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We will let centres know in writing about any changes to the specification. We will also publish changes on our website. The definitive version of our specification will always be the one on our website, this may differ from printed versions.  \nYou can download a copy from our All About Maths website ([http://allaboutmaths.aqa.org.uk/](http://allaboutmaths.aqa.org.uk/))  \nContents  \nGeneral information-disclaimer 4  \nContexts 4  \nCommand words 4  \n NS  Use of number and the number system 5  \n1  \n22  \n40  \nGeneral Information-Disclaimer   \n\n| This teaching guidance will help you plan by providing examples of the content of the specification.\u003Cbr>It is not, in any way, intended to restrict what can be assessed in the question papers based on the specification.\u003Cbr>Contexts |\n| --- |\n| The following is a list of likely contexts that will be used in our papers. It is not exhaustive:\u003Cbr>• working for a company\u003Cbr>• running your own business\u003Cbr>• going on holiday\u003Cbr>• going on an outing\u003Cbr>• going to a sports or entertainment event\u003Cbr>• organising a party or other event\u003Cbr>• shopping\u003Cbr>• hobbies\u003Cbr>• personal finance.\u003Cbr>Assumed knowledge |\n| Functional Skills Level 1 assumes all the knowledge and skills from the Entry Level Certificates in Mathematics.\u003Cbr>Functional Skills Level 2 assumes all the knowledge from Functional Skills Level 1.\u003Cbr>Command words |\n\nThe following command words are the ones we will generally use. For specific purposes we may use other command words.  \n• Work out: this will be the usual instruction when one or more calculations are required to get to the required answer.  \n• Calculate: this will be used when the student is expected to use a calculator to carry out a given calculation.  \n• ‘How many …can …’ implies that we are asking for the maximum number.  \n• Simplify: this implies that a full simplification is required. For example, if asked to simplify 8a + 3a + a, the answer 11a + a is insufficient.  \n1  \nUse of number and the number system  \nStudents at Level 2 are expected to be able to use numbers of any size; read, written and make use of positive and negative integers of any size; use, order and compare integers, fractions, decimals, percentages and ratios as well as recognise the value of a digit in any whole number or decimal number. They can use numerical and spatial patterns for a purpose and calculate with, and convert between, numbers written as fractions, decimals, percentages and ratios.  \n\n| \u003Cbr>NS18 | Read, write, order and compare positive and negative numbers of any size |\n| --- | --- |\n\nTeaching Guidance  \nStudents should be able to:  \n• know and use the word integer  \n• read a positive integer value in number form and write it in words  \n• read a positive integer value in word form and write it in number form  \n• compare integers and know which is the smallest or largest  \n• order a list of integers  \n• compare and interpret integers in context.  \nGCSE Link – N1  \nNotes  \nThis section deals with integer values only. See NS24 for fractions and NS26 for decimals. Identifying integers will only be explicitly tested in Level 1.  \nNumbers used in contexts are likely to be less than one million, as numbers greater than one million cannot be used in calculations (see NS19) . Writing and ordering numbers greater than one million may be tested in the underpinning skills section.  \nExamples  \n1 Write 32 490 113 in words.  \n2 Write four million, seven hundred and sixty eight thousand in digits.  \n3 Write these numbers in order, starting with the smallest.  \n4650 203 4605 203 4650 302 4065 230 4560 023  \n4 Write these numbers in order, starting with the largest.  \n–7032 –7302 –7023 –7320 –7203 –7230 5 Circle the coldest temperature.  \n0°C –12°C 8°C –7°C 17°C –1°C  \n\n| \u003Cbr>N","cbCaiclP1WSmXO6e","https://ap.wps.com/l/cbCaiclP1WSmXO6e","pdf",1758963,"English","# General information-disclaimer\n# Contexts\n# Command words\n# NS18 Use of number and the number system\n# NS19 Calculations up to one million\n# NS20 Evaluate expressions and substitutions","[{\"question\":\"What is the purpose of this teaching guidance for Functional Skills Mathematics Level 2?\",\"answer\":\"It helps plan lessons by providing examples of the specification content. It is not intended to limit what can be assessed in the question papers.\"},{\"question\":\"What contexts may be used for Functional Skills Level 2 tasks?\",\"answer\":\"Likely contexts include working for a company, running a business, going on holiday or outings, attending events, organising parties, shopping, hobbies, and personal finance.\"},{\"question\":\"What number skills are students expected to have for NS18?\",\"answer\":\"Students should be able to use positive and negative integers of any size, read and write integers in number form and word form, and order, compare, and interpret integers in context.\"}]","LEVEL 2 FUNCTIONAL SKILLS IN MATHEMATICS (8362) - Teaching guidance - September 2019 Version 1.0 - Spring 2020 | PDF",1792463811,126]