Pearson Functional Skills Mathematics Level 1

Scheme of Work overview

Subject Content Level GLH
Using numbers and the number system – whole numbers, fractions, decimals
and percentages
1. L1.1 Read, write, order and compare large numbers (up to one million) L1 1

2. L1.2 Recognise and use positive and negative numbers L1 2

3. L1.3 Multiply and divide whole numbers and decimals by 10, 100, 1000 L1 1

4. L1.4 Use multiplication facts and make connections with division facts L1 1

5. L1.5 Use simple formulae expressed in words for one or two-step operations L1 2

6. L1.6 Calculate the squares of one-digit and two-digit numbers L1 1

7. L1.7 Follow the order of precedence of operators L1 1

8. L1.8 Read, write, order and compare common fractions and mixed numbers L1 2

9. L1.9 Find fractions of whole number quantities or measurements L1 2

10. L1.10 Read, write, order and compare decimals up to three decimal places L1 2

11. L1.11 Add, subtract, multiply and divide decimals up to two decimal places L1 2

12. L1.12 Approximate by rounding to a whole number or to one or two decimal L1 1

places
13. L1.13 Read, write, order and compare percentages in whole numbers L1 1

14. L1.14 Calculate percentages of quantities, including simple percentage increases L1 2

and decreases by 5% and multiples thereof

15. L1.15 Estimate answers to calculations using fractions and decimals L1 1

16. L1.16 Recognise and calculate equivalences between common fractions, L1 2

percentages and decimals

17. L1.17 Work with simple ratio and direct proportions L1 2

Pearson Edexcel Functional Skills Qualification in Mathematics at Level 1 - Scheme of Work (SOW)
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 Using common measures, shape and space

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 18. L1.18 Calculate simple interest in multiples of 5% on amounts of money L1 2

19. L1.19 Calculate discounts in multiples of 5% on amounts of money L1 2

20. L1.20 Convert between units of length, weight, capacity, money and time, in the L1 2
same system

21. L1.21 Recognise and make use of simple scales on maps and drawings L1 2

22. L1.22 Calculate the area and perimeter of simple shapes including those that are L1 2
made up of a combination of rectangles

23. L1.23 Calculate the volumes of cubes and cuboids L1 2

24. L1.24 Draw 2-D shapes and demonstrate an understanding of line symmetry and L1 2
knowledge of the relative size of angles

25. L1.25 Interpret plans, elevations and nets of simple 3-D shapes L1 2

26. L1.26 Use angles when describing position and direction, and measure angles in L1 1
degrees

Handling information and data

27. L1.27 Represent discrete data in tables, diagrams and charts including pie charts, L1 2
bar charts and line graphs

28. L1.28 Group discrete data and represent grouped data graphically L1 2

29. L1.29 Find the mean and range of a set of quantities L1 2

30. L1.30 Understand probability on a scale from 0 (impossible) to 1 (certain) and L1 1

use probabilities to compare the likelihood of events

31. L1.31 Use equally likely outcomes to find the probabilities of simple events and L1 1
express them as fractions

Revision L1 2

Assessment L1 2

Prior knowledge

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 Count, read, write, order and compare numbers up to 1000.
 Add and subtract using three-digit whole numbers.
 Divide three-digit whole numbers by single- and double-digit whole numbers and express
remainders.
 Multiply two-digit whole numbers by single- and double-digit whole numbers.
 Approximate by rounding numbers less than 1000 to the nearest 10 or 100 and use this
rounded answer to check results.
 Recognise and continue linear sequences of numbers up to 100.
 Read, write and understand thirds, quarters, fifths and tenths including equivalent forms.
 Read, write and use decimals up to two decimal places.
 Recognise and continue sequences that involve decimals.
 Calculate with money using decimal notation and express money correctly in writing in pounds
and pence.
 Round amounts of money to the nearest £1 or 10p.
 Read, measure and record time using am and pm.
 Read time from analogue and 24-hour digital clocks in hours and minutes.
 Use and compare measures of length, capacity, weight and temperature using metric or
imperial units to the nearest labelled or unlabelled division.
 Compare metric measures of length including millimetres, centimetres, metres and kilometres.
 Compare measures of weight including grams and kilograms.
 Compare measures of capacity including millilitres and litres.
 Use a suitable instrument to measure mass and length.
 Sort 2-D and 3-D shapes using properties including lines of symmetry, length, right angles,
angles including in rectangles and triangles.
 Use appropriate positional vocabulary to describe position and direction including eight
compass points and including full/half/quarter turns.
 Extract information from lists, tables, diagrams and charts and create frequency tables.
 Interpret information, to make comparisons and record changes, from different formats
including bar charts and simple line graphs.
 Organise and represent information in appropriate ways including tables, diagrams, simple line
graphs and bar charts.

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Specification references
Using numbers and the number system – whole numbers
1 Read, write, order and compare large numbers (up to one million)
2 Recognise and use positive and negative numbers

Keywords
place value, digit, tens, hundreds, thousands, millions, difference, order, compare, most, greater
than, least, less than, fewest, highest, smallest, positive, negative

Objectives
The learner should be able to:
 read and write numbers up to one million (both written in words and using digits)
 explain the value represented by a specific digit in a given number (up to one million)
 place numbers up to one million in ascending and/or descending order
 compare numbers up to one million using ‘greater than’ and ‘less than’ symbols
 recognise and use positive and negative numbers in practical contexts (e.g. temperature,
profit/loss)
 count in steps of various sizes, including negative numbers
 calculate with positive and negative numbers.

Possible success criteria

 Match numbers in words and numerals (up to one million).
 Place numbers up to one million in ascending or descending order.
 Compare numbers in terms of ‘greater than’ or ‘less than’, both written in words and numerals.
 Read numbers in everyday documents and contexts, e.g. tables, diagrams, charts, articles,
adverts.
 Take temperature readings, including negative numbers.
 Work out the difference between a positive and a negative number (e.g. temperature change).
 Use both positive and negative numbers in simple multi-step calculations.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Write a number using digits when reading a number written in words.
 Find the total profit or loss made across several months or quarters presented in a table or
graph.
 Read the temperature on a thermometer.
 Use a chart or table to find a suitable storage temperature.

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Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Add positive and negative figures to find a difference in temperature or income.
 Work out the appropriate temperature for sowing or harvesting.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to make a yes/no decision or give a short answer.
E.g.
 Is a temperature lower than 5°C appropriate for harvesting this crop?
 Which branch of the business made the greatest loss last year?

Common misconceptions
 Miscounting or misunderstanding the value that the position of the numeral gives it.
 Misplacing the value that a digit represents in large numbers which have 0 in the middle, e.g.
considering 10148 to be one thousand one hundred and forty-eight.
 Misunderstanding that negative numbers are ordered in ascending order starting from the
lowest value, which is represented by the highest numeral.
 Not realising that subtracting negative numbers involves adding a positive.

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Specification references
Using numbers and the number system – whole numbers
3 Multiply and divide whole numbers and decimals by 10, 100, 1000
4 Use multiplication facts and make connections with division facts

Keywords
place value, times tables, multiple, factor

Objectives
The learner should be able to:
 recognise multiples of 10, 100, 1000
 recognise multiples of 2 to 9 up to 100
 break down numbers into prime factors
 work out multiplication and division problems using mental and written methods.

Possible success criteria

 Identify multiplication as the appropriate problem-solving approach.
 Identify division as the appropriate problem-solving approach.
 Multiply correctly two figures (up to 3 digits each).
 Divide correctly 3-digit figures by a single-digit figure.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world context, e.g.
 Identify multiplication as the appropriate approach in finding the total number, e.g. number
of tins in several crates, total printing cost of 1000 leaflets.
 Identify relevant figures to multiply or divide in a table, graph or chart.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Multiply appropriate figures to find the total cost or total number.
 Divide appropriate figures to find a cost per item.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 What is the total cost of 20 boxes?
 Is the cost of 1 book less than £3?

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Common misconceptions
 Misunderstanding the concept of making a number 10/100/1000 times bigger or smaller.
 Not being able to accurately recall 10 × 10 times tables.
 Not being able to translate the words in a problem into appropriate mathematical operations.
 Leaving out the place value of a middle 0 in long division.
 Transposing dividend and divisor.

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Specification reference
Using numbers and the number system – whole numbers
5 Use simple formulae expressed in words for one or two-step operations

Keywords
substitution, constant, variable, order of operations (BIDMAS)

Objectives
The learner should be able to:
 substitute a variable in a formula with a correct value
 evaluate expressions in a given formula
 follow the correct order of operations to evaluate a formula.

Possible success criteria

 Substitute a value into a given formula to work out a total cost.
 Convert between different units using a given formula.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world context, e.g.
 Identify values to be substituted into a formula, from a text or diagram.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Use a formula to calculate an electricity bill.
 Use a formula to convert imperial units into metric units.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 What is the equivalent of 10 kg in pounds?
 Does Mary pay the correct amount for her electricity in June?

Common misconceptions
 Substituting incorrect values into the formula.
 Misunderstanding that constant and variable placed together need multiplication, e.g. 2d = 2 × d
 Not following BIDMAS, especially when brackets are used.

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Specification references
Using numbers and the number system – whole numbers
6 Calculate the squares of one-digit and two-digit numbers
7 Follow the order of precedence of operators

Keywords
exponent, index, times tables, BIDMAS

Objectives
The learner should be able to:
 understand that squaring a number means multiplying the number by itself
 recall times tables to work out the squares of up to two-digit numbers
 follow the order of operations to solve calculations.

Possible success criteria

 Work out the squares of any two-digit number, e.g. 12 2.
 Comprehend the written problem in terms of two-step operations and realise which takes
precedence.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.
These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world context, e.g.
 Identify the figures to be used in a table or graph.
 Analyse a written problem to identify the appropriate operations and their order.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out an area of a square with the side length 14 m.
 Identify the calculation required to work out a quote for a job, which requires separate
calculations for labour and material costs.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 What is the area of this square?
 How much should Steve charge for this job?

Common misconceptions
 Misunderstanding that exponents are repeated multiplication, e.g. 3 2 = 3 × 3, not 3 × 2
 Not following the rules of BIDMAS and doing calculations from left to right indiscriminately.

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Specification references
Using numbers and the number system – fractions
8 Read, write, order and compare common fractions and mixed numbers
9 Find fractions of whole number quantities or measurements

Keywords
fraction, numerator, denominator, improper fraction, equivalent fraction

Objectives
The learner should be able to:
 read and write common fractions and mixed numbers
 find equivalent fractions (simplify fractions)
 order fractions in ascending or descending order and compare them
 work out the value of a fraction of a whole number, some using various units (£, kg, m, etc.).

Possible success criteria

 Read and write a fraction using numerals and words.
 Correctly write and simplify fractions based on data provided.
 Compare and order fractions and identify equivalent fractions.
 Work out a fraction of a whole number.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Identify what values should be placed in the numerator and denominator based on the
information in the text or table.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Find out how many people in a survey were men, knowing that the total number of people
was 200 and ⅕of them were men.
 Look at the information from the survey in a table and work out what fraction of people was
satisfied with the service.

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Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 Work out ¼ of a total number of people.
 Present the fraction of people who were satisfied with the service.

Common misconceptions
 Confusing the numerator with the denominator and forgetting to complete operations on both
when simplifying.
 Unnecessary and incorrect conversion of fractions into decimals to work out values using a
calculator.
 Believing that only whole numbers need to be manipulated in computations with fractions
greater than one.
 Comparing fractions of different values without working out what they represent, e.g. when
comparing ⅕ of 300 and ⅟10 of 1000, the frequent conclusion is that since ⅕ is greater than ⅟ 10,
this must always be true, regardless of the value they are a fraction of.

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Specification references
Using numbers and the number system – decimals
10 Read, write, order and compare decimals up to three decimal places
11 Add, subtract, multiply and divide decimals up to two decimal places
12 Approximate by rounding to a whole number or to one or two decimal places

Keywords
place value, degree of accuracy, decimal place

Objectives
The learner should be able to:
 read and write decimals up to three decimal places (both written in words and using digits)
 explain the value represented by a specific digit in a given decimal (up to three decimal places)
 place decimals in ascending and/or descending order
 compare decimals up to three decimal places using ‘greater than’ and ‘less than’ symbols
 add, subtract, multiply and divide decimals up to two decimal places
 approximate by rounding to a whole number or to one or two decimal places.

Possible success criteria

 Place decimals in ascending and/or descending order to show winners of a sporting event.
 Compare decimals in terms of ‘greater than’ or ‘less than’.
 Add prices together to work out the total cost.
 Subtract prices from the total to check calculations.
 Multiply items by their price to work out the subtotal.
 Divide the total by the number of items to find the individual item price.
 Present answers to the required degree of accuracy (up to two decimal places).

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Use tables and charts to identify the correct prices.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out the total gross and net weekly pay.
 Convert prices between £ and $ using the conversion rate £1= $1.29.
 Estimate the minimal length of required cable.

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Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 Work out the total net weekly pay for Rob.
 Is £400 more than $650?
 What is the minimal length of the cable in metres, correct to 2 dp?

Common misconceptions
 Misunderstanding the value that the position of the numeral gives it.
 Thinking that a longer decimal is always larger, e.g. that 2.106 is more than 2.2.
 Putting the decimal point in an incorrect position during calculations (not lining up when adding
and lining up when multiplying).

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Specification references
Using numbers and the number system – percentages
13 Read, write, order and compare percentages in whole numbers
14 Calculate percentages of quantities, including simple percentage increases and decreases
by 5% and multiples thereof

Keywords
place value, discount, interest rate, mortgage, savings, profit margin, tax

Objectives
The learner should be able to:
 read and write percentages in whole numbers
 order and compare percentages using ‘greater than’ and ‘less than’ symbols
 work out percentages of quantities, including increases and decreases by 5% and multiples
thereof.

Possible success criteria

 Place percentages in ascending or descending order.
 Compare percentages in terms of ‘greater than’ or ‘less than’, both written in words and
numerals.
 Work out the percentage increase of an electricity bill.
 Work out the percentage of whole numbers (people in a survey).

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Use tables and charts to identify correct figures to work with.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out the amount a 20% discount on a bill is.
 Work out how many people in the survey were happy with their work.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 Work out 20% of £174.10.
 Are more than 70% of people happy with their work?

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Common misconceptions
 Comparing percentages of different values without working out what they represent, e.g. when
comparing 20% of 300 and 15% of 1000, the frequent conclusion is that since 20% is greater
than 15%, this must always be true, regardless of the value they are a percentage of.
 Increasing a number by x% is the same as increasing the number by x.
 Place value errors when converting between percentages and decimals, e.g. 0.4 is 4%.

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Specification references
Using numbers and the number system – fractions, decimals, percentages
15 Estimate answers to calculations using fractions and decimals
16 Recognise and calculate equivalences between common fractions, percentages and
decimals

Keywords
place value, rounding, estimation, equivalence, common denominator, simplifying

Objectives
The learner should be able to:
 estimate answers to calculations using fractions and decimals
 recognise and calculate equivalences between common fractions, percentages and decimals.

Possible success criteria

 Simplify fractions to estimate the answer.
 Find a common denominator between fractions to compare them.
 Work out equivalences between fractions, decimals and percentages.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world context, e.g.
 Identify relevant figures in the text or table or chart.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Compare test results presented as fractions and percentages.
 Compare 20% of 300 with ⅓ of 160 to find which group liked the product in a survey more.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 Which subject was Ahmed most successful in?
 Which group of people in the survey liked the product more?

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Common misconceptions
 Confusing equivalences, e.g. ⅓ with 30% or 0.3.
 Converting decimals into percentages incorrectly, e.g. 0.6 = 6%.
 Simplifying only a denominator rather than the whole fraction.

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Specification reference
Using numbers and the number system – whole numbers
17 Work with simple ratio and direct proportions

Keywords
ratio notation, multiplicative relationship, proportionality, factor, variable, constant

Objectives
The learner should be able to:
 understand the multiplicative relationship between two quantities in a simple ratio
 simplify ratio notation
 use proportion as equality of simple ratios
 relate simple ratios to fractions correctly
 work with direct proportion.

Possible success criteria

 Work out the amount of ingredients needed to follow a recipe or identify amounts needed for
mixing.
 Scale quantities required up or down.
 Work out parts and totals using ratios.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world context, e.g.
 Express information in a text in the form of a ratio.
 Identify the scaling factor from the information provided.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out the amount of ingredients you need for six people, if the recipe gives you
information for four people (e.g. 500 g of apples).
 You have 2 litres of white paint and you mix it with red paint in the ratio 1:3 to make pink
paint.
 Work out how much paint is required to cover 6 m2 if 1 litre covers 3 m2.

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Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 What amount of apples will you need for six people?
 Work out the total amount of pink paint you can make with 2 litres of white paint.

Common misconceptions
 Confusing ratio amounts with fractions, e.g. 1:3 confused with ⅓.
 Incorrectly forming a ratio, e.g. if there are 10 people, 3 of whom are women, ending up with a
3:10 ratio of women to men.

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Specification references
Using common measures, shape and space
18 Calculate simple interest in multiples of 5% on amounts of money
19 Calculate discounts in multiples of 5% on amounts of money

Keywords
interest, discount

Objectives
The learner should be able to:
 work out simple interest on amounts of money
 work out discount on amounts of money.

Possible success criteria

 Work out the amount of discount on a price.
 Work out simple interest on an investment.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world context, e.g.
 Identify if a percentage increase or decrease is needed, based on the information provided.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out the total amount to pay off on a loan with simple interest of 15% over 1 year.
 Work out the total prices to pay after a 35% discount.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 Work out the total amount Sarah needs to pay.
 Will Ali pay more than £300 for the TV after the discount?

Common misconceptions
 Confusing discount with interest.
 Incorrectly converting a percentage to a decimal or fraction.
 Inaccurate rounding or truncating in the middle of a calculation.

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Specification references
Using common measures, shape and space
20 Convert between units of length, weight, capacity, money and time, in the same system
21 Recognise and make use of simple scales on maps and drawings

Keywords
conversion graph, conversion factor, kilometres, metres, centimetres, millimetres, kilograms, grams,
litres, millilitres, cubic units, scale factor, key

Objectives
The learner should be able to:
 convert between units of length, weight, capacity, money and time in the same system
 calculate accurately to two decimal places, using the correct units
 recognise and make use of simple scales on maps and drawings.

Possible success criteria

 Work out the total weight of a parcel in kg.
 Work out the total distance in km.
 Complete an order form.
 Create a time plan for an event.
 Work out a distance from a map or a real-life dimension from a scale drawing.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts. E.g.
 Identify the scale factor in a scale drawing or a map.
 Identify which units to convert between.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out the total weight of the parcel to send abroad.
 Work out how much time is needed to complete several tasks.
 Work out the total capacity of a fish tank.
 Work out the dimensions of a room from a scale drawing.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 What is the total weight of the parcel?

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  Does Sophia have enough time to complete the tasks?
 Is 300 litres enough to fill up the fish tank?
 What is the length of the bedroom?

Common misconceptions
 Misunderstanding the scale factors when converting units and reading scales.
 Miscalculation when using decimals.
 Misunderstanding time conversion and using decimals to represent hours and minutes.

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Specification references
Using common measures, shape and space
22 Calculate the area and perimeter of simple shapes including those that are made up of a
combination of rectangles
23 Calculate the volumes of cubes and cuboids

Keywords
area, perimeter, volume, metres, centimetres, millimetres, square and cubic units, edge, vertices,
faces

Objectives
The learner should be able to:
 work out the perimeter of simple shapes including those that are made up of a combination of
rectangles
 work out the area of simple shapes including those that are made up of a combination of
rectangles
 calculate the volumes of cubes and cuboids
 calculate accurately to two decimal places, using the correct units.

Possible success criteria

 Work out the perimeter of a garden.
 Work out the area of a room (composite shape).
 Work out the volume of a swimming pool.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Identify the figures needed to calculate with.
 Identify which units to convert between.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out the perimeter of a garden to find out how many fencing panels will be needed to
go around it.
 Work out the cost of tiles that will cover the floor of a bathroom.
 Work out the total volume of a fish tank to find out how many fish can fit in it.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.

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E.g.
 How many fencing panels does James need to put around his garden?
 Is £500 enough to buy all the tiles for the bathroom floor?
 How many fish will fit in this tank?

Common misconceptions
 Confusing the concept of area and perimeter – e.g. ‘cover space’ and ‘around the space’.
 Misinterpretation of 1-D, 2-D and 3-D units.
 Misunderstanding unit conversion.
 Miscalculation when using decimals.
 Lack of functional thinking when rounding, e.g. not rounding to the nearest whole number to
find the number of boxes of tiles needed.

Specification references
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Using common measures, shape and space
24 Draw 2-D shapes and demonstrate an understanding of line symmetry and knowledge of
the relative size of angles
25 Interpret plans, elevations and nets of simple 3-D shapes
26 Use angles when describing position and direction, and measure angles in degrees

Keywords
2-D and 3-D shapes, rectangle, square, pentagon, trapezium, circle, cube, cuboid, line of symmetry,
plan (top view), elevation (front and side view), net, faces, vertices, edges, right angle, acute angle,
obtuse angle, straight angle, reflex angle, protractor, bearings, clockwise

Objectives
The learner should be able to:
 draw common 2-D shapes and identify lines of symmetry
 place squares of different shading into a symmetrical pattern on a grid
 draw lines of symmetry on a given shape
 name common angles and their size (e.g. right angle = 90°, ¾ sector in a pie chart has 270° angle)
 interpret the front elevation and plan of simple 3-D shapes
 interpret a working net of a cube, cuboid, cylinder, pyramid and prism
 draw nets of simple 3-D shapes
 describe position or direction using angles, including bearings
 measure angles in degrees.

Possible success criteria

 Design a symmetrical pattern in the garden.
 Find all lines of symmetry in given shapes.
 Identify the size of a common angle in a diagram or chart.
 Identify the correct elevation of a 3-D shape.
 Interpret the net of a box to identify a relevant size.
 Draw the net of a box.
 Program a robot with directions on a grid using angles (bearings).
 Measure an angle using a protractor.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Identify lines of symmetry on a diagram.

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  Identify relevant dimensions by interpreting a plan or elevation.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Design a symmetrical pattern for a bathroom floor by placing different shaded tiles on a grid.
 Measure an angle of a slope for wheelchair access.
 Interpret the plan of a building to find the area of the roof.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 What is the size of the slope angle?
 What is the area of the roof?

Common misconceptions
 Not realising some shapes have more than one line of symmetry.
 Confusing % with ° when interpreting pie charts.
 Confusing plan with elevation.
 Inability to use protractor effectively, often placing it incorrectly over the diagram.
 Not using a 3-figure notation for bearings, or not measuring the angle clockwise from the North.

