This unit describes the skills and knowledge to use the basic functions of a calculator.

This unit applies to individuals who need numeracy skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use basic functions on a calculator to undertake routine mathematical calculations	1.1 Identify and use keys for basic functions on a calculator 1.2 Calculate using whole numbers, money and routine decimals and percentages 1.3 Calculate with routine fractions and percentages 1.4 Apply order of operations to solve multi-step calculations 1.5 Interpret display and record result
2. Check and communicate results	2.1 Make estimations to check reasonableness of problem solving process, outcome and its appropriateness to the context and task 2.2 Use formal and informal mathematical language and appropriate symbolism and conventions to communicate the result of the task

Evidence of the ability to:

calculate using whole numbers and routine decimals and percentages

calculate with routine fractions

interpret display on calculator and round to 2 decimal places.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Evidence of the following knowledge must be demonstrated:

order of operations

basic function keys on a calculator.

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have a sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - numeracy.

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use basic functions on a calculator to undertake routine mathematical calculations	1.1 Identify and use keys for basic functions on a calculator 1.2 Calculate using whole numbers, money and routine decimals and percentages 1.3 Calculate with routine fractions and percentages 1.4 Apply order of operations to solve multi-step calculations 1.5 Interpret display and record result
2. Check and communicate results	2.1 Make estimations to check reasonableness of problem solving process, outcome and its appropriateness to the context and task 2.2 Use formal and informal mathematical language and appropriate symbolism and conventions to communicate the result of the task

Evidence of the ability to:

calculate using whole numbers and routine decimals and percentages

calculate with routine fractions

interpret display on calculator and round to 2 decimal places.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Evidence of the following knowledge must be demonstrated:

order of operations

basic function keys on a calculator.

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have a sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - numeracy.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice	Yes	No	Comments/feedback
Identify and use keys for basic functions on a calculator
Calculate using whole numbers, money and routine decimals and percentages
Calculate with routine fractions and percentages
Apply order of operations to solve multi-step calculations
Interpret display and record result
Make estimations to check reasonableness of problem solving process, outcome and its appropriateness to the context and task
Use formal and informal mathematical language and appropriate symbolism and conventions to communicate the result of the task

Assessment Cover Sheet

FSKNUM20 - Use basic functions of a calculator

Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

FSKNUM20 - Use basic functions of a calculator

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: