Functional Skills Mathematics Level 2 assessment


 Eugenia Lindsey
 6 years ago
 Views:
Transcription
1 Functional Skills Mathematics Level 2 assessment September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q S1Q S1Q S1Q S1Q S2Q S2Q S2Q S2Q S2Q S3Q S3Q S3Q S3Q S3Q S3Q S3Q S3Q % 31% 39% 83% 17%
2 Guidance notes for Sample Paper Mark Schemes Level 1 and Level 2 Notes: The mark scheme has been carefully constructed to avoid penalising candidates repeatedly for similar errors: 1) Principle of follow through applies throughout unless otherwise stated. This allows the candidates to gain credit for subsequent correct calculation based on a previous incorrect answer. 2) Units or numbers shown in brackets on the mark scheme are not required for the awarding of mark/s on the candidate s paper. However, if a candidate states units they must be correct: eg 24(cm) means accept 24cm or 24 but not 24m eg ( )72.5(0) means accept or 72.5 or or ) URT means unrounded, rounded or truncated; the underlining defines the acceptable limit of approximation: eg URT (U is the unrounded version) the following are acceptable: 860 (T) or 861 (R) (T) or (R) or (T) or (R) or (R) or (U) but not eg 900. Total marks available: 75 Indicative pass mark: 45 (or above/below)
3 NB incorrect money format given as an answer should only be penalised once on the whole paper and will lose 1 mark. Do not penalise any subsequent incorrect format. Section 1 Question Total marks Marks Marks awarded for Q1 3 1 evidence of systematic/methodical plan indicated in sequence eg sequential list or simple flow chart or spidergram/mindmap or ordered text or combination of suitable types. 2 content to include reference to at least THREE of: team  managers team  fitness team  same scores activities  swimming activities  fixed times, intro, lunch, prizes activities  to fit gaps activities  total times costs discount 1 reference to at least TWO of the above Q2 13 Summary of expected solution for Q2 Team selection meeting criteria; activity choices to complete timetable gaps; costs of activities and discount. team selection these marks may be awarded if answers seen in Q3 1 suitable teams of 5 employees including at least one manager 2 similar combined fitness level scores ie 16 and 17 matching team members individual scores individual scores do not have to be stated 1 combined level scores of 15 and 18 matching team members individual scores example Team A Team B Abbie (2) Alvin (3) Isaac (5) Lora (5) Ash (5) Shilen (4) Nita (2) Frank (2) Pete (2) Prita (3) Total fitness Total fitness 16 score score 17 activity choice these marks may be awarded if answers seen in Q3 4 3 additional activities chosen for the morning session AND 1 additional activity chosen for the afternoon session eg morning  fright wall, mud flume, power fan; afternoon  raft building 3 4 additional activities chosen that take 5 hours in total without morning and afternoon sessions identified 2 4 or 5 additional activities chosen that take 5 hours including activities not suitable for nonswimmers ie wipe out course and/or paddle boarding or 5 additional activities chosen taking 6 hours not including archery 1 additional activities chosen with one timing/calculation error eg incorrect time for one activity eg half hour or 15 minute gap left eg missing out lunch break eg incorrect totalling of times listed cost 2 correct total cost for their chosen activities AND archery eg for 3xA, 1xB and 1xC 1 correct total cost for their chosen activities without archery
4 or complete correct method, including archery, with one calculation error Note: correct method must include values in working shown 2 correct value for their total costs with 15% discount eg for correct value for 15% of their total cost eg for or method for 85% eg x0.85 seen or x eg their total cost total cost x0.15 check 2 no marks for repeat calc a complete correct check of any original calculation seen using a different method eg a reverse calculation OR a calculation using approximate values 1 a correct check which is not finished Q3 5 1 team members listed clearly within a structure suitable for a notice 1 timetable structure with rows and columns and appropriate delineation showing activities AND times with headings / labels for times and activities 1 given data ie intro, lunch and prizes clearly shown with times 2 all data entered for their activities AND times 1 their data entered with one error or omission Q4 1 1 suitable reason based on results or data given eg all activities are suitable for nonswimmers eg my combination (of activities) fills the morning and afternoon up Q5 3 3 three comments relevant to one or more review prompts ie plan and methods or sensible answers or difficulties or other information or tackling a similar problem some acceptable comments eg My plan worked in order so I picked activities and then I knew how much they cost eg My answer is sensible because is a reasonable amount for a training day eg I found it difficult to fit activities into exact time slots on my timetable eg It would be helpful to have the actual prices in the table (instead of A, B and C) eg Next time I wouldn t do anything differently because I had two teams with equal fitness and 5 activities that fit exactly 2 two comments 1 one comment some unacceptable comments eg My plan worked well. (ie unqualified) eg My methods worked well. (ie unqualified) eg My answers seemed sensible. (ie unqualified) eg I found 1B difficult. (ie unqualified) eg There was not enough space in 1D to write my answers. (inappropriate) eg I had all the information I needed. (ie unqualified) eg I would do nothing differently. (ie unqualified) Total for Section 1 25 marks
5 Section 2 Question Total marks Marks Marks awarded for Q1 9 1 suitable scale chosen eg 1:200 or 1cm=2m do not accept smaller than 1:500 (1cm=5m) 1 scale indicated clearly, or arrow drawn on graph paper to indicate 2m or 10m do not accept dimensions drawn on diagram as substitute for a scale 3 outline of food zone drawn to scale ± ½ small square 2 any four sides drawn to scale ± ½ small square 1 any two sides drawn to scale ± ½ small square 1 width of access road drawn to scale ± ½ small square 2 width of space for food vans drawn 4m in from edge of zone to scale ± ½ small square but not along or across road 1 any one section 1 access road and food van space and seating section labelled Q2 2 2 A complete correct check of one of the lines in 2A using their scale eg for scale 1:200 46m 200 = 23cm or 1 square = 2m so 5 squares = 10m 1cm = 2m AND 23cm = 46m 1 A partial check eg for scale 1:200 1cm = 2m or 23cm = 46m or 1 square = 2m or 5 squares = 10m Q m accept m URT WITH UNITS (m) accept (m) URT (m) URT or complete correct method with one calculation error 2 substitution into formula using their converted value for L 1 285(inches) from 8.74m 1 their answer rounded up to the next whole metre eg 9(m) Q for value for length of side divided by rounded length for pitch follow through Q (pitches) or (pitches) URT 1 39(m) or 43(m) seen for longest length of seating section or complete correct method with one calculation error Q (m 2 ) follow through Q1 2 any area that forms part of the solution eg 5 x 10 = 50 or 39 x 10 = 390 or 20 x 5 = 100 or 34 x 10 = 340 or 39 x 20 = 780 or complete correct method with one calculation error 1 a method for finding one of the smaller areas eg 5 x 10 2 correct decision and suitable explanation for their area with reference to comparative values eg yes AND 440 > 375 (from % = 375) 190 > 125 ( = 190 > 50% of 250) 76% > 50% ( = 190 then = 0.76) 147 > 125 (440 3 = 147) follow through 2A (may give a no decision) 1 correct explanation with wrong decision
6 S2Q1 Scaled lengths for diagram A 18m or 375m 2 seen anywhere Total for Section 2 = 25 marks Scaled length in centimetres B 46m F 34m E 10m Scale 1:200 1:250 1:400 1:500 A B C D E F Road D 12m Vans C 28m
7 Question Total marks Marks Marks awarded for Section 3 Q correct averages corresponding to their choice Design of bottle Fragrance Hands clean Mean Median or 9 Mode Q2 5 no marks for line graph, pie chart, or table 3 one correct average corresponding to their choice or 3 consistent correct averages if no choice indicated or incorrect choice if more than one type of average is attempted and there are some incorrect values allow 3 marks if one set of values is clear and correct eg all medians correct 2 complete correct method and value for one average if no choice indicated or incorrect choice eg = 4.5 for median incorrectly stated 1 method for one average mean, median or mode mean: 18 or 81 or 135 or 144 seen median: attempt to order data to find middle or (n+1) / 2 th place seen eg 3, 3, 3, 3, 3, 4, 4, 4, 4, 4, 5, 5, 6, 6, 6, 6, 6, 6 (design) mode: attempt to tally seen eg 5 x 3, 5 x 4, 2 x 5, 6 x 6 (design) 1 suitable explanation eg mean: includes all the test data eg median: because there is an outlier in fragrance (others median to enable one average to be used) eg mode: because it is the rating chosen by the most people 1 bar chart with 3 bars only showing their averages 1 suitable vertical axis label AND bar labels/ key note: allow references to average number of differences in title as alternative to vertical axis label 1 continuous linear scale on vertical axis starting at (implied) zero and sufficient for their values 2 all bar heights correct ± ½ small square 1 one bar height correct ± ½ small square Q3 3 3 all three values for range correct Range Design of bottle 3 Fragrance 8 Hands clean 4 Q4 2 no marks for repeat calc Q5 2 2 one range correct max and min seen for one range 1 ie 6 and 3 or 10 and 2 or 10 and 6 2 a complete correct check of any original calculation seen in Q3 using a different method eg a reverse calculation OR a calculation using approximate values 1 a correct check which is not finished 1 suitable comment using their average eg (generally) they liked the fragrance
8 Q6 3 1 straight line extension of both trend lines to Promotion 9 2 a value between 900 and 1200 for paper vouchers AND a value between 3900 and 4100 for online vouchers 1 a value between 900 and 1200 for paper vouchers or a value between 3900 and 4100 for online vouchers or both values above in incorrect order Q or 1% or 1/100 or 1 in 100 chance or 1 out of 100 do not allow 1:100 follow through Q / end points clearly labelled ie 0 and 1 or 0% and 100% 1 point marked clearly for their probability eg for 0.01 point marked clearly closer to 0 than 0.1 (0.1) Q8 1 1 suitable explanation consistent with their decision and reference to (use of) paper vouchers eg no and (use of) paper vouchers decreasing eg yes and 1000 vouchers expected to be used eg their opinions varied a lot Total for Task 3 25 marks Example charts for S3Q2 Mean rating score Mean average rating scores Design of bottle Fragrance Hands feel clean afterwards Median rating score Median average rating scores Design of bottle Fragrance Hands feel clean afterwards
9 Mode average rating scores Hands feel clean afterwards Fragrance Design of bottle Mode rating score
10 Level 2 Sample Paper 4 Coverage and Range (Technical Skills) Task 1 Task 2 Task 3 C2.1 Understand and use positive and negative numbers of any size in practical contexts C2.2 carry out calculations with numbers of any size in practical contexts, to a given number of decimal places C2.3 Understand, use and calculate ratio and proportion, including problems involving scale C2.4 Understand and use equivalences between fractions, decimals and percentages C2.5 Understand and use simple formulae and equations involving one or twostep operations C2.6 recognise and use 2D representations of 3D objects C2.7 find area, perimeter and volume of common shapes C2.8 use, convert and calculate using metric and, where appropriate, imperial measures C2.9 collect and represent discrete and continuous data, using ICT where appropriate C2.10 use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using ICT where appropriate C2.11 use statistical methods to investigate situations C2.12 use probability to assess the likelihood of an outcome
May To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationEdexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE
Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional
More informationGCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education
GCSE Mathematics B (Linear) Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education Mark Scheme for November 2014 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge
More informationGCSE. Mathematics A. Mark Scheme for January General Certificate of Secondary Education Unit A503/01: Mathematics C (Foundation Tier)
GCSE Mathematics A General Certificate of Secondary Education Unit A503/0: Mathematics C (Foundation Tier) Mark Scheme for January 203 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA)
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 57_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationNumeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C
Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom
More informationMathematics Scoring Guide for Sample Test 2005
Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................
More informationFunctional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7
Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS September 2017 Version 1.7 Qualification at a glance Subject area Functional Skills qualifications in
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationPaper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (NonCalculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (NonCalculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour
More informationAGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationAbout How Good is Estimation? Assessment Materials Page 1 of 12
About How Good is Estimation? Assessment Name: Multiple Choice. 1 point each. 1. Which unit of measure is most appropriate for the area of a small rug? a) feet b) yards c) square feet d) square yards 2.
More informationFunctional Maths Skills Check E3/L x
Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number +  x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationAlignment of Australian Curriculum Year Levels to the Scope and Sequence of MathUSee Program
Alignment of s to the Scope and Sequence of MathUSee Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The MathUSee levels do not address
More informationUnit 3: Lesson 1 Decimals as Equal Divisions
Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationPrimary National Curriculum Alignment for Wales
Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade  2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationUNIT ONE Tools of Algebra
UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students
More informationFunctional Skills Mathematics Level 2 sample assessment
Functional Skills Mathematics Level 2 sample assessment Sample paper 3 Candidate Name (First, Middle, Last) www.cityandguilds.com May 2015 Version 13 Total marks Task Mark Candidate enrolment number DOB
More informationAP Statistics Summer Assignment 1718
AP Statistics Summer Assignment 1718 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic
More informationGCE. Mathematics (MEI) Mark Scheme for June Advanced Subsidiary GCE Unit 4766: Statistics 1. Oxford Cambridge and RSA Examinations
GCE Mathematics (MEI) Advanced Subsidiary GCE Unit 4766: Statistics 1 Mark Scheme for June 2013 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationEDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures
EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion
More informationUsing Proportions to Solve Percentage Problems I
RP71 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationMath 121 Fundamentals of Mathematics I
I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with
More informationThis scope and sequence assumes 160 days for instruction, divided among 15 units.
