range of free practical and relevant resources to help you to
deliver Functional Skills Mathematics easily. From lesson plans and schemes of work to
practice papers and student exemplar material – you’ll be fully equipped to get off to a
flying start from September 2010.
Training events
We will be running a series of face-to-face and online training events to fully prepare you
for delivering functional skills. For further information see www.edexcel.com/fs
Free ResultsPlus analysis service – to help you deliver ongoing

improvement
ResultsPlus is the most comprehensive online results analysis service available and can be
used to improve your students’ performance. To view a demo of the service, please visit
www.edexcel.com/resultsplus
Initial assessment
We’re developing a tool to help you determine up front each individual learner’s capability,
so you can register your learners at the right level. Free of charge and only available from
Edexcel, online initial assessment is planned for September 2010. Find out more at
www.edexcel.com/fs
Expert people on hand – to ensure all your questions are

answered quickly
Our free ‘Ask the Expert’ service for specific functional skills queries enables you to get your
questions answered by one of our team of senior examiners, via our email service. Please
visit www.edexcel.com/asktheexpert for further information.
Our National Managers and Regional Account Managers can provide you with face-to-
face support and consultation. Visit www.edexcel.com/regionaloffices to find out who to
contact.
For general enquiries, please call our customer services team on 0844 576 0026 or email
functionalskills@edexcel.com
Subscribe to our free Functional Skills newsletters

To keep up-to-date with the latest developments, you can join our Functional Skills
Development Group (commitment-free). We will periodically send you e-newsletters and
other information you’ll find useful. Please email fsdevelopment@edexcel.com to subscribe.
Mathematics Emporium
This is our mathematics forum, an email and website service. You can keep up-to-date
with developments in mathematics, email in for expert advice or information, and receive
electronic materials via mathsemporium@edexcel.com; for free access to past papers, mark
schemes, grade boundaries and much more, go to www.edexcelmaths.com
21
Specification
Functional Skills
22
Guide to the Specification: Level 1
Structure of qualifications
The Examiner explains
The assessment will be
Edexcel Functional Skills qualification in Mathematics at Level 1
available eight times a year,
giving flexibility to enter Mathematics Level 1 Cash-in code: FSM01
candidates when they are • Externally assessed
ready. • Availability: please see the Edexcel website for details
100% of the total
qualification
• First assessment: November 2010
Overview of content
Support
• Representing using mathematics
Our published resources • Analysing situations mathematically
make the process skills • Interpreting solutions to problems using mathematics
explicit to help teaching and
• Coverage of mathematical content in number, geometry and statistics
learning.
Overview of assessment
• Three themes in each assessment

The Examiner explains • Examination time will be 1 hour and 30 minutes
Each theme will include • The total number of marks available is 48
several questions set in a

single context.
What’s new What’s new
Each theme will have a total The examination time has

of 16 marks. been increased from 1 hour
and 15 minutes.
2 FC023242 – Specification – Edexcel Functional Skills qualification in Mathematics at Levels 1 and 2

– Issue 1 – April 2010 © Edexcel Limited 2010
23

Coverage and range
For example: identify the
A learner should be able to: warmest and coldest from a
• understand and use whole numbers and understand negative numbers in set of temperatures.
practical contexts
This includes negative
• add, subtract, multiply and divide whole numbers using a range of strategies
numbers.
• understand and use equivalences between common fractions, decimals and
percentages This includes sharing an
• add and subtract decimals up to two decimal places
amount in a ratio (1:n) and
using ratios to find amounts,
• solve simple problems involving ratio, where one number is a multiple of the
other e.g. parts in a mixture.
• use simple formulae expressed in words for one- or two-step operations Convert between metric
• solve problems requiring calculation, with common measures, including money, measures (length, weight,
time, length, weight, capacity and temperature capacity) and between hours,
• convert units of measure in the same system minutes and seconds.
• work out areas and perimeters in practical situations Find the area and perimeter
• construct geometric diagrams, models and shapes of rectangles and squares.
• extract and interpret information from tables, diagrams, charts and graphs Find the perimeter of
• collect and record discrete data and organise and represent information in compound shapes made up
different ways of rectangles by counting
• find mean and range squares. Find the volume of
• use data to assess the likelihood
elihood of an outcome. cuboids by counting cubes.
This includes tally charts,
pie charts, pictograms,
bar charts, line graphs and
Support conversion graphs.
Find mean and range of
Our published resources are
discrete data.
structured by maths topic to
build confidence and link to
other learning.
FC023242 – Specification – Edexcel Functional Skills qualification in Mathematics at Levels 1 and 2 – 7

Issue 1 – April 2010 © Edexcel Limited 2010
24
Assessment structure at Level 1

Assessment One external assessment.
Tasks Three sections in each assessment.
Lessons from the pilot Each section has a theme.
Assessment duration 1 hour 30 minutes.
Tasks will all have the
same number of marks so Marks 16 marks per section.
candidates know what to 48 marks in total.
expect. Additional information Calculators are allowed.
All coverage and range will be assessed over one year.
Sampling of coverage and range

Coverage and range of the qualification will be sampled over one year of external
assessment series.

25
Edexcel Functional Skills qualification in Mathematics at Level 2 The Examiner explains
Mathematics Level 2 Cash-in code: FSM02

The assessment will be
available eight times a year
• Externally assessed
100% of the total giving flexibility to enter
• Availability: please see the Edexcel website for details
qualification candidates when they are
• First assessment: November 2010
ready.
Overview of content
• Representing using mathematics
• Analysing situations mathematically Support
• Interpreting solutions to problems using mathematics
Our published resources
• Coverage of mathematical content in number, algebra, geometry and statistics
make the process skills
Overview of assessment explicit to help teaching and
• Three themes in each assessment learning.
• Examination time will be 1 hour and 30 minutes
• The total number of marks available is 48
Each theme will include
several questions set in a
single context.
What’s new
What’s new
The examination time has
been increased from 1 hour Each theme will have a total
and 15 minutes. of 16 marks.

26

This includes working out Coverage and range
estimates for calculations. A learner should be able to:
This can include deriving • understand and use positive and negative numbers of any size in practical
or changing the subject of contexts
a formula. Formulae may • carry out calculations with numbers of any size in practical contexts, to a given
include brackets. number of decimal places
• understand, use and calculate ratio and proportion, including problems involving
This includes rectangles, scale
triangles and circles, and
• understand and use equivalences between fractions, decimals and percentages
the volume of cuboids and
• understand and use simple formulae and equations involving one or two
cylinders. Composite shapes operations
may also be used.
• recognise and use 2-D representations of 3-D objects
This includes conversion • find area, perimeter and volume of common shapes
between metric and imperial.
• use, convert and calculate using metric and, where appropriate, imperial
This includes data collection, measures
tally charts, frequency tables, • collect and represent discrete and continuous data, using information and
pie charts, bar charts, line communication technology (ICT) where appropriate
graphs, grouped frequency • use and interpret statistical measures, tables and diagrams, for discrete and
continuous data, using information and communication technology (ICT) where
tables and scatter graphs.
appropriate
This includes mean mode • use statistical methods to investigate situations
and median for discrete data; • use probability to assess the likelihood of an outcome.
modal class for grouped
data; positive and negative
correlation, and line of best Support
fit. Our published resources are
For example: comparing structured by maths topic to
two groups using statistical build confidence and link to
measures. other learning.

27
Assessment structure at Level 2

Assessment One external assessment.
Tasks Three sections in each assessment.
Each section has a theme.
Lessons from the pilot
Assessment duration 1 hour 30 minutes.
Tasks will all have the
Marks 16 marks per section.
same number of marks so
48 marks in total.
candidates know what to
Additional information Calculators are allowed. expect.
All coverage and range will be assessed over one year.
Sampling of coverage and range

Coverage and range of the qualification will be sampled though external
assessment series.

29
Write your name here

Surname Other names
Centre Number Candidate Number

Edexcel
Functional Skills
Mathematics
Level 1
Sample Assessment Material Paper Reference
Time: 1 hour 30 minutes FSM01/01 The Examiner explains

You must have: Total Marks Candidates are expected to
Pen, calculator, HB pencil, eraser, ruler graduated in centimetres bring this equipment with
and millimetres, protractor, pair of compasses.
them.
Instructions
• Use black ink or ball-point pen.
• Fill in the boxes at the top of this page with your name,
centre number and candidate number.
Each paper opens with
• Answer all questions.
• – there may
Answer the questions in the spaces provided
be more space than you need.
a clear familiar layout
including:
• Calculators may be used. • instructions candidates
must follow
Information • information about the
• The total mark for this paper is 48. marks to show how much
• –Theusemarks for each question are shown in brackets
this as a guide as to how much time to spend on each question.
time to spend on each
question
• Where you see this sign you should show clearly how you get your
answers as marks will be awarded for your working out.
• supportive advice on
technique.
All candidates should read
Advice
• Read each question carefully before you start to answer it.
this page carefully before
• Keep anall eye
Show stages in the calculations. they start.
• Try to answeronevery
the time.
• Check your answersquestion.
• if you have time at the end. Support
Turn over Our published resources
*S39283A0120*
provide plenty of practice of
S39283A assessment style questions
©2010 Edexcel Limited.
plus a complete practice
Edexcel Functional Skills Qualification in
Mathematics at Levels 1 and 2 Sample Assessment Materials © Edexcel Limited 2010
5 paper with mark scheme.
30
Guide to the Assessment: Level 1
SECTION A: Mid-shire Council
Answer all questions in this section.
Write your answers in the spaces provided.
1 Mid-shire Council is planning a charity meal.

Support The meal will have a first course, a second course and a third course.
People will choose what they want for each course.
The practice questions in our
published resources progress First course: Soup or Salad.
in complexity, building Second course: Curry or Pasta Bake.
confidence with exam-style
Third course: Cake or Ice cream.
questions.
The waiting staff need a data collection sheet to record the meal choices of each person.
A record of the meal choices is needed for each table.
There will be 5 people sitting at each table.
Design a data collection sheet to record the meal choices for one table. (3)
6 Edexcel Functional Skills Qualification in

31

Use the box below to show clearly your data collection sheet.
The Mark Schemes
are provided in full in
the accredited Sample
Assessment Materials from
Edexcel. To help you see
how they work we have also
printed them alongside the
questions in this guide.
FUNCTIONAL SKILLS (MATHEMATICS)
MARK SCHEME – LEVEL 1 – SAM
Question. Evidence Mark Notes
Mid-Shire
Question. CouncilEvidence Mark Notes
Q1 Interprets problem -
Mid-Shire Council 1 or Two of: List of menu items, input
two features opportunities (people or courses),
Q1 Interprets problem - 1 or Two of: List of menu items, input
headings.
Three features 2 or Three of: List of menu items, input
headings.
opportunities (people or courses),
headings.
All four features 3 All of: List of menu items, input
headings.
opportunities (people AND courses),
All four features 3 All of: List of menu items, input
headings.
(NB: If data collection sheet
headings.
includes orders for individuals,
number of people needs to be
correct.)
Total marks for this question 3 correct.)
Q2a Distance
Total marks between
for this question 31 or 4 m is used
hedge and window
Q2a Distance between 1 or 4 m is used
Allowed hedge height 2 Correct allowed hedge height 3 m
hedge and window
seen
Q2b Action on hedge 1 The hedge should be lowered/cut or
seen
equivalent statement.
Q2c Hedge sketch on plan 1 or Two of: Correct
equivalent length, correct
statement.
width, correct position
Q2c Hedge sketch on plan 1 or Two of: Correct length, correct
2 All three of: Correct length, correct
Q2d Calculation: ft from 1 or Ft fromcorrect
width, their diagram
position“11” used in
their (c) formula OR numerical method
Q2d Calculation: ft from 1 or Ft from their diagram “11” used in
shown
2 Ft from their diagram, appropriate
shown
method for height of hedge, 6.5 m
Total marks for question 7 method for height of hedge, 6.5 m
Total marks for question 7
(Total for Question 1 = 3 marks)
Edexcel Functional Skills Qualification in 7


32
2 A man has complained to Mid-shire Council.

He thinks that his neighbour’s hedge is too high.
If the hedge is too high, the council can order the neighbour to cut the hedge.
Hedge House
4m
To find the height allowed for a hedge, the council uses the rule below.
Mid-Shire Council
Q1 Interprets problem - 1 or
Distance Two of: List of menu items, input
(in metres)
between the house and Divide by 2 Add 1 metre
headings.
Three features the
2 orhedge.
Three of: List of menu items, input
headings.
FUNCTIONAL The distance between the house and the hedge is 4 m.
All four features SKILLS 3 (MATHEMATICS)
All of: List of menu items, input
MARK SCHEME – LEVEL 1 – SAM (people AND courses),
opportunities
(a) What is the height
headings.
allowed for the hedge? (2)
FUNCTIONAL (NB: If data collection sheet
Question. Evidence SKILLS Mark(MATHEMATICS) Notes
MARK Use SCHEMEthe box belowincludes
– LEVEL to1 show
– SAM orders
your for individuals,
calculations.
Mid-Shire Council number of people needs to be
Q1 Interprets problem - 1 or correct.)
Two of: List of menu items, input
Total marks
Question. for this question 3Mark opportunities (people
Evidence
two features Notes or courses),
Q2a
Mid-Shire Council Distance between 1 or 4 m is used
headings.
hedge and window
Allowed hedge height 2 Correct allowed
opportunities hedgeorheight
(people 3m
courses),
seen
headings.
headings.
Q2b Action
All four on hedge
features 312 or Theof:
All hedge should
ListList
of of
menu beitems,
lowered/cut
input or
Three features Three of: menu items, input
The height of the hedgeequivalent
opportunities statement.
is 3.5 m. (people AND courses),
headings.
headings.
width,Ifcorrect
(NB: data position
collection sheet to cut the hedge? (1)
All four features(b) Should 3 the council
All of: Listorder the neighbour
of menu items, input
2 All three orders
includes of: Correct length, correct
for individuals,
width, correct
number of peopleposition
needs to be
headings.
Q2d Calculation: ftUse fromthe box 1 orbelowcorrect.)
Fttofrom
explaintheir diagram “11” used in
(NB: If data your answer.
collection sheet
Total marks their (c) this question
for
FUNCTIONAL SKILLS formula OR numerical method
3 (MATHEMATICS)
Q2a Distance
MARK between
SCHEME1–or LEVELshown
4m 1 –isSAM
used
hedge and window 2 Ft from their diagram, appropriate
correct.)
Allowed hedge height 23 method for
Correct allowed height of hedge,
hedge height6.5
3mm
Total marks for this question
Question. Total marks for question 7Mark seen
Evidence Notes
Mid-Shire Council hedge and window
Q1 Allowed
Interpretshedge height
problem - 21 or Correct
Two of: allowed hedgeitems,
List of menu heightinput
3m
Q2c Hedge sketch on plan 1 or Two
seen of: Correct length, correct
width, correct position Examiner’s teaching tip
headings.
Three features 2 or equivalent
Three of: List statement.
of menu items, input
width, correct position This symbol indicates
Q2c Hedge sketch8on plan 1Functional
or Two of:
opportunitiesCorrect length,
(people or correct
courses),
Q2d Calculation: ft from Edexcel 1 or Ft from their diagram “11” used in
Skills
width,
headings.
Mathematics at Levels
Qualifi
1 and 2
cation
correct
in
position that there©are marks
their (c) formula OR numerical methodSample Assessment Materials Edexcel Limited 2010
All four features 32 All three
shown
of: List of:ofCorrect length,input
menu items, correct available for working. Make
width, correct(people
opportunities positionAND courses),
Q2d Calculation: ft from
2
1 or
Ft from their diagram, appropriate
Ft from their diagram “11” used in
sure your learners are aware
headings.
method for height of hedge, 6.5 m that they must show their
their (c) formula
(NB: OR numerical
If data method
collection sheet
shown orders for individuals,
includes working whenever they see
2 Ft from their
number diagram,
of people needsappropriate
to be
method for height of hedge, 6.5 m
correct.) this symbol.
TotalTotal
marks marks for question 37
for this
hedge and window
Edexcel Functional Skills Qualification in seen 25
33
Lucy wants to plant a hedge in her garden.

She draws a plan of her garden on a centimetre squared grid.
House
Pond

Mid-Shire Council
Key: 1 cm on the plan = 1 m in the garden headings.
The hedge will be 1 m wide and 8 m long. headings.
The hedge will be in the shape of a rectangle. All four features 3 All of: List of menu items, input
The hedge will run parallel to the house at the bottom of the garden. TheAND
opportunities (people Examiner
courses), explains
headings.
(c) Show the hedge on Lucy’s plan. (2) Ft means
(NB: If data collection sheet ‘follow through’,
includes orders forand indicates that there will
individuals,
Lucy wants to know the height allowed for her hedge. correct.) be no penalty for correct
(d) What is the height allowed for Lucy’s hedge?
Total marks for this question 3
(2)
use of a previous incorrect
Q2a Distance between 1 or 4 m is used answer.
hedge and windowSKILLS (MATHEMATICS)
FUNCTIONAL
Use the box below to show your calculations. Allowed hedge
MARK height 2– LEVEL
SCHEME Correct
1 – SAMallowed hedge height 3 m
seen
Question. Evidence Mark equivalent statement.Notes
Q2c
Mid-Shire Council Hedge sketch on plan 1 or Two of: Correct length, correct
headings.
shown
headings.
All four features 3 All of: List
method of menu
for height ofitems,
hedge,input
6.5 m
headings.
(Total for Question 2 = 7 marks) number of people needs to be
correct.)
Total marks for this question 3
Edexcel Functional Skills Qualification in Q2a Distance between 1 or 4 m is9 used
Mathematics at Levels 1 and 2 Sample Assessment Materialshedge and window © Edexcel Limited 2010
seen
shown
Edexcel Functional Skills Qualification in 2 Ft from their diagram, appropriate 25
34
3 Mid-shire Council spreads grit on the roads when the temperature is low.
The council want to predict how much grit they will need.
The table below shows the predicted number of days at different temperatures for next
winter.
Temperature (°C) Number of days
Above 0°C 44
0 to –5 4
–6 or below 19
Mid-shire Council spreads grit on the roads when the temperature is 0°C or less.
(a) How –many
MARK SCHEME days1 –will
LEVEL SAM the council spread grit on the roads? (1)
Question Evidence Mark Notes
Mid-Shire
Question Council
Evidence Mark Notes
Q3a Interprets from table
Mid-Shire Council 1 23 is seen or implied
Q3b Finds ratio 1 or 1 4
Q3a Interprets from table 1 23 or is seenoeorisimplied
seen or implied
Applies ratio 2 1 or oe is 4 seen or implied
5 × 250 5 or × 250 seen or implied
Applies ratio The council2 uses a 15mixture of4 salt and sand to make the grit.
5
(50,× 250200 or seen)× 250 seen or implied
5 5
Q3c Finds total tonnesThe mixture 1 oris 1 part
‘50’salt × 23toor4‘200’parts×sand.
23 seen or
(50, 200 seen)
implied.
Q3c Finds total tonnes 1 or
The council needsFt250 ‘50’ from× 23
tonnesor ‘200’and (b)seen
× 23
of mixture
their (a) or day when the temperature is low.
each
Applies price to their 2 or implied.
71.95 × ‘50’ × 23 or
Ft from their
‘200’(a) and (b)
answers (b) How much salt 12.21 and× how much
× 23 sand are used to make 250 tonnes of this
Applies price to their 2 or 71.95 × ‘50’ × 23 or
mixture? OR (2)
answers 12.21 × ‘200’ × 23
Price and total 72 × ‘50’ × 23 and 12 × ‘200’ × 23
FUNCTIONAL
processes OR
can be inSKILLS (MATHEMATICS)
Ft from their (a) and (b)
Price and
eitherMARK totalSCHEME
order Use the box below72
– LEVEL 1×–show
to
Accept ‘50’
SAM ×your
23 and
rounded 12 × for
calculations
answers ‘200’ × 23
and
71.95 your answer.
processes can be in Ft from
and 12.21 their (a) and (b)
FUNCTIONAL
either order SKILLS (MATHEMATICS)
Accept
Decision 3 £138000rounded or better answers for 71.95
(£138908.50)
Question MARK SCHEMEMark
Evidence – LEVEL and
Notes 1 –12.21
SAM
OR accept £140 000 or better
Decision 3 £138000 or better (£138908.50)
Mid-Shire Council Ft from their (a) and (b)
Q3a Total marks
Interprets for question
Evidencefrom table 6
1Mark 23
Question Ftisfrom
Notes seentheir
or implied
(a) and (b)
Q4a
Q3b
Mid-Shire Attempts
Finds
Council
Total ratioto
marks forfind out
question 1oror
16 162 ÷ 10 4 or any method, eg how many
how many days are lotsor of 10 oeinis 62,
seen6 or implied
days only, 6.
Q4a
Q3a Attempts
Interprets to find
from out
table 11 or 562
23 5 oror
is÷seen
10 any method, eg how many
implied
needed ratio
Applies 2 1 4
Q3b how
Finds many days are
ratio rounding
Considers 12or 1lots
7×days of4 10
250 or in 62, 6 days
× 250 seenonly, 6.
or implied
needed 5 or 5 oe is
5 5 seen or implied
Q4b 1 Appropriate reverse calculation oe
Considers
Applies rounding
ratio 2 (50,
17 days 200 seen)
Total marks for question 23 × 250
4
Q3c
Q4b Finds total tonnes 11or ‘50’ × 23oror ‘200’
Appropriate × 250× seen
reverse 23 or implied
seen or oe
calculation
5 5
Total marks for question 3 implied.
(50, 200 seen)
The Examiner Q3c explains Finds
Appliestotal tonnes
price to their 12 or
or ‘50’
71.95××23‘50’ or ‘200’
× 23 ×or23 seen or
answers implied.
12.21 × ‘200’ × 23
oe means ‘or equivalent’. Ft
ORfrom their (a) and (b)
Marks will be given for Applies
Price andprice
answers
totalto their 2 or 71.95
72 × ‘50’
12.21
× ‘50’× 23
× their
× 23
‘200’(a)
andor12 × ‘200’ × 23
× 23
processes can be in Ft from and (b)
correct answers in equivalent
either order OR
Accept rounded answers for 71.95
fractions, decimals or Price and total10 Edexcel Functional 72 ×12.21
andSkills ‘50’ × 23cation
Qualifi andin12 × ‘200’ × 23
processes
Decision can be in Mathematics
3 atFt from
Levels
£138000 their
1 and (a) and
or 2better (b)
(£138908.50) Sample Assessment Materials © Edexcel Limited 2010
percentages. either order Accept rounded answers
OR accept £140 000 or better for 71.95
and
Ft from 12.21 their (a) and (b)
Q4a Attempts to find out 1 or 62 from
Ft ÷ 10 their
or any(a)method,
and (b)eg how many
how many days are
Total marks for question 6 lots of 10 in 62, 6 days only, 6.
needed
Q4a Attempts
Considerstorounding
find out 12 or 62
7 days÷ 10 or any method, eg how many
how many days are lots of 10 in 62, 6 days only, 6.
needed
Considers rounding 2 7 days
35
Examiner’s teaching tip

The council needs 250 tonnes of mixture for each day that grit is spread on the roads. Candidates should know
The council must estimate the cost of the grit needed for next winter. the difference between
estimating and calculating
Salt costs £71.95 per tonne.
an estimate. Many will
Sand costs £12.21 per tonne. answer this question with
an ‘educated guess’. The
(c) Calculate an estimate for the cost of grit needed for next winter for Mid-shire word ‘estimate’ is used here
Council. (3) because the number of days
is predicted rather than
Use the box below to show how you get your answer. known. Candidates must
do a calculation to get the
FUNCTIONAL SKILLS (MATHEMATICS) marks for this question, but
MARK SCHEME – LEVEL 1 – SAM note that rounding of the
figures for costs is accepted
Question Evidence Mark Notes because of the wording (see
Mid-Shire Council mark scheme).
Q3a Interprets from table 1 23 is seen or implied
FUNCTIONAL SKILLS (MATHEMATICS) or oe is seen or implied
5 5
Applies ratio 2 1 4
× 250 or × 250 seen or implied
5 5
Question Evidence (50, 200 seen)
Mark Notes
Q3c
Mid-Shire Finds total tonnes
Council 1 or ‘50’ × 23 or ‘200’ × 23 seen or
implied.
Q3a Interprets from table 1 23 is seen
Ft from or implied
their (a) and (b)
Q3b Finds
Appliesratio
price to their 12 or
or 1
71.95 4× ‘50’ × 23 or
or oe is seen or implied
answers 5
12.21 5× ‘200’ × 23
Applies ratio 2 1
OR 4
Price and total 72
5 × ‘50’ × 523 and 12 × ‘200’ × 23
processes can be in Ft from
(50, 200their
seen)(a) and (b)
Q3c either total
Finds ordertonnes 1 or Accept
‘50’ × 23rounded
or ‘200’answers for 71.95
× 23 seen or
and 12.21
implied.
Decision 3 £138000
Ft or better
from their (£138908.50)
(a) and (b)
Applies price to their 2 or OR accept
71.95 × ‘50’£140
× 23000or or better
answers Ft from
12.21 × their
‘200’(a)
× 23and (b)
Total marks for question 6 OR
Q4a Price and to
Attempts total
find out 1 or 72
62 × ‘50’or×any
÷ 10 23 method,
and 12 ×eg‘200’
how × 23
many
processes
how manycan beare
days in Ft
lotsfrom
of 10their (a) 6and
in 62, (b)only, 6.
days
either
neededorder Accept rounded answers for 71.95
Considers rounding 2 and
7 days12.21
Q4b Decision 31 £138000
Appropriate or better
reverse(£138908.50)
calculation oe
Total marks for question 3 OR accept £140 000 or better
Q4a Attempts to find out 1 or 62 ÷ 10 or any method, eg how many
needed
Considers rounding 2 7 days
(Total
Total for
marksQuestion 3 = 6 marks)
for question 3


36

Question Evidence Mark Notes SECTION B: Jobs

Mid-Shire Council
Q3a Interprets from table 1 23 is seen orAnswer implied all questions in this section.
or Write oe is seen
your or answers
implied in the spaces provided.
5 5
Applies ratio 2 1 4
5 5
(50, 200 seen)
4 Barry interviews people for jobs.
Q3c Finds total tonnes 1 or ‘50’ × 23 or ‘200’ × 23 seen or
He can interview up implied.
to 10 people each day.
Applies price A to computer
their 2 or 71.95
company × ‘50’
wants × 23 toorinterview 62 people.
Barry
answers 12.21 × ‘200’ × 23
(a) What is the leastOR number of days that Barry will need for these interviews? (2)
processes can be in Ft from their (a) and (b)
either order Use the box belowAccept to show rounded
clearlyanswers
how you for get
71.95your answer.
FUNCTIONAL SKILLS (MATHEMATICS) and 12.21
Decision
MARK SCHEME 3– LEVEL £138000
1 – SAM or better (£138908.50)
Question TotalEvidence marks for question Mark 6 Notes
Q4a
Mid-Shire
Question Council Attempts
Evidenceto find out 1Mark
or 62
Notes÷ 10 or any method, eg how many
Mid-Shire Council
Q3a Interprets
needed from table 1 23 is seen or implied
Q3b
Q3a Finds ratio
Interprets from
Considers rounding table 1 2 or 71 days
23 4 or implied
is seen
Q3b
Appropriate
or oe isreverse seen orcalculation
implied oe
Total Applies
marksratiofor question 23 15 5 or 4 × 250 seen or implied
Examiner’s teaching tip Applies ratio × 250
2 15 54
(50,
5 200 seen) 5
This is a situation
Q3c where Finds total tonnes 1 or ‘50’ × 23seen)
(50, 200 or ‘200’ × 23 seen or
the context dictates
Q3c the Finds total tonnes 1 or implied.
‘50’ × 23 or ‘200’ × 23 seen or
implied.
rounding. Although the Applies price to their 2 or 71.95
Ft from × their
‘50’ ×(a)23and or (b)
answer is 6.2 days, it must answers Applies price to their 2 or 12.21
71.95 × ‘200’‘50’ ××23 23or
answers OR
12.21 × ‘200’ × 23
be rounded up to 7 to gain Price and total 72
OR× ‘50’ × 23 and 12 × ‘200’ × 23
full marks. processes can be(b)
Price and total in Show how you Ft from
72can× ‘50’ their
× 23(a)
check andanswer
your
and (b)× ‘200’
12 in the
× 23box below. (1)
either order
processes can be in Accept
Ft from rounded
their (a) answers
and (b) for 71.95
either order and
Accept12.21 rounded answers for 71.95
Decision 3 £138000
and 12.21or better (£138908.50)
Examiner’s teaching tip Decision 3 OR
£138000accept or£140
better000 or better
(£138908.50)
Ft
ORfrom accepttheir
£140(a) and
000 (b)
or better
Total marks for question 6 Ft from their (a) and (b)
An appropriate reverse
Q4a Total marks to
Attempts
FUNCTIONAL forfind
question
outSKILLS16 or(MATHEMATICS)
62 ÷ 10 or any method, eg how many
calculation isQ4a
expected here.how many
Attempts todays
find are
out 1–or lots
62 1÷of 10orinany62,method,
6 days only, 6. many
MARK SCHEME LEVEL –10SAM eg how
needed
Considers
needed rounding 2 7 days
Q4bQuestion Considers
Evidence rounding 12Mark Appropriate
7 days
Notes reverse calculation oe
Q4b Total marks for question 31 Appropriate reverse calculation oe
Mid-Shire Council
26 Total
Edexcel Functional Skills marks
Qualifi cationfor
in question 3
Q3a
Mathematics at Levels 1Interprets
and 2 from table Sample 1 Assessment
23 isMaterials
seen or implied © Edexcel Limited 2010
5 5
Applies ratio 2 1 4 (Total for Question 4 = 3 marks)
5 5
(50, 200 seen)
Q3c Finds total tonnes Mathematics 1 or at Levels
‘50’ 1×and23 2or ‘200’ × 23 seen orSample Assessment Materials © Edexcel Limited 2010
implied.
Applies price to their 2 or 71.95 × ‘50’ × 23 or
answers 12.21 × ‘200’ × 23
OR
processes can be in Ft from their (a) and (b)
either order Accept rounded answers for 71.95
and 12.21
37
5 Barry has been asked to compare the pay for two jobs.
Able Computer Sales Beta IT Support

Marketing Manager Sales Assistant
Pay: £25 000 per year Pay: £1750 per month + bonus of
20% of monthly pay
Working is essential in this
Which job pays more? (4) type of question requiring a
decision. Candidates must
Use the box below to show clearly how you get your answer. show working with their
answer to gain any marks.
Jobs
Jobs
Q5 Attempts salary in 1 or Attempts to put both in same time
Q5 same timesalary
Attempts periodin 1 or period, both
Attempts in yearly
to put both inorsame
monthly
time
same time period period (accept
period, both in weekly if monthly
yearly or consistent
use of weeks
period (acceptinweekly
year orifweeks in
consistent
month)
use of weeks in year or weeks in
1750 × 12 OR 24000 ÷ 12 seen or
month)
implied
1750 × 12 OR 24000 ÷ 12 seen or
Includes bonus 2 or Applies bonus, “21000” ×1.2 oe
implied
Includes bonus 2 or seen, or bonus,
Applies 1750 ×1.2
“21000” ×1.2 oe
States salary in same 3 Final amounts seen, 24000, 25200
seen, or 1750 ×1.2
time period
States salary in same 3 OR 2000,
Final 2100seen, 24000, 25200
amounts
Includes,
time salary in
period 1 Decision
OR 2000,correct
2100 for their working,
same time periodin
Includes, salary 1 company correct
Decision or role stated
for their working,
And Btime
same oe period company or role stated
TotalAnd
marks
B oefor question 4
Q6 (a) TotalExplanation
marks for question 41 Compares pay in the same time
Q6 (a) Explanation 1 period, eg 1pay
Compares dayinor
themultiple of 4
same time
days eg 1 day or multiple of 4
period,
Q6 (b) Interprets symbolism 1 or Indication that number of days for
days
Q6 (b) Interprets symbolism 1 or each company
Indication numberOR
that found, total for
of days for
each company
each week seenfound,
or implied
OR total for
Incorporates pay 2 or 500 +week
each (“5” seen
× 110)
or seen or implied
implied
Decision
Incorporates pay 32 or States plan following from their
500 + (“5” × 110) seen or implied
Decision 3 working
States plan following from their
Total marks for question 4 working
Q7a TotalCompletes question 41 or
marks fortable 30 × 27 seen or implied or 8.10 in
Q7a Partial calculation
Completes table 1 or table
30 (or seen
× 27 137.80) or 8.20 or 8.10 in
or implied
seen orcalculation
Partial implied table (or 137.80) or 8.20
seen or implied 2 or 8.10 and 8.20 seen in table or ft
2 or correct
8.10 andtable
8.20with
seen.7inerror
tableoror137.80
ft
3 All of 8.10,
correct table8.20,
with and 137.80
.7 error seen in
or 137.80
3 tableof 8.10, 8.20, and 137.80 seen in
All
Q7b Considers 1 or 30(29 – 27) or 30 × 29 then
table
Q7b adjustments
Considers 1 or recalculation
30(29 – 27) or 30 × 29 then
(TotalComplete
for Question 5 = 4 marks)
method
adjustments recalculation
shown
Complete method
Edexcel Functional Skills Qualification in States answer
shown 2 Eg:13£0.60 (60p) correct money
Mathematics at Levels 1 and 2 Sample Assessment Materials © Edexcel Limited 2010 units.
States answer 2 Eg: £0.60 (60p) correct money
Total marks for question 5 units.

38

Question Evidence6 Barry helpsMark

people Notes
plan which days they work.
Jobs He helps Jeba plan her work for three weeks.
Q5 Attempts salary Jebainworks1 for
or twoAttempts
companies, to put both in same
Compulike (C)time
and Easytype (E).
Examiner’s teaching tip same time period period, both in yearly or monthly
period (accept weekly
Jeba is paid £550 for four days work at Compulike. if consistent
The word ‘explain’ indicates use of weeks in year or weeks in
She is paid £110 formonth)
each day of work at Easytype.
that the answer must be 1750 × 12 OR 24000 ÷ 12 seen or
justified by referring to (a) Which company
implied
pays Jeba more for her time? (1)
the detail provided in the seen, or 1750 ×1.2
question. States salary Use
in same 3 below Final
the box amounts
to explain seen,
your 24000, 25200
answer.
time period
FUNCTIONAL OR 2000, 2100
SKILLS (MATHEMATICS)
Includes,
MARK salary in
SCHEME 1– LEVEL Decision
1 – SAM correct for their working,
same time period company or role stated
And B oe
Question TotalEvidence
marks for question Mark 4 Notes
Q6 (a)
Jobs Explanation 1 Compares pay in the same time
period, egto1 put
dayboth
or multiple
in sameoftime4
Q5 Attempts salary in 1 or Attempts
same time period days both in yearly or monthly
period,
Q6 (b) Interprets symbolism 1 or Indication
period that weekly
(accept numberifofconsistent
days for
each company found,
use of weeks in year or weeks OR totalinfor
each week seen or implied
month)
Incorporates pay 2 or 500 +×(“5”
1750 12 OR× 110)
24000seen ÷ or
12 implied
seen or
Decision 3 States
implied plan following from their
Includes bonus 2 or workingbonus, “21000” ×1.2 oe
Applies
Total marks for question 4 seen, or 1750 ×1.2
Q7a Completes Barry has a1 choice of ×two plans forimplied
Jeba. The plans
in are shown below.
States in same 3 or
salarytable 30
Final 27 seen or
amounts seen, 24000, or 8.10
25200
Partial
time calculation
period table2000,
OR (or 137.80)
2100 or 8.20
seen or implied
Includes, salaryPlan
in 1 1 Decision correct for their working,
same time period 2 or 8.10 and 8.20
company seen
or role in table or ft
stated
And B oe correct
Monday table with .7Tuesday
error or 137.80 Wednesday Thursday Friday
4 All of 8.10, 8.20, and 137.80 seen in
Week 1 table C E C E
Q6 (a) Explanation 1 Compares pay in the same time
Q7b Considers Week 12 or 30(29 – 27) or 30 × 29
period, eg 1 day or multiple of 4then C E
days
Q6 (b) methodWeek 13 or
Complete symbolism
Interprets
C
Indication that number of days for
E
shown each company found, OR total for
States answer Plan 2 2 Eg: £0.60
each week(60p)seen orcorrect
implied money
Incorporates pay 2 or units.
500 + (“5” × 110) seen or implied Wednesday
TotalDecision
marks for question 35
Monday Tuesday Thursday Friday
States plan following from their
Week 1 working E C E
Total marks for question Week 24 C C E E
Q7a Completes table 1 or 30 × 27 seen or implied or 8.10 in
Partial calculationWeek 3 table (or 137.80) or 8.20C E
seen or implied
2 or 8.10 and 8.20 seen in table or ft
correct table with .7 error or 137.80
3 All of 8.10, 8.20, and 137.80 seen in
table
Q7b Skills Qualification
Edexcel Functional Considers
in 1 or 30(29 – 27) or 30 × 29 then 27
Mathematics at Levels 1 and 2 adjustments recalculation
Sample Assessment Materials © Edexcel Limited 2010
Complete method
shown
units.

39


Jobs
same time period period, both in yearly or monthly
period (accept weekly if consistent
Jeba wants to earn as much money as she can. month)
1750 × 12 OR 24000 ÷ 12 seen or
(b) Which plan should Jeba choose? Explain your choice.
implied
Calculate her total pay for this plan. Includes bonus (3)2 or Applies bonus, “21000” ×1.2 oe
seen, or 1750 ×1.2
Use the box below to show your answer and calculations. time period OR 2000, 2100
Includes, salary in 1 Decision correct for their working,
And B oe
Total marks MARKfor question
SCHEME4– LEVEL 1 – SAM
period, eg 1 day or multiple of 4
days
Jobs
Q5 Attempts salary in 1 or each company
Attempts both inOR
to putfound, sametotal for
time
same time period each week seen or implied
period, both in yearly or monthly
Incorporates pay 2 or 500 + (“5”
period × 110)
(accept seeniforconsistent
weekly implied
Decision 3 States
use of plan
weeks following
in year orfrom
weekstheir
in
working
month)
Total marks for question 4 1750 × 12 OR 24000 ÷ 12 seen or
implied
Partial calculation
Includes bonus 2 or table (orbonus,
Applies 137.80)“21000”
or 8.20 ×1.2 oe
seen or implied seen, or 1750 ×1.2
States salary in same 32 or 8.10 and
Final 8.20 seen
amounts seen,in24000,
table or ft
25200
time period correct
OR table
2000, with .7 error or 137.80
2100
Includes, salary in 13 All of 8.10,
Decision 8.20,for
correct andtheir
137.80 seen in
working,
same time period table
company or role stated
Q7b Considers
And B oe 1 or 30(29 – 27) or 30 × 29 then
Totaladjustments
marks for question 4 recalculation
Q6 (a) Complete method
Explanation 1 Compares pay in the same time
shown period, eg 1 day or multiple of 4
days
Q6 (b) Interprets symbolism 1 or units.
Indication that number of days for
Total marks for question 5 each company found, OR total for
Incorporates pay 2 or 500 + (“5” × 110) seen or implied
(TotalDecision
for Question 6 = 4 marks) 3 States plan following from their
working
Partial calculation table (or 137.80) or 8.20
seen or implied
Edexcel Functional Skills Qualification in correct table with .7 error or 137.80 27
Mathematics at Levels 1 and 2 3
Sample Assessment All of 8.10, 8.20, ©
Materials and 137.80
Edexcel seen
Limited in
2010
table
Complete method
shown
units.


40

MARK7 SCHEME – LEVEL 1 –for
Maria is interviewed SAMa job. She hands in this claim form.

Claim form
Jobs Complete all totals.
Reason for claim: Details: Total:
Train fare: month) Return ticket £ 121.50
1750 × 12 OR 24000 ÷ 12 seen or
implied
Includes bonus Car travel: 2 or Applies bonus, 30 miles×1.2
“21000” at 27p
oe per mile £ ...........................................................
seen, or 1750 ×1.2
States salary in same £4.8024000, 25200
Travel3 refreshments:
Final amounts seen,
time period OR 2000, 2100£3.40 £ ...........................................................
Total claim £ ...........................................................
And B oe
(a) Complete the period,
claimegform
1 dayfor
or multiple
Maria. of 4 (3)
days
Use the box below to company
each show anyfound,
calculations.
OR total for
FUNCTIONAL SKILLS (MATHEMATICS) each week seen or implied
Incorporates
MARK pay SCHEME2–or LEVEL 500
1 –+ SAM
(“5” × 110) seen or implied
Decision 3 States plan following from their
working
Q7a
Jobs Completes table 1 or 30 × 27 seen or implied or 8.10 in
seen or
same implied
time period period, both in yearly or monthly
3 All of 8.10, 8.20, and 137.80 seen in
month)
table
1750 × 12 OR 24000 ÷ 12 seen or
implied
adjustments
Includes bonus 2 or recalculation
Applies bonus, “21000” ×1.2 oe
Complete method seen, or 1750 ×1.2
shown
Statesperiod
time answer 2 Eg: £0.60
OR 2000, (60p)
2100 correct money
Includes, salary in 1 units.
Decision correct for their working,
Total marks
same timefor question 5
period company or role stated
And B oe
days
each company found, OR total for
Decision
Edexcel Functional Skills Qualification in 3 States plan following from their 27
Mathematics at Levels 1 and 2 working
seen or implied16
3 All of 8.10, 8.20, and 137.80 seen in
table
Complete method
shown
units.
month)
1750 × 12 OR 24000 ÷ 12 seen or 41
implied
seen, or 1750 ×1.2
time period OR 2000, 2100
And B oe
days Examiner’s teaching tip
This claim form is out of date. Q6 (b) Interprets symbolism 1 or Indication that number of days for
Many
each company found, ORcandidates
total for work out
Car travel is now 29p per mile. each week seen or implied
Incorporates pay 2 or
the new amount but forget
500 + (“5” × 110) seen or implied
(b) How much extra should Maria claim for car travel? Decision (2) 3 to work
States plan following from out
theirhow much extra
working
it is. Remind your learners to
Use the box below to show how you get your answer.
Q7a Completes table 1 or check or
30 × 27 seen or implied their
8.10answers
in against
Partial calculation table (or 137.80) the question.
or 8.20
seen or implied SKILLS (MATHEMATICS)
FUNCTIONAL
MARK SCHEME2–or 8.10
LEVEL 1 –and
SAM8.20 seen in table or ft
3 All of 8.10, 8.20, and 137.80 seen in
Question Evidence Mark table
Notes
Jobs
Q5 adjustments
Attempts salary in 1 or recalculation
Attempts to put both in same time
Complete
same time method
period period, both in yearly or monthly
shown period (accept weekly if consistent
States answer 2 Eg: £0.60
use of weeks(60p) correct
in year money
or weeks in
units.
month)
Total marks for question 5 1750 × 12 OR 24000 ÷ 12 seen or
implied
seen, or 1750 ×1.2
time period OR 2000, 2100
And B oe
Q6 (a)Skills Qualifi
Edexcel Functional (Total Explanation 1
forin Question 7 = 5 marks)
cation Compares pay in the same time 27
Mathematics at Levels 1 and 2 period, eg 1 day or
Sample Assessment Materials © multiple of 42010
Edexcel Limited
days
each company found, OR total for
Decision 3 States plan following from their
working
seen or implied
3 All of 8.10, 8.20, and 137.80 seen in
table
Complete method
shown
units.


42
SECTION C: Jan

8 A theme park has shows and rides.
The table below gives the start time and the length of show for four shows.
show start times (pm) length of show (mins)

High Summer 1.15 3.00 45
Timmy Boo 12.00 2.45 4.15 20
The Sea Lion Show 12.15 1.30 3.00 4.40 35
Warrior Show 1.30 3.00 35
Jan wants to take her nephew to see all four shows.

She wants to see each show from start to finish.
She wants to leave the theme park by 5pm.
Show how Jan and her nephew can see all four shows. (4)

43
Use the box below to show your answer.

When displaying information
candidates need to start
by putting in a table, and
deciding what will go in the
FUNCTIONAL SKILLS (MATHEMATICS) rows and columns.
Jan
Q8 A schedule of shows 1 At least two shows with no time
Jan clashes
Q8 A schedule
Start of shows
times are not 11 or At least
At least two
two shows,
shows with
withno timeand
times,
sufficient on their clashes
exit from shows before 5pm
Start
own totimes are not
identify 1 or At least two shows, with times, and
sufficient
shows on their exit from shows before 5pm
own to identify 2 or At least three shows, with times, and
shows exit from shows before 5pm
32 or At
Allleast
four three
showsshows, with times,
(no more), with and
exit from
times, andshows before
exit from 5pmbefore
shows
3 All
5pmfour
andshows (no more), with
no clashes
times, andSL:
Example: exit12.15
from –shows
12.50before
5pm and no clashes
W 1.30 – 2.05
Example:HSL: 3 –12.15
3.45 – 12.50
W4.15
T 1.30––4.35
2.05
H 3 – 3.45
T 4.15 – 4.35
Q9 Finds correct total per 1 or One of 329.88, 324.51, 432
year for one package OR Appropriate approximation for
Q9 Finds correct total per
or approximates 1 or One of 329.88, 324.51, 432
two values
or approximates
Accept comparison in two values
P1: 30 + (12 × 24.99)
months if adjustments OR Approximation method:
Accept comparison
for one-off paymentsin P1:+30
30 25+×(12
12 ×= 24.99)
(330)
months if adjustments
and P2 made OR 15
P2: Approximation
+ (15.12 × 3)method:
+ (29.35 × 9)
for one-off payments 30
OR+Approximation
25 × 12 = (330)method:
and P2 made P2:
15 +15 +×
(15 (15.12 × 3)×+9)(29.35
3) + (30 = 330× 9)
OR 36
P3: Approximation
× 12 = (432) method:
Finds correct total per 2 or 15 + (15
Two × 3) + (30
of 329.88, × 9) =432
324.51, 330
year for two packages P3:
OR 36 × 12 = (432)
Appropriate approximation for
Finds correct total per 2 or
or approximates Two of 329.88,
all three values 324.51, 432
year forper
Totals two packages
year for all 3 OR Appropriate
All Three: 329.88,approximation
324.51, 432 for
or approximates
packages all three values
Totals per year
Compares two for all 31 or All
OneThree: 329.88,
comparison 324.51,
made. 432
Incorrect
packages
packages figures allowed.
Compares
P2: Cheapesttwoimplies 21 or One comparison
Comparisons mademade. Incorrect
across all three
packages
comparison figures
options allowed.
(correct figures) OR
P2: Cheapest implies 2 Comparisons made
approximations withacross all three
appropriate
comparison options (correct OR
justifications forfigures)
within package is
approximations
cheapest. with appropriate
Total marks for question 5 justifications for within package is
cheapest.

44
9 Jan wants to choose a digital TV package.

Jan’s three options are shown below.
Package One-off joining fee Monthly cost

1 £30.00 £24.99
£15.00 per month for the
2 £15.00 first 3 months then £29.35
each month
3 None £36.00
Compare the cost of the three TV packages for one year.
Candidates need to show Which package is best for Jan? (5)
which package is best for
Jan, as well as making a Use the box below to show your calculations and comparisons.
clear statement about which
one is best. Showing working
is essential.

45

Jan
clashes
Start times are not 1 or At least two shows, with times, and
sufficient on their exit from shows before 5pm
own to identify
shows
2 or
At least three shows, with times, and
3 All four shows (no more), with
times, and exit from shows before
5pm and no clashes
Example: SL: 12.15 – 12.50
MARK SCHEME – LEVEL 1 – SAM W 1.30 – 2.05
H 3 – 3.45
T 4.15 – 4.35
marks for question 4Mark Notes
Q9
Jan Finds correct total per 1 or One of 329.88, 324.51, 432
or approximates two values
clashes
Accept comparison in P1: 30 + (12 × 24.99)
own to identify
for one-off payments 30 + 25 × 12 = (330)
shows
and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
2 or At least three shows, with times, and
OR Approximation method:
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
Finds correct total per 2 or Two of 329.88, 324.51, 432
5pm and no clashes
year for two packages OR Appropriate approximation for
Example: SL: 12.15 – 12.50
or approximates all three values
W 1.30 – 2.05
Totals per year for all 3 All Three: 329.88, 324.51, 432
H 3 – 3.45
packages
T 4.15 – 4.35
Compares two 1 or One comparison made. Incorrect
Q9 Finds
P2: correct total
Cheapest per 21 or
implies One of 329.88,
Comparisons 324.51,
made 432
across all three
year for one package
comparison OR Appropriate
options approximation
(correct figures) OR for
approximations with appropriate
justifications for within package is
cheapest.
Totalmonths
marksiffor
adjustments
question 5 OR Approximation method:
and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
28
packages
Mathematics at Levels 1 Compares
and 2 two 1 orAssessment
Sample OneMaterials
comparison made. Incorrect
© Edexcel Limited 2010
P2: Cheapest implies 2 Comparisons made across all three
comparison options (correct figures) OR
cheapest.

Mathematics at Levels 1 and 2 Sample
28 Assessment
Edexcel Materials
Functional Skills Qualification in © Edexcel Limited 2010
46
10 Jan wants to reduce her water bill.

She fills in this chart for one week.
Tally
Key: =5
shower
toilet
washing machine
Jan finds the following information on a website.
Litres used
shower (per shower) 30
toilet flush (per flush) 10
washing machine (per use) 100
Jan uses 40 litres of water per day for other things, such as cooking, washing up,
The Examiner explains drinking, and cleaning her teeth.
Key information is shown (a) How much water does Jan use in one week? (3)
in bold. Here the difference
between days and weeks Use the box below to show how you get your answer.
should be noticed. FUNCTIONAL SKILLS (MATHEMATICS)
MARK SCHEME
FUNCTIONAL – LEVEL
SKILLS 1 – SAM
(MATHEMATICS)
Quest. Evidence Mark Notes
Jan
Q10a
Jan Interprets tally 1 or 37 or 6 seen or implied.
Two features used 2 or 370 or 160 or 180 or 400 or 150
seen or implied
clashes
Accounts for all uses 3 950 + 280 =1230 weekly
Q10b Yearly water 1 Allow weeks in year from range 48
consumption to 52
own to identify
Their 1230 × [48,52] Ft from their (a)
shows
[59040, 63960]
Per 1000 litres 2 Per 1000 litres consumption figure
Their yearly is
allowed
Metered water cost 1 or Must be a money answer
5pm and no clashes
22 + [£86.94, £92.3]
Example: SL: 12.15 – 12.50
1.10× [59.04, 63.96]
W 1.30 – 2.05
Decision made 2 A comparison is made or implied. A
H 3 – 3.45
decision is made.
T 4.15 – 4.35

and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
Edexcel Functional
22 OR Skills Qualification in
Approximation method:
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
packages
47
Jan wants to know if her water bill would be cheaper if she had a water meter.
She assumes she uses the same amount of water each week.
Jan finds out some information about water charges.
With water meter: Fixed charge per year £22

plus £1.10 for every 1000 litres of water used.
Without water meter: Fixed charge of £120 per year
(b) Would Jan’s water bill be cheaper if she had a water meter? FUNCTIONAL SKILLS
(4) (MATHEMATICS)
Use the space below to show how you get your answer.
Quest. Evidence Mark Notes
Jan FUNCTIONAL SKILLS (MATHEMATICS)
Q10a Interprets
MARK tallySCHEME1–or 371or– 6SAM
LEVEL seen or implied.
Two features used 2 or 370 or 160 or 180 or 400 or 150
seen or implied
Question Accounts
Evidence for all uses 3Mark 950 Notes + 280 =1230 weekly
Q10b Yearly water 1 Allow weeks in year from range 48
Jan consumption to 52
Q8 A schedule
Their 1230 × of[48,52]
shows 1 At from
Ft least their
two shows
(a) with no time
[59040, 63960] clashes
Start timeslitres
Per 1000 are not 12 or At
Perleast
1000two shows,
litres with times,
consumption and
figure
sufficient
Their yearly on is
their exit from shows before 5pm
own to identify
allowed
shows
Metered water cost 1 or Must be a money answer
22 + 2 or At least three
[£86.94, £92.3] shows, with times, and
1.10× [59.04, 63.96] exit from shows before 5pm
Decision made 23 Allcomparison
A four showsis(no more),
made with A
or implied.
times,
decisionandis exit
made.from shows before
5pm and no clashes
Example: SL: 12.15 – 12.50
W 1.30 – 2.05
H 3 – 3.45
T 4.15 – 4.35
year for one package
The Examiner
OR Appropriate approximation for
explains
Candidates can be awarded
Accept
TOTAL FOR comparison
PAPER in
= 48 MARKS marks here following through
P1: 30 + (12 × 24.99)
for one-off payments
from their own answer
30 + 25 × 12 = (330)
and P2 made P2: 15 + (15.12 × to
3) +(a); errors
(29.35 × 9)made in (a) are
not penalised again here.
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
packages
Compares two 1 or
One comparison made. Incorrect
P2: Cheapest implies
2 Comparisons made across all three
Edexcel Functional Skills Qualification in justifications
23 for within package is
Mathematics at Levels 1 and 2 Sample Assessment Materials © Edexcel Limited 2010 cheapest.


48

49
Write your name here

Surname Other names
Edexcel Centre Number Candidate Number
Functional Skills
Mathematics
Level 2
Sample Assessment Material Paper Reference
Time: 1 hour 30 minutes FSM02/01 The Examiner explains
You must have: Total Marks

Candidates are expected to
Pen, calculator, HB pencil, eraser, ruler graduated in centimetres bring this equipment with
and millimetres, protractor, pair of compasses. them.
Instructions
• Use black ink or ball-point pen.
• centrethe
Fill in boxes at the top of this page with your name,
number and candidate number.
Each paper opens with
• Answer all questions.
a clear familiar layout
• –Answer the questions in the spaces provided
there may be more space than you need.
including:
• instructions candidates
• Calculators may be used. must follow
• information about the
Information
marks to show how much
• The total mark for this paper is 48.
• – usemarks
The for each question are shown in brackets
this as a guide as to how much time to spend on each question.
time to spend on each
question
• Where you see this sign you should show clearly how you get your
answers as marks will be awarded for your working out.
• supportive advice on
technique.
All candidates should read
Advice this page carefully before
• Read each question carefully before you start to answer it. they start.
• Show all stages in the calculations.
• Try to answer
Keep an eye on the time.
• Check your answers
every question.
• if you have time at the end. Support
Our published resources
Turn over
provide plenty of practice of
*S39282A0120*
assessment style questions
S39282A plus a complete practice
©2010 Edexcel Limited.
Edexcel Functional Skills Qualification in 33 paper with mark scheme.

50
Section A: Jobs
1 Barry interviews people for jobs.

Support Each person he interviews gives him a claim form.
One person gave him the claim form below.
The practice questions in our
published resources progress Barry checked the claim form and found some errors.
He put a ring round all the errors on the form.
in complexity, building
confidence with exam-style Claim form
questions.
Complete all sections.
Reason for claim Details Total
Train fare Return ticket £ 122.50
Car travel 28 miles at 27p per mile £ 8.16
£4.80
Travel refreshments
£3.40 £ 7.20
Total claim £ 137.36
The cost of car travel is now 29p per mile.

51
What should the correct Total claim be? (4)
Use the box below to show clearly how you get your answer.
This symbol indicates
that marks will be
given for working. Make sure
your learners understand
that they must show their
working whenever they see
this symbol.
Jobs
Q1 Identifies correct 1 or 28 × 29 or 4.80 + 3.40 seen
Jan calculations
Q8 A schedule of shows 21 At least
8.12, two
8.20 shows with no time
seen
Complete method 1 or clashes
Attempt to find correct total:
Start
showntimes are not 1 or At least+two
“8.12” shows,
“8.20” with times, and
+ 122.50
sufficient on their
States answer 2 exit from shows before 5pm
138.82
own to identify
shows
Q2 Considers criteria 21 or
or Two
At of :three
least 9.00 shows,
am start: (15times,
with min and
for at least one person interval: 5min between
exit from shows before 5pm each
Assume 5 min if 3 interview):No
All four showsoverlap in rooms
(no more), with
intervals are 20 min times, and exit from shows before
Intervals: need to see 2 All ofand
5pm : 9.00 am start: (15 min
no clashes
at least 5 consecutive interval: 5SL:
Example: min12.15
between each
– 12.50
times interview)WNo overlap
1.30 – 2.05in rooms.
Considers 1 or All times H given for at least three
3 – 3.45
presentation people orTrooms
4.15 – 4.35
Coordinates two of:
time, people, rooms.
Q9 Finds correctfeatures
Coordinates total per 12 or One ofand
Times 329.88,
rooms324.51, 432all
given for
year
time,for one package
people, rooms OR Appropriate
people or people approximation for
and rooms (correct)
Q3a Attemptcomparison
Accept to convert Bin 1 or 30 ×30
P1: 15+seen
(12 ×or24.99)
implied
Correct conversion
months if adjustments 2 21600 OR 23400
OR Approximation seen
method:
using
for 52 weeks
one-off OR
payments 30 + 25 × 12 = (330)
48 weeks
and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
packages
Compares two 1 or
P2: Cheapest implies2 Comparisons made across all three
Edexcel Functional Skills Qualification in 35 (correct figures) OR
comparison options
cheapest.

52
2 Barry has to organise interviews on one day.

5 people are going to be interviewed for a job.
The 5 people are Ali, Ben, Charlie, Dan and Erica.
Each person will have 3 separate interviews.
Each person will be interviewed once in each of 3 rooms.
Anyone not being interviewed will wait in the waiting room.
• Each interview will last 15 minutes.
• There are 5 minutes between each interview.
• The first interviews will start at 9.00 am.
• All rooms can be used for interviews at the same time.
Room 1 Room 2 Room 3 Waiting room

53
Draw a chart or table to show the times and rooms for the 5 people being
interviewed. FUNCTIONAL SKILLS
(4) (MATHEMATICS)
Use the box below to show your answer clearly.

Jobs
Q1 Identifies correct 1 or 28 × 29 or 4.80 + 3.40 seen
calculations
FUNCTIONAL SKILLS 2 (MATHEMATICS)
8.12, 8.20 seen
Complete
MARK method
SCHEME1–or Attempt
LEVEL 1 – SAM to find correct total:
shown “8.12” + “8.20” + 122.50
States answer 2 138.82
marks for question Mark4 Notes
Q2 Considers criteria 1 or Two of : 9.00 am start: (15 min
Jan for at least one person interval: 5min between each
Q8 A schedule
Assume of shows
5 min if 1 At least two shows
interview):No with
overlap inno time
rooms
intervals are 20 min clashes
Start timesneed
Intervals: to see 12 or
are not At
Allleast two shows,
of : 9.00 with
am start: (15times,
min and
sufficient on their
at least 5 consecutive exit from5shows
interval: before 5pm
min between each
own
timesto identify interview) No overlap in rooms.
shows
Considers 1 or All times given for at least three
presentation 2 or At leastorthree
people roomsshows, with times, and
Coordinates two of: exit from shows before 5pm
time, people, rooms. 3 All four shows (no more), with
Coordinates features 2 times,
Times andand exit
roomsfrom shows
given for before
all
time, people, rooms 5pm
people and
orno clashes
people and rooms (correct)
Example: SL: 12.15 – 12.50
W 1.30 – 2.05
Q3a Attempt to convert B 1 or 30 × 15 seen H 3 or implied
– 3.45
Correct conversion 2 21600 ORT 234004.15 – seen
4.35
Totalusing 52 weeks
marks OR
for question 4
48 weeks

and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
packages
cheapest.
(Total
Total for Question
marks 2 = 4 marks)
for question 5

54
3 Barry has been asked to compare the pay for four similar jobs advertised in a news paper.
Able Computer Sales Beta IT Support

Sales Consultant Sales Assistant
Pay: £23,000 per year Full time: 30 hours per week

Pay: £15 per hour

Compu Systems Digital Hardware

Jobs Sales Agent Sales Adviser
Q1 Identifies correct 1 or will28be× £1800,
Pay per month 29 or 4.80
plus+ 3.40 seenSalary of £20,000 per year + team
calculations commission of 1% of monthly sales. bonus of 20% of salary.
2 8.12, 8.20 seen
Average monthly sales are £22,000.
Complete method 1 or Attempt to find correct total:
shown “8.12” + “8.20” + 122.50
States answer 2 138.82
Examiner’s teaching tip Total marks for question 4
Q2 Considers criteria 1 or Two of : 9.00 am start: (15 min
Working is essential in this for at least one person interval: 5min between each
type of question requiring a Assume 5 min if interview):No overlap in rooms
intervals are 20(a)minHow much does Beta IT Support pay per year? (2)
decision. Candidates must Intervals: need to see 2 All of : 9.00 am start: (15 min
show working with their at least 5 consecutive interval: 5 min between each
times Use the box below to show clearly
interview) how you
No overlap get your answer.
in rooms.
answer to gain any marks. Considers 1 or All times given for at least three
presentation people or rooms
Coordinates two of:
time, people, rooms.
Coordinates features 2 Times and rooms given for all
time, people, rooms people or people and rooms (correct)
Q3a Attempt to convert B 1 or 30 × 15 seen or implied
Jan Correct conversion 2 21600 OR 23400 seen
Q8 A schedule
using of shows
52 weeks OR 1 At least two shows with no time
48 weeks clashes
own to identify
shows
5pm and no clashes
Example: SL: 12.15 – 12.50
W 1.30 – 2.05
H 3 – 3.45
T 4.15 – 4.35
year for one38package OR Appropriate
Edexcel Functional Skills Qualification inapproximation for
or approximates Mathematics at Levels two1 values
and 2 Sample Assessment Materials © Edexcel Limited 2010

and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
Edexcel Functional Skills Qualification in P3: 36 × 12 = (432) 53
55

2

(b) Which job pays the most money? (6)
Use the box below to show clearly how you get your answer. MARK SCHEME – LEVEL 1 – SAM
Jobs
Q3b
Jan C and D salary calcs 1 or Correct method to convert C OR D
Monthly or yearly or for comparison:
weekly acceptable C yearly: 1800 + (0.01(oe) × 22000)
clashes
Accept use of 52 or (1800 + “220”) × 12 (oe)
48 weeks in a year, if C monthly
consistently used 1800 + (0.01(oe) × 22000)
own to identify
Accept use of 4 C weekly (assumes 4 weeks in a
shows
weeks in a month, if month)
consistently used 1800 ÷ 4 + (22000 × 0.01(oe)) ÷ 4
C weekly (conversion from year)
1800 + (0.01(oe) × 22000)
(1800 + “220”) × 12 (oe) ÷ 52
5pm and no clashes
OR
Example: SL: 12.15 – 12.50
D yearly: 20000 × 1.2 (oe)
W 1.30 – 2.05
D monthly: 20000 × 1.2 (oe) ÷ 12
H 3 – 3.45
D weekly 20000 × 1.2 (oe) ÷ 52 OR
T 4.15 – 4.35
20000 × 1.2 (oe) ÷ 48
2 or Correct method to convert C AND D
for comparison
year for one
£24240/ package
24000 per 3 or OR Appropriate
Correct answer forapproximation
C OR D for
or approximates
year two
Timevalues
periods can be different but
£2020/£2000 per accuracy required
Accept
month comparison in P1: 30 + (12 × 24.99)
months if adjustments
£505/£466.15/ per OR Approximation method:
for
weekone-off
(52 wks)payments 30 + 25 × 12 = (330)
and P2 made per
£461.54/£500 P2: 15 + (15.12 × 3) + (29.35 × 9)
week (48 wks) OR Approximation method:
£24240/ 24000 per 4 15 + (15answer
Correct × 3) + for
(30 C× AND
9) = 330
D
year P3:
Time 36periods
× 12 = can
(432)be different but
Finds correct total
£2020/£2000 per per 2 or Two of 329.88,
accuracy required324.51, 432
year
monthfor two packages OR Appropriate approximation for
or approximatesper
£505/£466.15/ all three values
Totals
week (52perwks)
year for all 3 All Three: 329.88, 324.51, 432
packages
£461.54/£500 per
Compares
week (48 wks)two 1 or One comparison made. Incorrect
packages
Comparison of all in 1 or figures
A, B, C,allowed.
D in same time period in
P2:
sameCheapest implies
time period 2 Comparisons made across all three
order to compare
comparison
Decision (D) 2 (correct (ft) fromOR
Correct decisionfigures)
options their
approximations
working and their (a).appropriate
with Compares
justifications for time
jobs in the same within package is
period.
cheapest.
Decision stated clearly comparing
Total marks for question 5 jobs in same time period.

Edexcel Functional Skills Qualification in 28 Edexcel Functional Skills Qualification in
39
Mathematics at Levels 1 and 2 Mathematics
Sample at Levels
Assessment 1 and 2
Materials Sample
© Edexcel Assessment
Limited 2010 Materials © Edexcel Limited 2010
56
Section B: Mid-Shire Council

4 A man has complained to Mid-shire Council.
He says that a neighbour’s hedge is causing loss of light to his garden.
When the hedge is too high, the council can order the neighbour to cut the hedge.
The council uses this formula to work out the height allowed for a hedge.
H = DA ÷ L
H = The height of hedge allowed (m)

D = Direction factor
A = The area of the garden affected by the hedge (m2)
L = The length of the hedge (m)
The direction factor of the man’s garden is 0.55

The area of the man’s garden affected by the hedge is 40.5 m2.
The length of the hedge is 9 m.

57
The height of the hedge is 3 m.
Should the council order the neighbour to cut the hedge? (3)

Mid-shire
QuestionCouncil
Evidence Mark Notes
Q4 Uses figures correct 1 or 0.55 × 40.5 ÷ 9
Jan substitution
2.475
clashes
Makes
Start decision
times are not 11 or Makes
At leastatwo
correct decision
shows, based on
with times, and
sufficient on their the information presented.
Total marks
own for question
to identify 3
Q5a Appropriate graph
shows 1 or Attempts to draw a graph on which
would be scatter or 2 or points
At leastcan be plotted
three shows, (minimum
with times,isand
line graph labelled
exit fromaxes,
showslinear scale)
before 5pm
Accept bar graph 3 All four shows (no more), with
2 or Attempts
times, andtoexit
draw
froma graph
showsonbefore
which
5 points
5pm andare
no plotted
clashes
Tolerance of 2 mm 3 Attempts to
Example: draw
SL: 12.15a graph on which
– 12.50
when plotting 5 points are
W plotted, and joined with
1.30 – 2.05
a curve orHa3polygon
– 3.45
Q5b Selects method to use 1 or Reads from their–graph
T 4.15 4.35 or uses table
Total marks for question 4 using linear midpoint
Q9 Interprets
Finds information
correct total per 12 or Arrives
One at an appropriate
of 329.88, estimate: ft
324.51, 432
year for one package OR Appropriate approximation in
from their graph if not. Answer for
or approximates the range
two values8900 - 9200
and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
packages
Compares two 1 or
P2: Cheapest implies
2 Comparisons made across all three
cheapest.

58
5 Mid-shire Council runs a service which delivers meals to elderly people.

The council uses five vans to deliver meals.
The vans are the same make and model.
The table below gives information about the value and ages of the five vans.
New 1 year old 2 years old 3 years old 4 years old 5 years old
Examiner’s teaching tip £16 000 £ 11 500 £9800 £8500 £7400 £6500
Remind your learners to label
The council want to be able to estimate the value of a van using its age.
the axes.
(a) Draw
MARK SCHEME a graph
– LEVEL 2 –the
SAMcouncil could use to estimate the value of a van. (3)

Mid-shire Council
substitution
FUNCTIONAL SKILLS 2 (MATHEMATICS)
2.475
Makes decision 1 Makes a correct decision based on
the information presented.
marks for question 3Mark Notes
Q5a Appropriate graph 1 or Attempts to draw a graph on which
Jan would be scatter or points can be plotted (minimum is
Q8 A schedule
line graph of shows 1 At least two
labelled axes,shows
linearwith no time
scale)
Accept bar graph clashes
Start times are not 12 or
or At least two
Attempts shows,
to draw with times,
a graph and
on which
sufficient on their exit fromare
5 points shows before 5pm
plotted
own to identify
Tolerance of 2 mm 3 Attempts to draw a graph on which
shows
when plotting 5 points are plotted, and joined with
2 or At least or
a curve three shows, with times, and
a polygon
Q5b Selects method to use 1 or exit
Reads from
fromshows
theirbefore
graph 5pm
or uses table
3 All
usingfour shows
linear (no more), with
midpoint
Interprets information 2 times, and exit from shows before ft
Arrives at an appropriate estimate:
5pm
from and
theirnograph
clashes
if not. Answer in
Example:
the range 8900SL: 12.15
- 9200– 12.50
W 1.30 – 2.05
H 3 – 3.45
T 4.15 – 4.35

and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
packages
Compares two 42 1 or Functional
Edexcel One comparison made.inIncorrect
Skills Qualification
packages Mathematics figures
at Levelsallowed.
1 and 2 Sample Assessment Materials © Edexcel Limited 2010
cheapest.

59


Mid-shire Council
The council wants to buy another van of the same make and model to deliver meals.
One van is 2.5 years old. substitution
2 2.475
Makes decision 1 Makes a correct decision based on
(b) How much should the council expect to pay for the van? (2) the information presented.
Q5a Appropriate graph 1 or Attempts to draw a graph on which
Use the box below to show clearly how you get your answer. would be scatter or points can be plotted (minimum is
line graph labelled axes, linear scale)
Accept bar graph
FUNCTIONAL SKILLS 2 or(MATHEMATICS)
Attempts to draw a graph on which
MARK SCHEME – LEVEL 5 points are plotted
1 – SAM
Tolerance of 2 mm 3 Attempts to draw a graph on which
when plotting 5 points are plotted, and joined with
Question Evidence Mark aNotes
curve or a polygon
Q5b
Jan Selects method to use 1 or Reads from their graph or uses table
using linear midpoint
Interprets information 2 Arrives at an appropriate estimate: ft
clashes
from their graph if not. Answer in
the range 8900 - 9200
own to identify
shows
5pm and no clashes
Example: SL: 12.15 – 12.50
W 1.30 –The2.05 Examiner explains
H 3 – 3.45
T 4.15 – Candidates
4.35 can use more
Total marks for question 4 than one method to work
year for one package out their answer.
OR Appropriate approximation for Any
or approximates two values appropriate method will be
Accept comparison in
credited.
P1: 30 + (12 × 24.99)
and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
(Totalpackages
for Question 5 = 5 marks)
Compares
Edexcel Functional Skills Qualification in two 1 or One comparison made. Incorrect 55
Mathematics at Levels 1 and 2 packages figures allowed. © Edexcel Limited 2010
Sample Assessment Materials
cheapest.

60
6 The table below shows information about the grit mixture Mid-shire Council used on icy
roads last year.
Last year’s mixture
Grit mixture: salt to sand in the ratio of 1:2 by weight.
The council used 300 tonnes of this grit mixture each day when the roads
were icy.
The costs of materials: Salt: £71.95 per tonne.

Sand: £12.21 per tonne.

(a) What is the cost of last year’s mixture for each day it was used? (2)
This is a short question
where just the answer will Use the box below to show clearly how you get your answer.
gain 2 marks.
Mid-shire
QuestionCouncil
Evidence Mark Notes
Q6a Attempts to find 1 or 300 ÷ 3 × 71.95 OR
Jan either amount 300÷ 3 × 2× 12.21 seen or implied
Q8 A schedule of shows
currently
1 At least two shows with no time
OR 71.95 + 12.21 + 12.21 × 100 oe
clashes
2 £9367 seen or implied
Q6b Attempts
sufficient to
onfind
theirnew 1 or (300) ÷ 4 shows
exit from × 71.95before
OR 5pm
cost per day OR
own to identify find (300) ÷ 4 × 3 × 12.21 seen or
amount
shows of salt in implied
comparison to sand 2 or OR 71.95
At least + 3 shows,
three × 12.21with
× 75times,
oe and
2 Correct
exit fromcost of either
shows beforesalt
5pmOR sand
3 seen for 1shows
All four day 5396.25,
(no more),2747.25
with
3 Correct
times, and costexit
of from
eithershows
salt AND sand
before
seen
5pm for
and1no day or total cost for 1 day
clashes
(8143.5,
Example:5396.25,
SL: 12.15 2747.25
– 12.50
Attempts to find cost 1 or Their (a) W × 291.30 – ‘8143.5’×
OR 2.05 29
for 29 days seen or implied
H 3 – 3.45
OR DifferenceT 4.15between
– 4.35 daily rate
Total marks for question 4 found (1223.5)
Cost for 29 days 2 or Their (a) × 29 AND ‘8143.5’× 29
seen or implied OR their Difference
between daily rate × 29 seen or
implied
Correct total found 3 Correct difference found
35481.50
and P2 made P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
or approximates 44 all Skills
Edexcel Functional threeQualifi
valuescation in
Totals per year for allMathematics
3 atAll Three:
Levels 1 and329.88,
2 324.51, 432 Sample Assessment Materials © Edexcel Limited 2010
packages
cheapest.
61
Jenny has to reduce the cost of grit mixture for the council.
She recommends changing to the following mixture.
Jenny’s mixture
Grit mixture has a salt content of 25% by weight.
The council will still use 300 tonnes of this grit mixture each day the roads are icy.
The cost of materials has not changed.
It is predicted that there will be 29 days in 2010/11 when the roads are icy. The Examiner explains
Jenny compares the cost of her plan with last year’s plan for 29 days.
Jenny says her plan will cost less than last year’s plan.
This is a longer question,
with the marks divided into
sections. The award of marks
(b) What is the difference in cost for the council if they use Jenny’s mixture for
2010/11? (6)– LEVEL 2 – SAM
therefore depends on clear
MARK SCHEME
working being shown.
Question
Use the box below to show clearly how you get your answer. Evidence Mark Notes
Mid-shire Council
Q6a Attempts
MARK to find
SCHEME1–or 300
LEVEL 1 –÷ SAM
3 × 71.95 OR
either amount 300÷ 3 × 2× 12.21 seen or implied
currently OR 71.95 + 12.21 + 12.21 × 100 oe
Question Evidence 2Mark £9367
Notes seen or implied
Q6b Attempts to find new 1 or (300) ÷ 4 × 71.95 OR
Jan cost per day OR find (300) ÷ 4 × 3 × 12.21 seen or
Q8 A schedule of shows 1
amount of salt in
At least two shows with no time
implied
clashes
comparison to sand OR 71.95 + 3 × 12.21 × 75 oe
2 Correct cost of either salt OR sand
seen for 1 day 5396.25, 2747.25
own to identify
3 Correct cost of either salt AND sand
shows
seen for 1 day or total cost for 1 day
(8143.5, 5396.25, 2747.25
Attempts to find cost 1 or Their (a) × 29 OR ‘8143.5’× 29
for 29 days seen or implied
OR Difference between daily rate
5pm and no clashes
found (1223.5)
Example: SL: 12.15 – 12.50
Cost for 29 days 2 or Their (a) × 29 AND ‘8143.5’× 29
W 1.30 – 2.05
seen or implied OR their Difference
H 3 – 3.45
between daily rate × 29 seen or
T 4.15 – 4.35
implied
TotalCorrect
markstotal
for question
found 4
3 Correct difference found
35481.50
Totalyear for one
marks for package
question 8 OR Appropriate approximation for

(Total
andfor
P2Question
made 6 = 8 marks) P2: 15 + (15.12 × 3) + (29.35 × 9)
15 + (15 × 3) + (30 × 9) = 330
P3: 36 × 12 = (432)
Edexcel Functional Skills Qualification in year for two packages OR 45Appropriate approximation for
Mathematics at Levels 1 and 2 Sample Assessment Materials or approximates
© Edexcel Limited 2010all three values
packages
cheapest.
62
Section C: Garden

7 Jeba grows plants.
She uses liquid plant food.
Concentrated Liquid Plant Food
Bottle contains: 1500 ml plant food
Instructions to feed each plant:

Mix 15 ml of plant food with 1 litre of water
Jeba uses 15 ml of plant food with 1 litre of water to feed 1 plant.

She has 9 plants growing in the greenhouse.
The plants in the greenhouse need feeding with plant food once a week.
She has 11 plants growing in the vegetable plot.
The plants in the vegetable plot need feeding with plant food twice a week.
How many bottles of plant food does Jeba use in 12 weeks? (4)

63

Garden
Q7
Garden Number of feeds in 1 1 1500 ÷ 15 oe, 100 feeds per bottle
bottle seen, seen or implied
Q7 Number of feeds in 1 1 1500 ÷ 15 oe, 100 feeds per bottle
Number of feeds per 1 or 12 × 9 OR 12 × 11 × 2 seen or
set of plants implied
OR 9 + (11 × 2) seen or implied
OR their total feeds per week × 12
2 or 12 × 9 AND 12 × 11 × 2 seen or
implied
2 or 12 × 9 AND 12 × 11 × 2 seen or
OR 9 + (11 × 2) × 12
implied
OR 372 seen
OR 9 + (11 × 2) × 12
Total number of 1 4 bottles stated or ft from their total
OR 372 seen
bottles number of feeds ÷ 100
Q8a Attempt
Total markstofor
find
question 14 or 65 × 64 × 120 seen or implied
volume
Q8a Attempt to find 1 or 65 × 64 × 120 seen or implied
Attempt to reduce 2 or “65 × 64 × 120” × 0.4 (oe)
volume
volume
Correct reduced 3 Answer 199680 cm2 or 19.968 m2
volume
volume + unit
Q8b Checking procedure 1 or Attempt to estimate
volume + unit
selected OR attempt to reverse calculation or
appropriate other method
2 Correct estimation OR reverse
calculation or appropriate other
method
Q8c Area of plot 1 11 × 7 seen or implied
method
Ft from their (a) 1 or Their (a) converted to litres
throughout 199680 ÷ 1000 (cm) or
Finds number of litres 0.19968 × 1000 seen or implied
of compost
Finds number of litres 2 or “77” ÷ 0.25 (oe) or “77” × 4
of compost
needed for plot
Correct decision 3 Correct decision supported by their
needed for plot
working
working


64
8 Jeba uses food waste to make compost.

Her compost bin is in the shape of a cuboid.
The compost bin has length 65 cm, width 64 cm Diagram NOT
and height 120 cm. accurately drawn
8 Jeba uses food waste to make compost.
Her compost bin is in the shape of a cuboid.
The compost bin has length 65 cm, width 64 cm Diagram NOT
and height 120 cm. accurately drawn
Volume of a cuboid = length × width × height
Volume of a cuboid = length × width × height

Jeba fills
FUNCTIONAL the compost
SKILLS bin completely with food waste.
(MATHEMATICS)
The food waste becomes compost and reduces in volume by 40%.
Question Evidence (a) WhatMark Notes of the compost after it has been reduced by 40%?
is the volume (3)
Garden
Jeba fills the compost bin completely with food waste.
bottle Use the box below toseen,
show clearly
seen how you get your answer.
or implied
The food waste becomes compost and reduces in volume by 40%.
(a) What is the volume OR 9 +of(11 2) seen orafter
the× compost it has been reduced by 40%?
implied (3)
FUNCTIONAL Use the box2 or
SKILLS 12 × 9 AND 12 × 11 × 2 seen or
(MATHEMATICS)
below to show clearly how you get your answer.
MARK SCHEME – LEVEL implied
2 – SAM
FUNCTIONAL SKILLS (MATHEMATICS) OR 9 + (11 × 2) × 12
MARK SCHEME – LEVEL OR2 372– SAM seen
Question Total number of
Evidence 1
Mark 4 bottles stated or ft from their total
Notes
Garden
Question Total marks for question 4Mark Notes
Evidence
Q8a
Garden Attempt to find 1 or 65 × 64 × 120 seen or implied
volume
Q7 Number of feeds per in 1 1 or 12
1500× 9÷OR 15 oe,12 ×10011feeds
× 2 seen per or
bottle
set of plants
bottle implied
seen, seen or implied
volume
Number of feeds per 1 or OR
12 ×99+OR (1112 × 2)
× 11seen × 2orseen
implied
or
set of plants OR their total feeds per week × 12
implied
volume + unit
2 or 12
OR×99+AND (11 ×12 2) ×seen
11 ×or2implied
seen or
implied
2 or OR
12 ×99+AND (11 ×12 2) ×× 11
12 × 2 seen or
OR 372 seen
implied
Examiner’s teaching tip Total number of 1
4ORbottles
9 + (11 stated
× 2)or× ft12from their total
bottles number
OR 372 of feeds ÷ 100
seen
Estimation or reverse Total marks
Total for question
number of 41
method
4 bottles stated or ft from their total
Q8c Area of plot (b) Show1how you11can × 7check
seen oryour impliedanswer to (a). Write your check in the box below. (2)
calculation methods
Q8a are Attempt
bottles to find
Ft from their (a) 1 or
1 or
number
65
Their× 64 of120
feeds
(a)×convertedseen÷ 100
or
to implied
litres
Total marks for question
volume 4 (MATHEMATICS)
acceptable here. FUNCTIONAL
throughout SKILLS 199680 ÷ 1000 (cm) or
Q8a Attempt
FindsMARK to
numberreduce
find 2 or
of litres 1– LEVEL
SCHEME “65 × 64
65 2×–64SAM
0.19968 × 120”
×× 120
1000seen × 0.4 (oe)
seenororimplied
implied
volume
of compost 2 2
Correct
Attempt
Finds reduced of litres 322 or
to reduce
number or Answer
“65 ×÷64
“77” 199680
0.25 (oe) cm
× 120” ×
or0.4 or(oe)
“77” 19.968
×4 m
Question volume
Evidence
needed for + unit
plot (b) ShowMark how youNotes can check your answer to (a). Write your check in the box below. (2)
2
Q8b
Garden Checking
Correct procedure
Correct decision
reduced 133 or Attempt
Answer decision
Correct to estimate
199680 cm or 19.968
supported m2
by their
Q7 selected
volume + unit
Number of feeds in 1 1 OR attempt
working
1500 ÷ 15 oe, 100 feeds per bottleor
to reverse calculation
Q8b Total Checking procedure
marks for question 9
bottle 1 or appropriate
Attempt
seen, seen other
to estimate
or method
implied
selected of feeds per
Number 2 or
Edexcel 1Functional
Correct
OR
12 ×attempt
Skills 9 OR estimation
Qualifi
to ×reverse
12
cation 11 ORcalculation
reverse
in × 2 seen or
or
48
set of plants Mathematics at Levelscalculation
1 and 2 or
appropriate
implied appropriate
other method other Sample Assessment Materials © Edexcel Limited 2010
2 method
Correct
OR estimation
9 + (11 × 2) seen ORorreverse
implied
Q8c Area of plot 1 11
OR ×their
7 seen
calculation or appropriate
or
total implied
feeds per week other
× 12
Ft from their (a) 12 or
or Their
method (a) converted
12 × 9 AND 12 × 11 × 2 seen or to litres
Q8c throughout
Area of plot 1 199680
11 × 7 seen
implied ÷ 1000 (cm) or
or implied
Finds
Ft from number of litres
their48(a) Edexcel 1 or
Functional 0.19968
Their ×converted
(a)(11
Skills9Qualifi
OR + 1000
× 2) seen
cation in
× 12 toorlitres
implied
of compost
throughout Mathematics at Levels 199680
1 and÷2 1000 (cm) or
OR 372 seen
Finds number of
Total number of litres 21 or “77”
40.19968 ÷ 0.25
bottles (oe)or
×stated
1000 orft“77”
seen ×their
4 total
or implied
from
needed
of compost
bottles for plot number of feeds ÷ 100
Total marksdecision
Correct
Finds number of litres 342 or
for question Correct
“77” ÷ 0.25 decision
(oe) or supported
“77” × 4by their
needed for plot working
Total marksdecision
Correct for question 93 Correct decision supported by their
volume
working
Edexcel Functional Skills Qualifi volume
cation in 57
volume + unit
65


Garden
Jeba can cover 0.25 m of the vegetable plot with 1 litre of compost.
2
The vegetable plot is a rectangle which measures 11 m by 7 m. 2 or 12 × 9 AND 12 × 11 × 2 seen or
implied
OR 9 + (11 × 2) × 12
1 litre = 1000 cm3 OR 372 seen
1000 litres = 1m3
bottles number of feeds ÷Examiner’s
100 tipteaching
Q8a Attempt to find 1 or 65 × 64 × 120 seenConversion between units
or implied
volume
(c) Can Jeba cover all of the vegetable plot with compost from reduce bin? 2 or (4)“65 × 64 × 120” ×is
onetocompost
Attempt 0.4a(oe)
general weakness, with
volume candidates confusing x100
Use the box below to show clearly how you get your answer.volume + unit and x1000.
selected
FUNCTIONAL SKILLS (MATHEMATICS)OR attempt to reverse calculation or
MARK SCHEME – LEVEL appropriate
2 – SAMother method
Question Evidence Mark method
Notes
Q8c
Garden Area of plot 1 11 × 7 seen or implied
Q7 Ft from their
Number (a) in 1 11 or
of feeds Their
1500 ÷(a)15converted to litres
oe, 100 feeds per bottle
throughout
bottle 199680
seen, seen or impliedor
÷ 1000 (cm)
Finds
Number number of litres
of feeds per 1 or 0.19968
12 × 9 OR × 1000 seen
12 × 11 × 2orseen
implied
or
of
setcompost
of plants implied
Finds number of litres 2 or “77”
OR 9÷+0.25
(11 ×(oe) or “77”
2) seen ×4
or implied
needed for plot OR their total feeds per week × 12
Correct decision 32 or Correct decision
12 × 9 AND 12 ×supported
11 × 2 seen by or
their
working
implied
Total marks for question 9 OR 9 + (11 × 2) × 12
OR 372 seen
volume
volume
volume + unit
Edexcel Functional Skills Qualification in 2 Correct estimation OR reverse 57
Mathematics at Levels 1 and 2 calculation or appropriate
Sample Assessment Materials other 2010
© Edexcel Limited
method
of compost
needed for plot
working
66

2
9 Jeba wants to grow potatoes.
(Source: www.gardening-tools-direct.co.uk)
Here is some information Jeba finds out about potatoes.
Type of Total weight of potatoes

Sowing distances
potato from each plant in one year
• sow 20 cm deep
King
• 37.5 cm between each seed potato in a row 5 kg
Edward
• rows 75 cm apart
Jeba will plant potatoes in a rectangular plot 6 m wide by 10 m long.

She will use all of the plot for growing potatoes.
Jeba will grow potatoes to sell.
She wants to know the weight of potatoes she can grow in one year.
What weight of potatoes can Jeba grow in one year? (3)

67

You can use this grid to help you work out your answer.
Garden
Q9
Garden Answer may be 1 or Finds number of plants in row OR
shown number of rows
Q9 Answer may be 1 or Finds number of plants in row OR
diagrammatically or (No gap, along 6 m side)
shown number of rows
use calculations 600÷ 37.5, 16 seen or implied (oe)
diagrammatically or (No gap, along 6 m side)
Number of plants 1000 ÷ 75, 13 seen or implied (oe)
use calculations 600÷ 37.5, 16 seen or implied (oe)
attempted (Gap, along 6 m side)
Number of plants 1000 ÷ 75, 13 seen or implied (oe)
May leave gap at “600” ÷ 37.5,seen or implied (oe).
attempted (Gap, along 6 m side)
ends of plot Allow answers [13, 15]
May leave gap at “600” ÷ 37.5,seen or implied (oe).
Allow gap between “1000” ÷ 75, seen or implied (oe).
ends of plot Allow answers [13, 15]
30 – 50 cm Allow answers [12, 13]
Allow gap between “1000” ÷ 75, seen or implied (oe).
Allow rows to run (No gap, along 10 m side)
30 – 50 cm Allow answers [12, 13]
along 6 m side or 1000÷ 37.5, 26 seen or implied (oe)
Allow rows to run (No gap, along 10 m side)
10 m side of plot 600 ÷ 75, 8 seen or implied (oe)
along 6 m side or 1000÷ 37.5, 26 seen or implied (oe)
Gap, along 10 m side)
10 m side of plot 600 ÷ 75, 8 seen or implied (oe)
“1000” ÷ 37.5, seen or implied (oe).
Gap, along 10 m side)
Allow answers [24, 25]
“1000” ÷ 37.5, seen or implied (oe).
600 ÷ 75, seen or implied (oe) Allow
Allow answers [24, 25]
answers [5, 6]
600 ÷ 75, seen or implied (oe) Allow
Ft from their method 2 or Their plants in a row × number of
answers [5, 6] st
rows (ft from 1 mark)
Ft from their method 2 or Their plants in a row × number of
Allow answers [120- 208]
rows (ft from 1st mark)
OR Uses area method
Allow answers [120- 208]
700 × 1000÷ (37.5 × 75),
OR Uses area method
Ft from their method 3 Their number of plants × 5
700 × 1000÷ (37.5 × 75),
Ft from their method 3 Their number of plants × 5
TOTAL FOR PAPER = 48 MARKS


Edexcel
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© Edexcel 2010
Produced by Paul and Jane Shuter for Edexcel

Publisher: Shirley Wakley
Editors: Ag MacKeith and Elina Helenius
Photo research: Thelma Gilbert
Design: AMR Design Ltd, www.amrdesign.com
Acknowledgements
We would like to thank the following for permission to reproduce
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For further information, please visit our functional skills website – www.edexcel.com/fs
Alternatively, call our customers team on 0844 576 0028
Edexcel Further copies of this publication are available to order from Edexcel publications.
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Edexcel Functional Skills

Mathematics, Levels 1 & 2

Inside you’ll find:

Welcome to your complete delivery guide

Preparing to teach Functional Skills Mathematics from September 2010

Our ongoing free support will be available on our website www.edexcel.com/fsmathematics.

2 Guide to the Specification 21

3 Guide to the Assessment 29

Getting Started: Specification and Assessment Overview

Introducing Functional Skills

You’ll benefit from our experience

Clear, straightforward specifications for easier delivery

A full range of support to meet your needs

There’s plenty of opportunity for assessment

Clear, accessible papers for improved achievement

Functional Skills Mathematics assessment at a glance

Functional Skills Mathematics

Assessment structure – Levels 1 & 2

Assessment One external assessment. One external assessment.

Sections Three sections in each Three sections in each

Assessment 1 hour 30 minutes. 1 hour 30 minutes.

Marks 16 marks per section. 16 marks per section.

Additional Calculators are allowed. Calculators are allowed.

Teaching Functional Skills Mathematics within KS3 and GCSE

Teaching Functional Skills

Teaching Functional Skills Mathematics within GCSE

Edexcel Functional Skills Mathematics and GCSE

It’s worth an additional half GCSE in SCAAT points

How Level 1 Functional Skills Mathematics maps within GCSE

How Level 1 Functional Skills

Edexcel Functional Skills Mathematics Link to Edexcel GCSE Mathematics Specification

Understand negative • Recognise but N b Order rational 2F • Order integers

Understand and use • Understand N b Order rational 2F • Find equivalent fractions

How Level 1 Functional Skills Mathematics maps within GCSE

Edexcel Functional Skills Mathematics Link to Edexcel GCSE Mathematics Specification

• Convert between (Metric equivalents should be known )

• Find areas and • Calculate area and perimeter of compound

How Level 1 Functional Skills Mathematics maps within GCSE

Edexcel Functional Skills Mathematics Link to Edexcel GCSE Mathematics Specification

How Level 1 Functional Skills Mathematics maps within GCSE

Functional elements in Edexcel GCSE Mathematics

Functional Skills Mathematics process skills

Assessment weighting: Assessment weighting: Assessment weighting:

Representing – selecting the Analysing – processing and Interpreting – interpreting and

• Candidates recognise that • Candidates use appropriate • Candidates interpret results

• Candidates select the

How Level 2 Functional Skills Mathematics maps within GCSE

How Level 2 Functional Skills

Edexcel Functional Skills Mathematics Link to Edexcel GCSE Mathematics Specification

How Level 2 Functional Skills Mathematics maps within GCSE

Edexcel Functional Skills Mathematics Link to Edexcel GCSE Mathematics Specification

How Level 2 Functional Skills Mathematics maps within GCSE

Edexcel Functional Skills Mathematics Link to Edexcel GCSE Mathematics Specification

• Pie charts SP d Design data- 1F • Interpret and discuss the data

How Level 2 Functional Skills Mathematics maps within GCSE

Edexcel Functional Skills Mathematics Link to Edexcel GCSE Mathematics Specification

A s Discuss, plot 1F • Calculate the mean of a small data set, using

How Level 2 Functional Skills Mathematics maps within GCSE

Functional elements in GCSE Edexcel Mathematics

How Level 2 Functional Skills Mathematics maps within GCSE

• Candidates identify relevant information, select appropriate representations

Functional Skills Mathematics process skills

Assessment weighting: Assessment weighting: Assessment weighting:

Representing – selecting the Analysing – processing and Interpreting – interpreting and