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It specifies calculator skills for Level 1, including computing squares, operating with positive/negative numbers, using operator precedence, and converting fractions to decimals or percentages. It also details expected number system knowledge (large integers, ordering/comparing, patterns, fractions/decimals/percentages, and simple interest) and provides example task references with typical question types and guidance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/functional-skills-mathematics-level-1-and-level-2-specification-2019-exemplification/620880/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/functional-skills-mathematics-level-1-and-level-2-specification-2019-exemplification/620880.png","ImageObject",300,407,{"name":92,"@type":93},"Valentina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How are non-calculator and calculator questions organized in the paper?","Question",{"text":112,"@type":113},"Non-calculator examples are typically set in Section A, while calculator-allowed examples are typically found in Section B. Some content may be tested in either section depending on the question design.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What calculator-related skills are learners expected to have at Level 1?",{"text":117,"@type":113},"Learners should know how to use a calculator to compute squares of one- and two-digit numbers, add and subtract positive and negative numbers in context, follow operator precedence, and convert a fraction to a decimal or a percentage.",{"name":119,"@type":110,"acceptedAnswer":120},"What number system knowledge is expected at Level 1?",{"text":121,"@type":113},"Learners are expected to count in steps of various sizes (including negative numbers) and read, write, and understand positive whole numbers up to one million. They should also be able to order and compare large whole numbers and work with fractions, ratios, decimals, and the effects of multiplying/dividing by powers of 10, 100, and 1000.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},620880,1792482535,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},13056703020460,"https://ap-avatar.wpscdn.com/avatar/be000253dac470eee5d?_k=1778207105932848923","Functional Skills Mathematics Level 1 and Level 2 Specification (2019) Exemplification  \nFunctional Skills questions are more likely to be set in a suitable context.  \nAny of the non-calculator examples could be found as part of a problem on Section B (calculator allowed) of the paper.  \nFor level 1, learners should know how to use a calculator to:  \n• calculator the squares of one-digit and two-digit numbers  \n• add and subtract positive and negative numbers in context  \n• follow the order of precedence of operators  \n• convert a fraction to a decimal or percentage.  \nUse of number and the number system: students at level 1 are expected to be able to count in steps of various sizes, including negative numbers; read, write and understand positive whole numbers to one million. They can order and compare whole numbers of any size, and 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.  \n\n| Content reference | Typically non-calculator\u003Cbr>(Section A) | Typically calculator\u003Cbr>(Section B) | Comment |\n| --- | --- | --- | --- |\n| Level 1-using numbers and the number system |  |  |  |\n| 1. Read, write, order and compare large numbers (up to one million) | Write eight hundred and twenty thousand in figures.\u003Cbr>Put these numbers in order 80305 85030 80350 83005 |  | This can be tested in either non calculator section A or calculator section B.\u003Cbr>Knowledge of greater than and less than symbol may be required. |\n\n\n|  | What is the value of the 4 in 34238?\u003Cbr>Work out 83680 – 4855 |  |  |\n| --- | --- | --- | --- |\n| 2. Recognise and use positive and negative numbers | What temperature is 10oC lower than 4o C?\u003Cbr>Work out −3 − 8 |  |  |\n| 3. Multiply and divide whole numbers and decimals by 10, 100, 1000 | Work out 38 ÷ 10\u003Cbr>Calculate 100 × 0.235\u003Cbr>Find the cost of 1 item if 100 items cost £80\u003Cbr>The weight of 1 cm3 of oil is 0.85 grams. Find the weight of 1000 cm3 of oil. |  | May be tested as part of a problem in combination with other subject content. |\n| 4. Use multiplication factsand make connections with division facts | Given that 34 × 18 = 612\u003Cbr>find 612 ÷ 18\u003Cbr>37 students in Year 8 walk to school. This is a fifth of all Year 8 students. Work out how many students are in Year 8. |  |  |\n\n\n| 5. Use simple formulae expressed in words for one or two-step operations | \u003Cbr>| multiply by 6\u003Cbr>| Use this rule to convert a temperature of 68 oF to a temperature in oC'Subtract 32 and then divide your answer by 1.8' |  | Find output given input Find input given output |\n| --- | --- | --- | --- | --- | --- |\n| 6. Calculate the squares of one-digit and two-digit numbers | Work out 82\u003Cbr>Calculate 132\u003Cbr>Find the area of a square with aside of length 15 m |  | Work out 7 + 152\u003Cbr>20 |  |  |\n| 7. Follow the order of precedence of operators | Work out 3 + 4 × 5\u003Cbr>Work out (3 + 4) × 5 |  | Work out | (7 +11)􀁵3 (9 −1)􀁵5 |  |\n| 8. Read, write, order and compare common fractions and mixed numbers | 1 1 Which is bigger ~~ ~~ or ~~ ~~ ?\u003Cbr>3 4\u003Cbr>Write these fractions in order of size\u003Cbr>1  2 , 3 , 2  3 , 5\u003Cbr>3 4 5 8 |  |  |  | Non unitary fractions may be used. |\n| 9. Find fractions of whole number quantities or measurements | 1\u003Cbr>Find ~~ ~~ of 72\u003Cbr>3\u003Cbr>2\u003Cbr>Find 3 of 180 cm |  | 68 out of 192 people said they had two jobs.\u003Cbr>1\u003Cbr>Is this more or less than ~~ ~~ of\u003Cbr>3\u003Cbr>the people? |  | On occasion fractions may be given in words. |\n\n\n| 10. Read, write, order and compare decimals up to three decimal places | Put these numbers in order 0.3, 0.302, 0.319, 0.28 |  | Usually specify starting with the smallest. |\n| --- | --- | --- | --- |\n| 11. Add, subtract, multiply and divide decimals up to two decimal places | Work out 0.2 + 0.17\u003Cbr>Find 0.20 ÷ 5\u003Cbr>Find 0.15 × 3 | Jim is buying juice for a party. ","cbCaiqxQC7sh8W2Y","https://ap.wps.com/l/cbCaiqxQC7sh8W2Y","pdf",354131,23,"English","# Functional Skills Mathematics specification overview\n## Assessment context: non-calculator vs calculator\n## Level 1 calculator capabilities and number system expectations\n## Example question content references (Level 1)\n## Key content strands with sample tasks","[{\"question\":\"How are non-calculator and calculator questions organized in the paper?\",\"answer\":\"Non-calculator examples are typically set in Section A, while calculator-allowed examples are typically found in Section B. Some content may be tested in either section depending on the question design.\"},{\"question\":\"What calculator-related skills are learners expected to have at Level 1?\",\"answer\":\"Learners should know how to use a calculator to compute squares of one- and two-digit numbers, add and subtract positive and negative numbers in context, follow operator precedence, and convert a fraction to a decimal or a percentage.\"},{\"question\":\"What number system knowledge is expected at Level 1?\",\"answer\":\"Learners are expected to count in steps of various sizes (including negative numbers) and read, write, and understand positive whole numbers up to one million. They should also be able to order and compare large whole numbers and work with fractions, ratios, decimals, and the effects of multiplying/dividing by powers of 10, 100, and 1000.\"}]","Functional Skills Mathematics Level 1 and Level 2 Specification (2019) - Exemplification | PDF",1792464713,58]