Work Based Learning Functional Skills Maths Revision Session Challenging Topics and Exam Techniques

Introduction The topics in these slides are covered in the order they appear in the FS Maths L 1 Specimen paper from EAL. We will work through this paper together as a group, recap on each topic and answer the question. We will then attempt another question on each topic individually. I will try to draw your attention to important points about each topic, so please make a few short notes on these and use them for revision to help you pass the assessment.

The Paper There are 4 tasks in the exam, with a total of 60 marks. Each task is worth around 15 marks, sometimes a few more or a few less. You have an hour and a half to answer all questions. Spend around 20 minutes on each task. This will leave you 10 extra minutes to check or spend extra time on the harder questions. If you are struggling with one question, move onto the next task then come back to it. You should use a calculator to work quickly, but write down the calculations you do as well as the answers.

Average (mean) and Range To find the average (mean) of a set of data: § Find the total of all data values (add them up) § Divide by the number of data values To find the range of a set of data: § Identify the largest and the smallest data values § Take away the smallest from the largest Note: Make sure all numbers are in the same unit

Four friends, Jane, Ravinda, Sula and Emma run half marathons. 1. Which of the four friends ran the slowest half marathon? (1 mark) 2. What was her slowest time? (1 mark) Emma says “The average time for my half marathons is 1 hour 41. 5 minutes and I have the lowest range of times. ” 3. Is Emma right? (4 marks) These are the times, in hours and minutes, that four runners took to run some half marathons. They did not all run in all of the races. 1 st Half Marathon Time 2 nd Half Marathon Time 3 rd Half Marathon Time 4 th Half Marathon Time 1 h 50 min 1 h 49 min 1 h 45 min 1 h 58 min 1 h 57 min 1 h 51 min 2 h 7 min 1 h 52 min 1 h 46 min Jane Ravinda Sula Emma 1 h 45 min 1 h 38 min

Checking To check a calculation: § Start with the answer you got in the original calculation § Do the opposite operation (x changes to ÷, + changes to -) with the same number § You should reach the number you started with in the original calculation § If you have had to add up several numbers in the original question, in the check you should take each one away in turn until you reach 0.

Bar Charts A bar chart must have: § A clear title explaining the chart § A horizontal axis and a vertical axis with appropriate labels (including units) § A clear scale (usually up the side) § Clear words or numbers to represent each bar (usually across the bottom) § Accurate heights of bars § Equal width bars § Equal gap between sections (comparative bar charts may have more than one bar drawn in the same section)

Normal Bar Chart

Comparative Bar Chart

Area Rectangles Length Area of rectangle = length x width Width Squares We know that each side of a square is the same length. So for a square: § length x length = area Length Area The area has been found by multiplying a number by itself (also called squaring). If we know the area but need to find the length, we have to work out which number, multiplied by itself gives us that area. (also known as finding the square root )

Part of the allotment is covered with weeds, the rest is ready for planting. What area, in m 2, is ready for planting? (2 marks) Bob clears the weeds. He will improve all the soil on his allotment by using manure. Bob orders manure from a local farmer. How many cubic metres of manure does Bob need to improve all his soil? (2 marks)

Percentage To find a percentage of an amount: § Divide the amount by 100 (to find 1%) § Multiply by the percentage you want

Trudy works at a job centre. She has to help 140 customers to find work. Her target is to get 40% of her customers job ready. Trudy now has 60 of her customers job ready. Has Trudy met her target? (2 marks)

Scale (Ratio) Knowing whether to divide or multiply can be tricky with scale, here is a few tricks that can help you. 1. When working with a scale, firstly write the scale out and label each side: drawing 1 cm : 5 cm real life 2. Next add arrows going from one side to the other: drawing 1 cm : 5 cm real life

Scale (Ratio) 3. On the arrow moving away from the number 1, write multiply (x), and on the arrow moving towards the 1, write divide (÷) x 5 drawing 1 cm : 5 cm real life ÷ 5 4. There is no point multiplying or dividing by 1, as the answer will not change, so you must multiply by the other number, in this case 5. Now you know if you have a number from the drawing you need to convert to real life, you follow the top arrow and multiply by 5. Do the opposite if you have a number from real life and need to convert to the drawing by following the bottom arrow and dividing by 5.

Working with Time When counting on using time, deal with hours first, then the minutes. Kav sets off on a car journey from home to a friend’s house at 10: 00 am. The journey takes 3 and a half hours. What time will he arrive? He sets off on the return journey at 21: 15. What time will he arrive home? When calculating with time, don’t use minutes and hours and seconds. Convert all the times to the same unit, eg all into minutes

Function Machines To use a function machine: § Find the number you need for the first step § Follow each step in turn, writing down your working

How long would the journey on the A 42 take Peter if he uses Route 2? (3 marks)

Finding Information When trying to find the correct information: § Read the question twice and get a good idea of what it is asking you to do § Circle the important information given in the question § Try to rule out any information you don’t need that may be there to mislead you § Look through the charts /tables /resources to find the one with the information you need § Only select the right information that will help you answer the question you are working on § When you have reached an answer, read the question again to make sure it fits the question