This unit applies to individuals in software development roles who are required to use mathematical constructions in programming.

Mathematics and algebraic manipulation forms the underpinning structure of computer architecture and memory storage as well as programming languages.

This unit describes the performance outcomes, skills and knowledge required to use basic mathematical methods and operations with real numbers and their precedence, the evaluation and construction of formulas in standard and computer notation, and the use of Boolean algebra, data types and computer storage.

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

Not applicable.

This unit contains employability skills.

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.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: solve and evaluate various mathematical problems in various computational contexts demonstrate a knowledge, use and manipulation of: Boolean algebra number types memory storage.
Context of and specific resources for assessment	Assessment must ensure access to: programming language appropriate learning and assessment support when required modified equipment for people with special needs.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: verbal or written questioning to assess candidate’s knowledge of: Boolean algebra and how it applies to various computational contexts different number bases arithmetic involving different number bases review of candidate’s program code containing mathematical equations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate. Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed. Indigenous people and other people from a non-English speaking background may need additional support. In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

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.

Required skills

analytical skills to evaluate various numerical expressions

numeracy skills to solve simple equations

planning and organisational skills to meet deadlines

problem-solving skills to recognise and address issues and problems.

Required knowledge

overview knowledge of mathematical terms and operations and calculation tools.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Boolean expressions may include the use of:

AND NOT OR.

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
Position number types on the number line
Evaluate various numerical expressions involving integers, fractions and indices
Simplify various algebraic expressions involving integers, fractions and indices
Solve simple equations
Convert formulas between standard algebraic form and computer form
Create several formulas in standard algebraic form and in computer form
Simplify and evaluate several Boolean expressions
Complete truth tables based on simple Boolean expressions and logic
Simplify and evaluate several formulas
Convert numbers between binary, decimal and hexadecimal number systems
Add, subtract and multiply numbers in binary
Determine binary memory storage of an integer and a character

Assessment Cover Sheet

ICAPRG417A - Apply mathematical techniques for software development

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

ICAPRG417A - Apply mathematical techniques for software development

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: