Maths Functional Skills Subject Content
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Subject Content

 

Open Awards Level 2 Functional Skills Qualification in Mathematics supports learners to apply their mathematical skills, through appropriate reasoning and decision making, to solve realistic problems of increasing complexity.

Learners should be:
• Introduced to new areas of life and work so that they are exposed to concepts and problems which, while not of immediate concern, may be of value in later life;
• Enabled to develop an appreciation of the role played by mathematics in the world of work and in life generally;
• Able to use these skills autonomously, applying them to a range of formal and informal contexts, in the workplace and in real life.


Scope of Study
The Scope of Study (SoS) for Mathematics, including the SoS references from the
DfE Subject Content is included below:
Use of number and the number system: Learners at Level 2 are expected to be
able to:

  • use numbers of any size;
  • read, write and make use of positive and negative integers of any size;
  • use, order and compare integers, fractions, decimals, percentages and ratios as well as recognise the value of a digit in any whole or decimal number;
  • use numerical and spatial patterns for a purpose;
  • calculate with, and convert between, numbers written as fractions, decimals, percentages and ratios.
Level 2 - Using numbers and the number system – whole numbers, fractions, decimals and percentages
SoS1. Read, write, order and compare positive and negative numbers of any size SoS2. Carry out calculations with numbers up to one million including strategies to check answers including estimation and approximation
SoS3. Evaluate expressions and make substitutions in given formulae in words and symbols SoS4. Identify and know the equivalence between fractions,
decimals and percentages

SoS5. Work out percentages of amounts and express one amount as a percentage of another

 SoS6. Calculate percentage change (any size increase and decrease), and original value after percentage change

SoS7. Order, add, subtract and compare amounts or quantities using proper and improper fractions and mixed numbers

 SoS8. Express one number as a fraction of another
SoS9. Order, approximate and compare decimals SoS10. Add, subtract, multiply and divide decimals up to three decimal places
SoS11. Understand and calculate using ratios, direct proportion and inverse proportion SoS12. Follow the order of precedence of operators, including indices

 

Use of common measures, shape and space: Learners at Level 2 are expected to be able to:
• handle relationships between measurements of various kinds;
• use angles and coordinates when involving position and direction;
• make use of geometric properties in calculations with 2-D and 3-D shapes and understand the relationships between them.

Level 2 - Using common measures, shape and space
SoS13. Calculate amounts of money, compound interest, percentage increases, decreases and discounts including tax and simple budgeting SoS14. Convert between metric and imperial units of length, weight and capacity using a) a conversion factor and b) a conversion graph
SoS15. Calculate using compound measures including speed, density and rates of pay SoS16. Calculate perimeters and areas of 2-D shapes including triangles and circles and composite shapes including non-rectangular shapes (formulae given except for triangles and circles)
SoS17. Use formulae to find volumes and surface areas of 3-D shapes including cylinders (formulae to be given for 3-D shapes other than cylinders) SoS18. Calculate actual dimensions from scale drawings and create a scale diagram given actual measurements
SoS19. Use coordinates in 2-D, positive and negative, to specify the positions of points SoS20. Understand and use common 2-D representations of 3-D objects
SoS21. Draw 3-D shapes to include plans and elevations SoS22. Calculate values of angles and/or coordinates with 2-D and 3-D shapes

 

Handle information and data: learners at Level 2 are expected to be able to:
• construct, interpret and evaluate a range of statistical diagrams;
• calculate and interpret probabilities;
• calculate, analyse, compare and interpret appropriate data sets, tables, diagrams and statistical measures such as common averages (mean, median, mode) and spread (range);
• use statistics to compare sets of data;
• identify patterns and trends from data as well as recognise simple correlation.

 

Level 2 - Handling information and data
SoS23. Calculate the median and mode of a set of quantities
SoS24. Estimate the mean of a grouped frequency distribution from discrete data
SoS25. Use the mean, median, mode and range to compare two sets of data
SoS26. Work out the probability of combined events including the use of diagrams and tables, including two-way tables
SoS27. Express probabilities as fractions, decimals and percentages
SoS28. Draw and interpret scatter diagrams and recognise positive and negative correlation

 

Solving mathematical problems and decision making


Learners are expected to be able to use the knowledge and skills in the Functional Skills Mathematics Level 2 Subject Content listed above to recognise and obtain a solution or solutions to a complex problem.
A complex problem is one which requires a multistep process, typically requiring planning and working through at least two connected steps or processes.
Individual problems are based on a combination of the knowledge and/or skills from the mathematical content areas (number and the number system; measures, shape and space; information and data).
At this level, it is expected that the learner will be able to address individual problems some of which draw upon a combination of all three mathematical areas and require students to make connections between those content areas.

Attributes, of which one or more may be present in a single task to consider it as problem solving, are listed below:

A. Tasks that have little or no scaffolding: there is little guidance given to the learner beyond a start point and a finish point. Questions do not explicitly state the mathematical process (es) required for the solution.

B. Tasks that provide for multiple representations, such as the use of a sketch or a diagram as well as calculations.

C. The information is not given in mathematical form or in mathematical language; or there is a need for the results to be interpreted or methods evaluated, for example, in a real-world context.

D. Tasks have a variety of techniques that could be used.

E. The solution requires understanding of the processes involved rather than just application of the techniques.

F. The task requires two or more mathematical processes or may require different parts of mathematics to be brought together to reach a solution.

Learners are expected to be able to:
• Read, understand, and use mathematical information and mathematical terms;
• Address individual problems as described above;
• Use knowledge and understanding to a required level of accuracy;
• Identify suitable operations and calculations to generate results;
• Analyse and interpret answers in the context of the original problem;
• Check the sense and reasonableness of answers;
• Present and explain results clearly and accurately demonstrating reasoning to support the process and show consistency with the evidence presented.


The context of individual problems at this level will require interpretation and analysis in order for the learner to be able to identify and carry out appropriate mathematical process(es) independently.

 

Information from Open Awards Level 2 Functional Skills Qualification in Mathematics

 

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