In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationPRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures
PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of
More informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More informationMathUSee Correlation with the Common Core State Standards for Mathematical Content for Third Grade
MathUSee Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in MathUSee
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten5 utilize a
More informationChapter 4  Fractions
. Fractions Chapter  Fractions 0 Michelle Manes, University of Hawaii Department of Mathematics These materials are intended for use with the University of Hawaii Department of Mathematics Math course
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationWelcome to ACT Brain Boot Camp
Welcome to ACT Brain Boot Camp 9:30 am  9:45 am Basics (in every room) 9:45 am  10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am  10:50
More informationTOPIC VN7 PAINTING AND DECORATING
TOPIC VN7 PAINTING AND DECORATING THEME: EDUCATION & TRAINING LEVELS 1 & 2 ISSUED 2013 L E V E L 2 ESSENTIAL SKILLS INSTRUCTIONS WHAT DO I DO? L Theme E V E Template L 2 Use this to help you: plan an Actionbased
More informationBroward County Public Schools G rade 6 FSA WarmUps
Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.
More informationHelping Your Children Learn in the Middle School Years MATH
Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationAnswers: Year 4 Textbook 3 Pages 4 10
Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number
More informationKeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN
Introduction For Level 7 Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN 37405. Copyright 2000 by SAI Interactive, Inc. KeyTrain is a registered trademark of SAI Interactive, Inc.
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technologysupported
More informationStacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes
Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling
More informationBackground Information. Instructions. Problem Statement. HOMEWORK INSTRUCTIONS Homework #3 Higher Education Salary Problem
Background Information Within higher education, faculty salaries have become a contentious issue as tuition rates increase and state aid shrinks. Competitive salaries are important for recruiting top quality
More informationSouth Carolina College and CareerReady Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS504) 8 9am & 1 2pm daily STEM (Math) Center (RAI338)
More informationIntroduction to the Practice of Statistics
Chapter 1: Looking at Data Distributions Introduction to the Practice of Statistics Sixth Edition David S. Moore George P. McCabe Bruce A. Craig Statistics is the science of collecting, organizing and
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationCoimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL
Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL PART ONE: SHORTANSWER
More informationMultiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.
More informationThe Indices Investigations Teacher s Notes
The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:
More informationLESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by
Year 6: Patterns and Algebra Patterns 50 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Continue and create sequences involving whole numbers, fractions and decimals. Describe
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationBittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: AddisonWesley.
Course Syllabus Course Description Explores the basic fundamentals of collegelevel mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.
More informationCHAPTER 4: REIMBURSEMENT STRATEGIES 24
CHAPTER 4: REIMBURSEMENT STRATEGIES 24 INTRODUCTION Once state level policymakers have decided to implement and pay for CSR, one issue they face is simply how to calculate the reimbursements to districts
More informationThe New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013
The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...
More informationEDEXCEL FUNCTIONAL SKILLS PILOT
EDEXCEL FUNCTIONAL SKILLS PILOT Maths Level 1 Chapter 6 Working with data and averages SECTION I Working with data 1 Collecting, recording and representing information 95 2 Interpreting data from tables
More informationCreating a Test in Eduphoria! Aware
in Eduphoria! Aware Login to Eduphoria using CHROME!!! 1. LCS Intranet > Portals > Eduphoria From home: LakeCounty.SchoolObjects.com 2. Login with your full email address. First time login password default
More informationFOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS
PS P FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS Thursday, June 21, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE
More informationHardhatting in a GeoWorld
Hardhatting in a GeoWorld TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia MoyerPackenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia MoyerPackenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationDiagnostic Test. Middle School Mathematics
Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by
More informationClassroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice
Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards
More informationLab 1  The Scientific Method
Lab 1  The Scientific Method As Biologists we are interested in learning more about life. Through observations of the living world we often develop questions about various phenomena occurring around us.
More informationMontana's Distance Learning Policy for Adult Basic and Literacy Education
Montana's Distance Learning Policy for Adult Basic and Literacy Education 20132014 1 Table of Contents I. Introduction Page 3 A. The Need B. Going to Scale II. Definitions and Requirements... Page 45
More informationAppendix L: Online Testing Highlights and Script
Online Testing Highlights and Script for Fall 2017 Ohio s State Tests Administrations Test administrators must use this document when administering Ohio s State Tests online. It includes stepbystep directions,
More informationAlgebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview
Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best
More informationSTT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point.
STT 231 Test 1 Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. 1. A professor has kept records on grades that students have earned in his class. If he
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationMINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES
MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES THE PRESIDENTS OF THE UNITED STATES Project: Focus on the Presidents of the United States Objective: See how many Presidents of the United States
More informationIf we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?
String, Tiles and Cubes: A HandsOn Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacherled discussion: 1. PreAssessment: Show students the equipment that you have to measure
More informationPreAlgebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus PreAlgebra A Course Overview PreAlgebra is a course designed to prepare you for future work in algebra. In PreAlgebra, you will strengthen your knowledge of numbers as you look to transition
More informationSample Problems for MATH 5001, University of Georgia
Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent
More informationCONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and
CONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and in other settings. He may also make use of tests in
More informationGrades. From Your Friends at The MAILBOX
From Your Friends at The MAILBOX Grades 5 6 TEC916 HighInterest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problemsolving and basic math skills Reinforces key problemsolving
More informationSpinners at the School Carnival (Unequal Sections)
Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of
More informationPedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers
Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers Monica Baker University of Melbourne mbaker@huntingtower.vic.edu.au Helen Chick University of Melbourne h.chick@unimelb.edu.au
More information2 nd Grade Math Curriculum Map
.A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a
More informationTCC Jim Bolen Math Competition Rules and Facts. Rules:
TCC Jim Bolen Math Competition Rules and Facts Rules: The Jim Bolen Math Competition is composed of two one hour multiple choice precalculus tests. The first test is scheduled on Friday, November 8, 2013
More informationLesson 12. Lesson 12. Suggested Lesson Structure. Round to Different Place Values (6 minutes) Fluency Practice (12 minutes)
Objective: Solve multistep word problems using the standard addition reasonableness of answers using rounding. Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student
More information4.0 CAPACITY AND UTILIZATION
4.0 CAPACITY AND UTILIZATION The capacity of a school building is driven by four main factors: (1) the physical size of the instructional spaces, (2) the class size limits, (3) the schedule of uses, and
More informationHOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION
HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION Subject: Mathematics Year Group: 7 Exam Board: (For years 10, 11, 12 and 13 only) Assessment requirements: Students will take 3 large assessments during
More informationThis document has been produced by:
year 6 This document has been produced by: The All Wales ESDGC Officer Group to support schools introducing the National Literacy and Numeracy Framework through ESDGC activities. With support from: Developing
More informationImproving Conceptual Understanding of Physics with Technology
INTRODUCTION Improving Conceptual Understanding of Physics with Technology Heidi Jackman Research Experience for Undergraduates, 1999 Michigan State University Advisors: Edwin Kashy and Michael Thoennessen
More informationFoothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:0011:50 (click on Math My Way tab) Math My Way Instructors:
This is a team taught directed study course. Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:0011:50 www.psme.foothill.edu (click on Math My Way tab) Math My Way Instructors: Instructor:
More informationStudent s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math
Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four
More information1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
More informationFIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project
FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure
More informationAbout the Mathematics in This Unit
(PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.
More informationAssociation Between Categorical Variables
Student Outcomes Students use row relative frequencies or column relative frequencies to informally determine whether there is an association between two categorical variables. Lesson Notes In this lesson,
More informationAverage Number of Letters
Find the average number of letters in a group of 5 names. As a group, discuss strategies to figure out how to find the average number of letters in a group of 5 names. Remember that there will be 5 groups
More informationwith The Grouchy Ladybug
with The Grouchy Ladybug s the elementary mathematics curriculum continues to expand beyond an emphasis on arithmetic computation, measurement should play an increasingly important role in the curriculum.
More informationBlocks & Math. Candace Jaruszewicz, Ph.D. College of Charleston
Blocks & Math Block play is nothing new! Plato, Comenius, Pestalozzi: the urge to build is natural to children Locke (1693): learning should be fun S.L. Hill Co. (1858): spelling & ABC blocks Jesse Crandall
More informationIntroducing the New Iowa Assessments Mathematics Levels 12 14
Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics
More informationPhysics 270: Experimental Physics
2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu
More information