Functional Mathematics Level 2

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1 FUNCTIONAL SKILLS CERTIFICATE Functional Mathematics Level 2 Mark Scheme 4368 November 2016 Version: 1.0 Final

2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students responses to questions and that every associate understands and applies it in the same crect way. As preparation f standardisation each associate analyses a number of students scripts. Alternative answers not already covered by the mark scheme are discussed and legislated f. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a wking document, in many cases further developed and expanded on the basis of students reactions to a particular paper. Assumptions about future mark schemes on the basis of one year s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.g.uk Copyright 2016 AQA and its licenss. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges f AQA are permitted to copy material from this booklet f their own internal use, with the following imptant exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even f internal use within the centre.

3 Glossary f Mark Schemes Examinations are marked to award positive achievement. Marks are awarded f demonstrating the following interrelated process skills. Representing Selecting the mathematics and infmation to model a situation. R.1 Candidates recognise that a situation has aspects that can be represented using mathematics. R.2 Candidates make an initial model of a situation using suitable fms of representation. R.3 Candidates decide on the methods, operations and tools, including ICT, to use in a situation. R.4 Candidates select the mathematical infmation to use. Analysing Processing and using mathematics. A.1 Candidates use appropriate mathematical procedures. A.2 Candidates examine patterns and relationships. A.3 Candidates change values and assumptions adjust relationships to see the effects on answers in models. A.4 Candidates find results and solutions. Interpreting Interpreting and communicating the results of the analysis. I.1 Candidates interpret results and solutions. I.2 Candidates draw conclusions in light of situations. I.3 Candidates consider the appropriateness and accuracy of results and conclusions. I.4 Candidates choose appropriate language and fms of presentation to communicate results and solutions. 3

4 In particular, individual marks are mapped onto the following skills standards. Representing Making sense of the situations and representing them. A learner can: Rb Understand routine and non-routine problems in familiar and unfamiliar contexts and situations. Identify the situation problems and identify the mathematical methods needed to solve them. Choose from a range of mathematics to find solutions. Analysing Processing and using the mathematics. A learner can: Ab Apply a range of mathematics to find solutions. Use appropriate checking procedures and evaluate their effectiveness at each stage. Interpreting Interpreting and communicating the results of the analysis. A learner can: Ia Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations. Draw conclusions and provide mathematical justifications. To facilitate marking, the following categies are used: M Method marks are awarded f a crect method which could lead to a crect answer. A B ft SC oe Accuracy marks are awarded when following on from a crect method. It is not necessary to always see the method. This can be implied. Marks awarded independent of method. Follow through marks. Marks awarded following a mistake in an earlier step. Special case. Marks awarded within the scheme f a common misinterpretation which has some mathematical wth. Or equivalent. Accept answers that are equivalent. 1 eg, accept 0.5 as well as 2 4

5 their their their A1 1 (a) their Clearly identifies the lower of their and their 530 A1 A1ft Allow one err but must include 4 exits only - not the 1250 mm exit ft from 1 st and 3 rd M marks 1 (b)

6 Q Answer their 360 (5 + 4) Mark Comments 200 their 360 (5 + 4) Liz 200 and Omar 160 A1 Ia Must see symbol and names SC2 Liz and Omar SC and Check their = 40 and their = 40 their = 5 and their = : 160 = 5 40 : 4 40 B1ft Ab To award the mark f the check must show a clear understanding of ratio Alternative method 1 1 (c) hour 45 minutes 6

7 their 1 hour 45 minutes + 50 minutes their 1 hour 45 minutes hours 35 minutes their 2 hours 35 minutes their minutes minutes 8.05 and No 7.15 and 7.10 and No Alternative method 2 A2 A and 7.10 A1ft crect decision f their values (only if M3 sced) hour 45 minutes their 1 hour 45 minutes + 50 minutes 2 hours 35 minutes minutes their 2 hour 35 minutes their 7.10 their 1 hour 45 minutes their 1 hour 45 minutes 5.25 and No 7.15 and 7.10 and No A2 A and 7.10 A1ft crect decision f their values (only if M3 sced) Alternative method 3 1(c) hour 45 minutes their 1 hour 45 minutes + 50 minutes 7

8 2 hours 35 minutes hours 30 minutes 2 hours 35 minutes and 2 hours 30 minutes and No A2 A1 2 hours 35 minutes and 2 hours 30 minutes A1ft crect decision f their values (only if M3 sced) Other alternatives There are other alternative mark schemes, e.g. showing that the actual speed to arrive on time > 40 mph Arrival time 7.10 Journey time 1 hour 40 minutes (1.66 hours) Required speed = 42 mph Decimal times Students who convert between a time as a decimal to hours and minutes increctly ( vice versa) can sce method marks only. e.g. their 1.75 hours = 2 hours 15 minutes from 1.75 hours 1 hour 75 minutes e.g 1.75 hours + 50 minutes = 2 hours 25 minutes from

9 B1 2 (a) 560 Alternative method 1 2 (b) their their Alternative method 2 A Check their reverse alt method e.g = = = 300 and = 750 A1 B1ft Ab calies per minute 2 (b) Misread Award a maximum of M2 f any other value from table used instead of 750, eg = Award marks f main question if wking/answer seen in Check A0 9

10 wks out crect calies f given B1 any time f any machine time f one machine level can be omitted attempts to wk out calies f each of three four different machines compatible with specified level and time between 5 and 20 minutes on all machines chosen their total calies f all machines chosen between 850 and 1000 total time 60 minutes fully crect plan clearly communicated using all four machines B1 B1 Ia Ia B1ft Ia Ia B1 B2 Ia Ia level and time must be given level can be implied from calies per hour either level except f stair climber which must be at level 1 must use a crect method but allow numerical slips must be at least 3 machines ft crect method f calies only does not need to be given must be at least 3 machines does not need to be given must be 4 machines B1 plan using all four machines with up to two errs/omissions 2 (c) Treadmill Level 2 15 min 225 calies Bike Level 2 20 min 280 calies Stair climber Level 1 10 min 160 calies Rower Level 2 15 min calies Totals 60 min calies F fully crect plan (f B2) must see Use of at least one of each machine all times between 5 minutes and 20 minutes (inclusive) levels f each machine with Level 1 f the stair climber all times totalling 60 minutes (total need not be given) crect calies f each machine (compatible with time and level) crect total calies between 850 and 1000 (total need not be given) Examples of errs and omissions number of calies incompatible with level and/ time one Level missing Stair climber used at Level 2 total time not 60 minutes total calies out of given range Wrong method f calculating calies (all machines) can sce B0B0B1B0B1B0 max Not giving levels (all machines) can sce B1B0B1B1B1B0 max Not giving levels times can sce 1 st B1 only Using stair climber at Level 2 can sce B1B1B1B1B1B1 10

11 Rb 45 2 (d) their 75 + their their 75 their = = 18 A1 can be implied from crect totals Award 4 marks if 232 seen with no wking 11

12 any one of patio, vegetable patch, B1 Labels not necessary lawn, path flower bed shown with crect size but not necessarily in Patio 10 cm by 3 cm crect position Vegetable patch 10 cm by 1 cm any two of patio, vegetable patch, B1 Lawn 10 cm by 8 cm lawn, path flower bed shown with Path 10 cm by 1 cm Rb crect sizes but not necessarily in Lawn circle radius 2 cm crect position 3 (a) patio, vegetable patch, lawn and path shown with crect sizes and positions circular flower bed shown within at edge of lawn can be any radius patio, vegetable patch, lawn, path and circular flower bed with crect sizes, in crect position and labelled crectly B1 B1 B1 Ia Allow freehand attempt at circle f 4 th B1 but not 5 th B1 Diagram with front and back reversed can sce B1B1B0B1B1 Allow hizontal vegetable patch with ends touching fence 3 (b) Alternative method 1 12

13 their [9.1, 9.122] their [7.8, 7.85] their their their 1285 their and No 1110 and 1118 and No 1293 and 1285 and No Alternative method their [9.1, 9.122] their [7.8, 7.85] Rb Ia A2 Rb their 10 must be from their [9.1, 9.122] their 8 must be from their [7.8, 7.85] both must be rounded up to an integer A and 1293 A1ft crect decision f their values (only if 1 st and 4 th M marks sced) their their Ia their 10 must be from their [9.1, 9.122] their 8 must be from their [7.8, 7.85] both must be rounded up to an integer their their (.75) 139 and No 7.9(4 ) and No A2 A1 138(.75) (4 ) A1ft crect conclusion f their values (only if 1 st and 4 th M marks sced) 3(b) Example (common err) =

14 Q = Answer 1 box and 7.42 = Mark 2 boxes Comments = and = = No Example (another common err) = = 2.23 and = = and = = No M0 M0 A1ft M0 A1ft Failing to round up the number of boxes can sce M0A1ft 50 (cm) their B1 Rb allow digits their their (c) their their their (9...) (9...) (9...) A1 Multiplying by their 50 can be done at any stage in the calculation 4 (a) 2 1 (+) 3 4 (+) 4 9 (+) 5 12 (+) 6 12 (+) 7 15 (+) 8 33 (+) (+) (+) 12 (+) 36 (+) 60 (+) 72 (+) 105 (+) 264 (+) 6282 (+) 5120 at least 4 crect 14

15 Q Answer Mark Comments allow two errs their [9.2, 9.23] [92, 92.3] A1ft ft their [9.2, 9.23] can be implied from plotted point their [92, 92.3] plotted f July ± ½ small square B1ft SC2 crect value plotted with no incomplete wking Full description 4 (b) e.g. rating increases by about their 11% rating increases (from 81%) to their 92% B2ft B1 Part description e.g. rating increases ft their 4(a) Mark from answer in 4(a) wking space if point not plotted on graph Mark positively if answer in 4(a) wking space is incompatible with graph Award B1 f rating increases oe without evidence with incompatible evidence in 4(a) 15

16 Alternative method happy and unhappy customers their ( 100) their ( 100) [0.108, 0.109] [10.8, 10.9] 4 (c) and No and 0.75 and No A2 A and 0.75 A1ft crect conclusion f their values (only if M2 sced) Alternative method ( ) ( ) and 949 and No A2 A1 972 and 949 A1ft crect conclusion f their values (only if M2 sced) 4(c) Alternative method 3 16

17 happy and unhappy customers (their 1089 their 140) 1296 ( 100) ( 100) and No and 0.75 and No A2 A and 0.75 A1ft crect conclusion f their values (only if M2 sced) 4(c) Example (common err - rounding 10.8% down to 10) 1089 and = 84% and = 10% 74% and No Any answer that does not include the conversion to from a % max A1ft Alternative method 1 4 (d) (.4) 17

18 A1 620(.4) and No Alternative method ( 100) 54(.5 ) and No A1 Alternative method (55 100) and No A1 18

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