Functional Skills Mathematics – Level 2
Working it out – Use ratio
This example looks at a task that requires the learner to convert to the
same units for subsequent working and to use a ratio. We explore
where we would apply marks.
Task:
A refreshing fruit juice drink will be provided. The instructions on the
750 millilitre fruit juice bottle states:
Dilute 1 part fruit juice with 4 parts sparkling water.
The sparkling water is in 1.5 litre bottles. How many bottles of sparkling
water are needed for each bottle of fruit juice?
Marks available: 3
Mark scheme used by examiners:
The below table shows how the examiners will apply all 3 marks for the task.
CAO = Correct Answer Only
Marks
750 ML=0.75 L (ML: L conversion used or evidence of)
1
0.75 x 4= 3 or 750 x 4= 3000, or valid alternative
1
2 bottles CAO
1
Comments
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Functional Skills Mathematics – Level 2
Learner responses
Learner A:
1.4
1.5 x 1000mls= 1500 sparkling water
750 x 2 = 1500 fruit juice
1500÷5 parts
4+1=300
1=300
4 parts of sparkling= 3 x 4= 1200
Answer= 1200
1 mark awarded
1 mark awarded for converting litres to millilitres
0 marks awarded for incorrect method
0 marks awarded for incorrect answer
Examiner comment:
Although the conversion is accurate, the ratio hasn’t been correctly applied
and the correct final answer (CAO) hasn’t been achieved. 1 mark, for the
conversion, has been awarded.
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Functional Skills Mathematics – Level 2
Learner responses
Learner B:
750 x 4= 3000 ML
3000÷1000 = 3 L
3÷1.5= 2
For every 750 ML of fruit juice 2 bottles of sparkling water will be
required
3 marks awarded
1 mark awarded for converting litres to millilitres
1 mark awarded for using appropriate method
1 mark awarded for calculating correct answer
Examiner comment:
The multiplication of 750 by 4 indicates correct use of the given ratio and the
division by 1000 is evidence of the conversion. As a result, the correct final
answer of 2 bottles has been achieved and full marks have been awarded.
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Functional Skills Mathematics – Level 2
Learner responses
Learner C:
750
4 parts water= 750 x 4= 3000 mls
1.5 L= 1.5 x 1000= 1500 mls
3000/1500= 2 bottles water required per each fruit juice
3 marks awarded
1 mark awarded for using appropriate method
1 mark awarded for converting litres to millilitres
1 mark awarded for calculating correct answer
Examiner comment:
The multiplication of 750 by 4 indicates correct use of the given ratio and the
multiplication of 1.5 by 1000 is evidence of the conversion. As a result, the
correct final answer of 2 bottles has been achieved and full marks have been
awarded.
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Functional Skills Mathematics – Level 2
Learner responses
Learner D:
1.5 L/4 = 0.375 L
0.375 is the quantity that we put in each drink
0.375*1000= 375 millilitre
750 mill/375 millilitre = 2
2*1.5 =3
1 mark awarded
1 mark awarded for converting litres to millilitres
0 marks awarded for incorrect approach
0 marks awarded for incorrect answer
Examiner comment:
The given ratio hasn’t been used correctly resulting in the incorrect final
answer of 3 bottles. However, the multiplication by 1000 indicates accurate
conversion and this mark has been awarded. As a result of the evidence of
the correct conversion, 1 mark has been achieved.
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Functional Skills Mathematics – Level 2
Learner responses
Learner E:
Sparkling water 1.5 litre bottles
1 part fruit juice = 4 of sparkling water
Bottle= 750 ml
Therefore 750 x 4= 3000
300/4
= 4 bottles of sparkling water needed
1 mark awarded
1 mark awarded for applying correct method
0 marks awarded due to no evidence of accurate conversions
0 marks awarded for incorrect answer
Examiner comment:
The ratio has been used correctly so this mark has been awarded. However,
there is no evidence of accurate conversion and the correct final answer
hasn’t been achieved. As a result of the evidence of the correct ratio use, 1
mark has been achieved.
Overall examiner comment:
Generally, learners achieved the conversion mark at this task. However,
responses indicated that this was a challenging task for Level 2 learners.
The display of workings is valuable in examining the learner’s approach and
identifying appropriate and accurate calculations, for example, if Learner E
had submitted an answer of 4 bottles without supporting calculations there
would be no evidence of the correct use of ratio and this mark couldn’t be
awarded.
It’s also worth noting that there are alternative approaches that learners may
apply with this task, for example, learners B and C show slightly different
sequences. It may be beneficial for learners to be aware that more than 1
approach may be expected in tasks.
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