This unit describes the skills and knowledge to extract and evaluate mathematical information and make a range of calculations including positive and negative numbers, rates and ratios, and powers and roots.

This unit applies to individuals who need numeracy skills at Australian Core Skills Framework (ACSF) level 4 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. Extract and interpret mathematical information	1.1 Extract mathematical information embedded in a range of workplace tasks and texts 1.2 Interpret and comprehend mathematical information
2. Undertake mathematical calculations involving multiple steps	2.1 Select from and use a range of mathematical and problem solving processes 2.2 Flexibly use different forms of fractions, decimals and percentages 2.3 Calculate with positive and negative numbers 2.4 Express numbers as powers and roots and use in calculations 2.5 Calculate using routine formulas
3. Check and communicate results	3.1 Use estimation and assessment processes to check outcome 3.2 Use mathematical language to discuss and explain the processes, results and implications of the task

Evidence of the ability to:

extract, interpret and use mathematical information

perform calculations involving fractions, decimals, percentages, positive and negative numbers, basic powers and roots and routine formulas

perform multi-step calculations

apply calculations to workplace contexts and tasks.

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:

equivalent value of fractions, decimals and percentages

relationship between powers and roots

workplace application of negative numbers

order of operations and use of brackets and parentheses.

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

Individuals can access a range of established 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. Extract and interpret mathematical information	1.1 Extract mathematical information embedded in a range of workplace tasks and texts 1.2 Interpret and comprehend mathematical information
2. Undertake mathematical calculations involving multiple steps	2.1 Select from and use a range of mathematical and problem solving processes 2.2 Flexibly use different forms of fractions, decimals and percentages 2.3 Calculate with positive and negative numbers 2.4 Express numbers as powers and roots and use in calculations 2.5 Calculate using routine formulas
3. Check and communicate results	3.1 Use estimation and assessment processes to check outcome 3.2 Use mathematical language to discuss and explain the processes, results and implications of the task

Evidence of the ability to:

extract, interpret and use mathematical information

perform calculations involving fractions, decimals, percentages, positive and negative numbers, basic powers and roots and routine formulas

perform multi-step calculations

apply calculations to workplace contexts and tasks.

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:

equivalent value of fractions, decimals and percentages

relationship between powers and roots

workplace application of negative numbers

order of operations and use of brackets and parentheses.

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

Individuals can access a range of established 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
Extract mathematical information embedded in a range of workplace tasks and texts
Interpret and comprehend mathematical information
Select from and use a range of mathematical and problem solving processes
Flexibly use different forms of fractions, decimals and percentages
Calculate with positive and negative numbers
Express numbers as powers and roots and use in calculations
Calculate using routine formulas
Use estimation and assessment processes to check outcome
Use mathematical language to discuss and explain the processes, results and implications of the task

Assessment Cover Sheet

FSKNUM21 - Apply an expanding range of mathematical calculations for work

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

FSKNUM21 - Apply an expanding range of mathematical calculations for work

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: