Functional Skills in Mathematics at Level 1 - 4748-04
These are qualifications for work, study and life. Achievement of these qualifications demonstrates a sound grasp of mathematical skills at the appropriate level and the ability to apply mathematical thinking effectively to solve problems successfully in the workplace and in other real-life situations. (Ofqual Qualification Number: 603/4648/6 and City & Guilds Qualification Number 4748) Content subsumes that of lower levels. Subject content functional skills: Mathematics (DfE, Feb 2018).
This person can; read, write and understand positive whole numbers to one million and recognise and use negative numbers. They can order and compare whole numbers of any size, fractions, ratios and decimals and recognise the effect of multiplying and dividing by powers of 10, 100 and 1000. They can identify, compare and extend a range of numerical and spatial patterns, use, understand and calculate with fractions, decimals and percentages and calculate simple interest
This person can work out simple relationships between common units of measurement to define quantities, also involving mathematical terms for position and direction. They can apply and use calculations with common measures including money, time, length, weight and capacity. They can visualise, draw and describe 2-D and 3-D shapes and use properties of 2-D shapes in calculations
This person can select, construct and interpret a range of statistical diagrams in various contexts; select and use methods and forms to present and describe outcomes. They can extract and interpret information from tables, diagrams, charts and graphs; apply simple statistics and recognise features of charts to summarise and compare sets of data; recognise and use the probability scale and interpret probabilities
This person can use their knowledge and skills to recognise and obtain a solution or solutions to a straightforward problem. A straightforward problem is one that requires students to either work through one step or process or to work through more than one connected step or process some of which draw on a combination of any two of the mathematical content areas, requiring them to make connections between those two areas.