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Specification references
Handling information and data
27 Represent discrete data in tables, diagrams and charts including pie charts, bar charts and
line graphs
28 Group discrete data and represent grouped data graphically

Keywords
discrete data, two-way table, diagram, pie chart, bar chart, line graph, scale, labels, plotting, axes,
sectors, criteria

Objectives
The learner should be able to:
 extract and interpret information from tables, diagrams, charts and graphs
 recognise features of charts to summarise and compare sets of data
 represent discrete data in tables, diagrams and charts including pie charts, bar charts and line
graphs
 group discrete data and represent grouped data graphically.

Possible success criteria

 Identify relevant figures from a two-way table (e.g. number of males aged 50 and over).
 Select appropriate methods of representing specified data (e.g. line graph to show trends).
 Construct functional charts, including pie charts, with accurate labels, scales and plotting (e.g. a
bar chart using an easy-to-read/interpret scale, with clear labels and a key, if required).
 Group discrete data according to given criteria (e.g. students in a class according to their hobbies
and gender) and represent this graphically.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Interpret values in a two-way table.
 Read and interpret a scale on a bar chart.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Design a pie chart to show the results of a survey.
 Group information about customers according to their age and the level of customer
satisfaction.

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Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 Show this information in a pie chart.
 Show this information in a two-way table.

Common misconceptions
 Misinterpreting scale and incorrect plotting.
 Lack of – or inaccurate – labelling, including the key.
 Incorrect grouping, e.g. overlapping categories or inaccurate count.
 Misinterpreting trends.

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Specification reference
Handling information and data
29 Find the mean and range of a set of quantities

Keywords
mean, average, range, lowest and highest value

Objectives
The learner should be able to:
 analyse information presented in different ways and apply simple statistics to interpret it
 work out the mean of a set of quantities
 work out the range of a set of quantities.

Possible success criteria

 Work out the range of temperatures in a holiday destination.
 Work out the mean time of an athlete in a competition.
 Identify range as a statistical measure that assesses consistency.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Identify which statistical measure to use.
 Identify what figures to use in calculations.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out the range of ages of people participating in a training event.
 Work out the mean cost of a train ticket at different times for the same distance.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 What is the range of ages of the people taking part in the event?
 Is the mean cost of the train ticket less than £10?

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Common misconceptions
 Confusing range with mean.
 Incorrect identification of lowest and highest value.
 Not following BIDMAS in mean calculations.

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Specification references
Handling information and data
30 Understand probability on a scale from 0 (impossible) to 1 (certain) and use probabilities
to compare the likelihood of events
31 Use equally likely outcomes to find the probabilities of simple events and express them
as fractions

Keywords
likelihood, probability scale, impossible, unlikely, even chance, likely, certain, 0–1 scale

Objectives
The learner should be able to:
 understand probability on a scale from 0 (impossible) to 1 (certain)
 show probability as a fraction
 use equally likely outcomes to find the probabilities of simple events.

Possible success criteria

 Read from a probability scale to identify the likelihood of an event.
 Work out the probability of selecting a person at random from a group of people.
 Identify the probability of throwing a 6 using a fair dice.

Opportunities for solving mathematical problems and decision making

Level 1 learners are expected to be able to:
 apply mathematical thinking effectively to solve problems in real-life situations
 interpret their results and provide a valid conclusion.

These realistic problems may be straightforward and require a one-step process, or more than one
connected step or process.

Examples of opportunities
Learners are required to extract information given in relevant real-world contexts, e.g.
 Use a probability scale effectively.

Learners are required to obtain and present results, and check their own working to an appropriate
level of accuracy necessary for the specific task, e.g.
 Work out the probability of winning first prize at a raffle.
 Show the probability on a probability scale of throwing a 4 using a fair dice.

Learners are required to show working in order to gain marks. This working rationalises the answer
they present. Learners may be expected to give a short answer or make a yes/no decision.
E.g.
 What is the probability that Zara will win the first prize?
 What is the likelihood of throwing a 4 using a fair dice?

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Common misconceptions
 Misunderstanding the range of numbers allowed for probability (0–1 only).
 Not understanding that ‘single event’ divided by ‘total number of event’ represents probability.

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