Assessment of Knowledge and Skills

This assignment evaluates a student's knowledge and understanding of a subject, as well as their cognitive and intellectual skills such as analysis, synthesis, logic, argumentation, and communication. It also assesses the student's ability to utilize relevant research materials and apply academic conventions. The grading rubric provides specific criteria for each area, outlining expectations from inadequate understanding to exceptional knowledge and skillful application of concepts.

MATI3006
Numeracy 1
Autumn 2017
Coursework/Portfolio Brief
Learning outcomes assessed:
• Apply numerical skills, concepts and techniques in a variety of business and academic
contexts.
• Demonstrate an ability to calculate and interpret statistical values.
• Be able to interpret and process mathematical problems in personal and professional
contexts.
This coursework is worth 100% of the total marks for this module.
Coursework Instructions
Please read carefully
• Carefully read the module handbook, the marking criteria and the grade
descriptors.
Academic Misconduct
You are responsible for ensuring you understand the policy and regulations about academic
misconduct. You must:
• Complete this work alone except where required or allowed by this assignment
briefing paper and ensure it has not been written or composed by or with the
assistance of any other person.

• Make sure all sentences or passages quoted from other people’s work in this
assignment (with or without trivial changes) are in quotation marks, and are
specifically acknowledged by reference to the author, work and page.
This portfolio consists of four sections:
Sections 1, 2 and 3 are assessed in ‘pass/fail’ criteria. Sections 1, 2 and 3 combined are
worth 33% of the final mark.
Sections 1, 2 and 3 each consist of 3 tasks:
Task 1 – Skills Audit
Task 2 – In class Activity
Task 3 – Online Activity - students are expected to complete and pass (40%) relevant online
activity/quiz. The results page will need to be saved (screenshot) and inserted under a
relevant area of the portfolio.
Section 4 is worth 67% of the final mark and consists of 10 questions.
Students are required to complete all questions and tasks set out in this portfolio.
Task 1 Task 2 Task 3 Total
Part
1
Section 1 Pass/Fail
(Skills Audit)
3%
Pass/Fail
(In class activity)
3%
Pass/Fail
(Online Activity)
5%
3
3
%
Section 2 Pass/Fail
(Skills Audit)
3%
Pass/Fail
(In class activity)
3%
Pass/Fail
(Online Activity)
5%
Section 3 Pass/Fail
(Skills Audit)
3%
Pass/Fail
(In class activity)
3%
Pass/Fail
(Online Activity)
5%
Part
2 Section 4 67%
(15 questions) N/A N/A 6
7
%
100%

SECTION 1
This section will focus on order of operations (BODMAS); operations on positive and negative
numbers; fractions and ratios.
Task 1: Skills Audit
Tick the appropriate column for each skill in the list below.
Please note that there is no right or wrong answer. Your answers should show good
reflection and awareness of your strengths and areas for improvement.
I can do
well
I need
practice
I’m not
sure
I can’t
do
• I know what BODMAS stands for. • • ☐ • ☐ • ☐
• I can apply BODMAS to a variety
of calculations.
• ☐ • • ☐ • ☐
• I can define a fraction, numerator
and denominator.
• • ☐ • ☐ • ☐
• I can define proper fraction,
improper fraction and a mixed
number.
• • ☐ • ☐ • ☐
• I can convert a mixed number to
an improper fraction.
• ☐ • • ☐ • ☐
• I can convert improper fraction to
a mixed number.
• ☐ • • ☐ • ☐
• I can add, subtract, multiply and
divide fractions.
• • • ☐ • ☐
• I can explain the meaning of a
ratio.
• • ☐ • ☐ • ☐
• I can work with simple ratios. ☐ ☐ ☐
Task 2: In class Activity
QUESTION 1
Reflection
Write a short reflection (approximately 100-150 words) about your personal learning experience of
the topics covered in this section.
You can use the Skills Audit above to facilitate your answer. You may also consider the following
points:
• Reflect on your learning
• How did you contribute in the class?
• What went well?
• Are there any areas for improvement?
I have learnt several aspects or concepts from the session organized. By making proper

concentration I have learnt the manner in which questions pertaining to fractions and ratios need
to be addressed. By doing personal skill audit, I has assessed that I still need to do practice for
assessing the ways or steps in relation to applying BODMAS rule on the variety of calculations.
Further, I need to do practice for understanding the conversion method pertaining to mixed
number to an improper fraction. There is also requirement in relation to considering practice
module or activities that are related to the addition, subtraction and division of fractions.
QUESTION 2
Give one example of a ‘real-life’ problem or situation that involves one (or more) of the following
topics:
• Order of operations
• Operations on positive and negative numbers
• Fractions
• Ratios
Also, please find a solution to the problem you described.
I face difficulty usually in solving problems that are related to addition, subtraction and
division of fractions. At the time of solving relative problems I have difficulty in taking a base.
Hence, for solving the issue I will consider the presentation slides and notes provided by the
tutor. This in turn helps me in understanding the different cases of fractions and solving problems
in the best possible way.
Task 3: Online Activity
Evidence (screenshot) of completing and passing relevant online quiz/activity.
Instruction:
• Complete your online quiz/activity, (GSM Learn).
• Take a screenshot.
• Copy and paste the screenshot here..

SECTION 2
This section will focus on decimals, percentages and index numbers.
Task 1: Skills Audit
Tick the appropriate column for each skill in the list below.
Please note that there is no right or wrong answer. Your answers should show good
reflection and awareness of your strengths and areas for improvement.
TASK 1: SKILL AUDIT
I know how to…. I can do
well
I need
practice
I’m not
sure
I can’t
do
• I can describe the relationship
between fractions, decimals and
percentages.
• • ☐ • ☐ • ☐
• I can identify the decimal
equivalent of a percent.
• • ☐ • ☐ • ☐
• I can identify the fractional
equivalent of a percent.
• • ☐ • ☐ • ☐
• I can determine which concepts
and procedures are needed to
complete each practice exercise.
• • ☐ • ☐ • ☐
• I can compute answers by
applying appropriate formulas
and procedures.
• ☐ • • ☐ • ☐

• I can construct a simple index. • ☐ • • ☐ • ☐
• I can interpret indexes to identify
trends in a data set.
☐ ☐ ☐
Task 2: In class Activity
QUESTION 1
Reflection
Write a short reflection (approximately 100-150 words) about your personal learning experience of
the topics covered in this section.
You can use the Skills Audit above to facilitate your answer. You may also consider the following
points:
• Reflect on your learning
• How did you contribute in the class?
• What went well?
• Are there any areas for improvement?
In order to assess the areas that still require improvement personal or skill audit has
conducted by me. Through the learning session I am become able to exhibits relationship which
takes place between fraction, decimal and percentage. However, I need to do practice for
understanding the situation in which specific concept needs to be applied. In addition to this, for
learning formulas, constructing & interpreting simple index as well as identifying trends I need
to do practice.

QUESTION 2
Give one example of a ‘real-life’ problem or situation that involves one (or more) of the following
topics:
• Decimals
• Percentages
• Index numbers
Also, please find a solution to the problem you described.
At the time of constructing index numbers sometime I am getting confused among the
different formulas. This is one of the main issues that I face while solving questions pertaining to
index numbers. Hence, for improving ability in this regard I will do practice by solving all the
numeric questions and examples. This in turn enhances my ability in the field of index number
issues and solution.
Task 3: Online Activity
Evidence (screenshot) of completing and passing relevant online quiz/activity
Instruction:
• Complete your online quiz/activity, (GSM Learn).
• Take a screenshot.
• Copy and paste the screenshot here.
SECTION 3
This section will focus on introduction to statistics (mean, median, mode and range) and graphical
representation of data.
Task 1: Skills Audit

Tick the appropriate column for each skill in the list below.
Please note that there is no right or wrong answer. Your answers should show good
reflection and awareness of your strengths and areas for improvement.
I know how to…. I can do
well
I need
practice
I’m not
sure
I can’t
do
• I know how to calculate a mean. • • ☐ • ☐ • ☐
• I know how to calculate a median. • ☐ • • ☐ • ☐
• I know how to calculate a mode. • • ☐ • ☐ • ☐
• I know how to calculate range. • • ☐ • ☐ • ☐
• I understand the statistical
implications of mean, median,
mode and range.
• • ☐ • ☐ • ☐
• I can define a line graph, bar chart
and a pie chart.
• • ☐ • ☐ • ☐
• I can interpret and analyse graphs
presented to determine what
information is given.
• ☐ • • ☐ • ☐
• I can construct a simple line graph
and bar chart.
☐ ☐ ☐
Task 2: In class Activity
QUESTION 1
Reflection
Write a short reflection (approximately 100-150 words) about your personal learning experience of
the topics covered in this section.
You can use the Skills Audit above to facilitate your answer. You may also consider the following
points:
• Reflect on your learning
• How did you contribute in the class?
• What went well?
• Are there any areas for improvement?
By doing audit, it has assessed that the concerned session has made contribution in my
knowledge regarding mean, mode and median. For understanding all the statistical tools I have

made best efforts by doing regular practice. However, I face issue in constructing simple line
graph and bar chart. Further, through skill audit I have found that I am facing problems in
interpreting graphs and presenting data set in a structured way.
QUESTION 2
Give one example of a ‘real-life’ problem or situation that involves one (or more) of the following
topics:
• Introduction to statistics (mean, median, mode and range)
• Graphical representation of data
Also, please find a solution to the problem you described.
At the time of constructing index numbers sometime I am getting confused among the
different formulas. This is one of the main issues that I face while solving questions pertaining to
index numbers. Hence, for improving ability in this regard I will do practice by solving all the
numeric questions and examples. This in turn enhances my ability in the field of index number
issues and solution.
Task 3: Online Activity
Evidence (screenshot) of completing and passing relevant online quiz/activity.
Instruction:
• Complete your online quiz/activity, (GSM Learn).
• Take a screenshot.
• Copy and paste the screenshot here. .
SECTION 4
QUESTION. 1 [2 marks]

In 1994 the UK FTSE Index was 1,521.4 on all trading shares that year, this increased by
58.5% ten years later in 2004. What was the 2004 UK FTSE Index? Give your answer to 1
decimal place.
Answer (type your answer and calculations here):
Particulars Figures
In 1994 the UK FTSE Index 1521.4
Increasing rate in 10 years 58.5%
In 2004 UK FTSE Index 2411.4
QUESTION. 2 [2 marks]
According to Forbes, Rich List of 1996. Bill Gates, the Co-founder of Microsoft corporation
was estimated to be worth 18.5 billion dollars. His wealth in October 2017 was estimated at
89.2 billion dollars. By what percentage has his wealth increased?
Answer (type your answer and calculations here):
Particulars Figures
Worth of Microsoft in 1996 18.5 billion
Worth of Microsoft in October 2017 89.2 billion
Increasing rate of worth (in %) 382.2%
QUESTION.3 [3 marks]
Richard Branson, owes his fortunes to a conglomerate of business bearing the “Virgin”
brand name, his real time net worth in 2017 is £5.1 billion pounds. This is 70% more than
his real time net worth in 2005. How much was he worth in 2005?
Answer (type your answer and calculations here):
Particulars Figures
Net worth of Virgin in 2017 £5.1 billion

Increasing rate as compared to 2005 70%
Net worth of Virgin in 2005 £3 billion
QUESTION.4 [5 marks]
In 2012, a total of 2,249 TWh (Terawatt hour) of energy was consumed in the UK. The data
gathered was then used to construct the pie chart:
Using the pie chart, please answer the following questions:
a) Which source contributed the third highest for energy consumption?
b) Which source contributed the least in 2012?
c) What percentage does Nuclear represent in the energy consumption?
d) How many terawatt hours (TWh) was contributed by Gas in 2012?
e) How many more terawatt hours (TWh) were produced by oil than Coal?
Answer (type your answer and calculations here):
a) coal
b)Wind
c)The total energy consumption =100%.To find the unclear, firstly add all the percentages of
other energy sources showed on the pie chart.

=wind (2%)+coal(20%)+oil(34%)+gas(36%)=92%
Subtract the value from the answer.
100-92=8
The percentage of nuclear= 8%
d ) To find the terawatt hours of gas ,workout the percentage of gas represented from the total
amount of terawatt hours consumed.
=36% of 2,249
=0.36*2249=810 terawatt hours ( 809.64)
e) Calculation of terawatt hours of oil and coal.
Terawatt hours of oil=0.34%*2,249=765 (764.66)
Terawatt hours of coal =0.20%*2,249=449 (449.8)
Hence: 765-450=315 more terawatt hours.
QUESTION 5 [3 marks]

Using the data presented in the bar chart above, answer the following questions:
• What percentage of natural gas was used in 2010?
Answer a: 42%
• How much more oil is being consumed in 2010 than in 1990?
Answer b:
• What percentage of Oil is being used in 1990?
oil consumed in 1990=25%
Oil consumed in 2010=45%
=45%-25%
=20% more oil consumed in 2010
Answer c::25%
Please answer questions 6-10 using the information below:
The National health service (NHS) is the largest public-sector employer in England. The
table below shows a general breakdown of the sector.
Year Nurses Doctors Other qualified Managers Total
1978 339,658 55,000 26,000 - 1,003,000 (UK)
2010 318,935 102,422 180,621 40,025 1,168,750
2011 317,157 103,898 184,869 35,014 1,158,920
2012 310,359 105,019 183,818 33,023 1,128,140
2013 308,782 106,151 184,571 32,429 1,123,529
2014 314,097 107,896 187,699 28,499 1,126,947
2015 316,117 109,890 189,321 30,221 1,143,102
2016 318,912 110,732 193,073 31,523 1,164,471
2017 319,845 113,508 198,783 32,588 1,187,125
QUESTION. 6 [3 marks]

In 2010, what percentage of all the employees were doctors?
Answer (type your answer and calculations here):
% of doctors (in 2010) = 102422 / 1168750 * 100
= 8.8%
QUESTION.7 [3 marks]
In 2014 the number of mangers employed in the NHS fell by 12.12% from the previous year
(2013). Calculate how many managers were employed in 2014?
Answer (type your answer and calculations here):
Number of mangers employed in NHS (2014)
Particulars Figures
In 2013 (number of managers) 32,429
Falling rate in 2014 12.12%
In 2014 (number of managers) 32,429 – (32,429 * 12.12%)
= 28499
QUESTION.8 [5 marks]
Taking into account data for the years 2010 to 2017 of Other qualified, please calculate the
following:
a) Mean
b) Median
c) Range
Answer (type your answer and calculations here):

Particulars Figures
Mean 1,502,755 / 8
= 187844
Median 186284
Range 198783 – 180621 = 18162
QUESTION.9 [4 marks]
What was the percentage change in the number of doctors in the NHS during the years
1978 and 2010?
Answer (type your answer and calculations here):
Year Doctors % change in the number of
doctors
1978 55,000
2010 102,422 86%
2011 103,898 1%
2012 105,019 1%
2013 106,151 1%
2014 107,896 2%
2015 109,890 2%
2016 110,732 1%
2017 113,508 3%
QUESTION.10 [6 marks]
Looking at the data for the years 1978 to 2017 of employees in the National Health Service
(NHS), write a statement outlining the changes that have taken place across the sector over
this time period.
Answer (type your answer and calculations here):

Use the following table to answer Questions 11-14
International
Comparisons of
Productivity - Final
Estimates, 2015
Constant price GDP
per hour worked
2007 = 100
C
an
ad
a France Germany Italy Japan UK
1995
85
.3 ???? 80.8 92.7 81.7 78.3
1996
85
.2 81.4 82.7 92.9 83.5 79.6
1997
87
.2 83.5 85.2 94.4 84.7 80.8
1998
88
.6 85.8 86.0 94.3 85.3 82.8
1999
91
.0 87.7 88.9 94.8 87.3 85.1
2000
93
.5 91.0 92.8 97.7 89.4 87.9
2001
94
.5 91.7 94.7 98.2 90.8 89.2
2002
96
.0 94.4 96.3 97.8 92.7 92.0
2003
96
.2 95.3 97.1 97.6 94.3 93.7
2004
96
.4 95.9 98.4 98.1 96.8 95.3
2005
99
.0 97.2 98.5 99.0 98.6 97.0
2006
10
0.
0 100.1 98.9 99.4 99.0 98.7
2007
10
0.
0 100.0 100.0 100.0 100.0 100.0
2008
99
.9 99.3 100.1 98.7 100.0 99.1
2009
10
0.
6 98.7 97.8 96.6 99.2 97.4
2010
10
2.
1 100.1 99.8 98.9 102.5 98.9

2011
10
3.
9 101.3 103.1 99.4 103.4 100.5
2012
10
3.
6 101.6 104.1 98.9 103.6 99.9
2013 10
5.
0
103.1 104.5 99.7 105.7 100.1
2014 10
7.
3
101.4 104.9 99.4 ???? 100.0
2015
10
7.
3 102.0 105.5 98.9 107.1 100.6
Sources: OECD,
Office for National
Statistics
QUESTION. 11 [8 marks]
For the year 2015 calculate:
a) the MEAN GDP index per hour worked for all 7 countries listed.
Mean for year 2015 =s um of the countries/ no of countries
=107.3+102.0+105.5+98.8+107.1+1000.6+108.6
=703/7
=104.3
b) the MEDIAN index for the same group. Which country is in the median position?
98.9,100.6,102.0,105,5,107.1,107,3108,6
Median =105.5 ( Germany)
c) the RANGE of the index for the same group.
Range: Highest - lowest value
=108.8 - 98.9
=9.7
d) Comment briefly on the MODE of the index for this set of data.
Answer (type your answer and calculations here):
In this, no figure is occurred repeatedly so there is no mode in the set of data.

QUESTION.12 [6 marks]
a) Between 1995 and 2014 the index for Japan increased by 29.38%. What is the missing
value for Japan, 2014? Round your answer to 1 decimal place (d.p).
Year Japan Growth
rate
1995 81.7
1996 83.5 2.2%
1997 84.7 1.4%
1998 85.3 0.7%
1999 87.3 2.3%
2000 89.4 2.4%
2001 90.8 1.6%
2002 92.7 2.1%
2003 94.3 1.7%
2004 96.8 2.7%
2005 98.6 1.9%
2006 99 0.4%
2007 100 1.0%
2008 100 0.0%
2009 99.2 -0.8%
2010 102.5 3.3%
2011 103.4 0.9%
2012 103.6 0.2%
2013 105.7 2.0%
2014 109.2 3.3%
Working note:
Total growth till 2013: 26%
Given that: Total growth from 1995 to 2014 accounts for 29.38% respectively
Growth in 2014: 29.38% - 26.0%
= 3.3%
Japan index in 2014: 105.7 + (105.7 * 3.3%)
= 109.2
b) Between 1995 and 2014 the index for France increased by 25.81%. What is the missing

value for France, 1995? Round your answer to 1 decimal place.
Year France %
change
1995 78.6 -
1996 81.4 3.5%
1997 83.5 2.6%
1998 85.8 2.8%
1999 87.7 2.2%
2000 91 3.8%
2001 91.7 0.8%
2002 94.4 2.9%
2003 95.3 1.0%
2004 95.9 0.6%
2005 97.2 1.4%
2006 100.1 3.0%
2007 100 -0.1%
2008 99.3 -0.7%
2009 98.7 -0.6%
2010 100.1 1.4%
2011 101.3 1.2%
2012 101.6 0.3%
2013 103.1 1.5%
2014 101.4 -1.6%
Working note:
Total growth from 1997 to 2014: 22.3%
Given that: Total growth from 1995 to 2014 accounts for 25.8% respectively
Growth in 1996: 25.8% - 22.3%
= 3.5%
France index in 1995: 81.4 - (81.4 * 3.5%)
= 78.6
c) Calculate the percentage change in the index for Germany between 1995 and 2014.
Round your answer to 1 d.p.

Answer (type your answer and calculations here):
Index = value of the given period / value of base period * 100
=104.9 / 80.8*100
=129.83
QUESTION.13 [3 marks]
What is the ratio of Canada’s index in 2013 to that in 2006? Give your answer in its simplest
form.
Answer (type your answer and calculations here):
Canada index in 2006 =100.0
To find the ratio in simplest form ;105.0;100.0
Find out which number goes in both value shown which is 5
=105.0/5=21
=100.0/5=20
Thus, the ratio is 21;20
QUESTION.14 [4 marks]
For the year 2000, using the UK as the base (UK=100), construct a new index to show the
relative positions of the seven countries.
Canada France Germany Italy Japan UK US
Value 87.9
Index 100.0
Answer (type your answer and calculations here or in the chart above):
Index number = (price in a particular year/price in the base year) x 100,
Countries Value Index New index when UK 2000 value is taken as
base
Canada 93.5 100 106.4
France 91.0 100 103.5

Germany 92.8 100 105.6
Italy 97.7 100 111.1
Japan 89.4 100 101.7
UK 87.9 100 100.0
US 88.2 100 100.3
QUESTION.15. [10 marks]
Think about your modules and amount of time you spend studying per week, create a table
and answer following questions
Module/
Weeks Week
1 Week
2 Week
3 Week
4 Week
5 Week
6 Week
7
W
e
e
k
8
Numeracy1
EAP1
EBWO3001
ICSK3005
• Create a bar chart based on your entries above.
• What does your data tell you, comment on the pattern (if any)?
Interpretation: The above depicted bar graph shows that higher time was spent in
learning the concepts under numeracy 1. However, in the other modules 2 weeks are spent for
the purpose of learning.
• What is the average time you spend studying throughout 8 weeks for all of
your modules? Show your calculations.

Average time: On an average two weeks are spent for all the modules.
• Create a table to show individually the total number of hours spent studying
for each one of the four modules over the 8 weeks .
Answer (type your answer and calculations here):
Tabular presentation of hours spent in each module
Modules Hours
Numeracy1 126 hours
EAP1 84 hours
EBWO3001 80 hours
ICSK3005 79 hours
The End
Marking Criteria
Generic Criteria for Assessment at Level 3
Assessment
categories
Knowledge
&Understanding of
Subject
Inadequate
understanding of and
major gaps in
knowledge.
Significant
inaccuracies.
Limited
understanding of
and large gaps in
knowledge evident.
Some inaccuracies.
Threshold level.
Basic and broadly
accurate knowledge and
understanding of the
material. Some elements
missing and flaws
evident.
Satisfactory, routine
knowledge and
understanding of
the material, main
concepts
Some flaws may be
evident.
Good, consistent
knowledge and
understanding of
the
material, main
concepts at this
level.
Excellent
knowledge and
understanding of
the main concepts
at this level.
Exceptio
nal
kn
owledge
and
und
erstandi
ng of
Material an
concepts at
this level.

Cognitive/
Intellectual Skills
(e.g. analysis and
synthesis; logic and
argument; analytical
reflection;
organisation and
communication of
ideas and evidence)
Inadequate views
based on personal
opinion.
Complete lack of
supporting
evidence.
Inadequate or
complete lack of
conclusions.
Limited logic and
analysis, and lack of
consistent
argument. Points
generally
descriptive and at
times incoherent.
Conclusions lack
validity.
Threshold level.
Basic awareness
of issues. Some logical
arguments evident. Lacks
coherence in places.
Some inconsistency in
evidence to support
views. Some broadly
valid conclusions
included.
Issues identified
satisfactorily within
given areas.
Demonstration of the
ability to use evidence
to support a coherent
argument.
Some generally valid
conclusions included.
Good analytical
ability.
Arguments
generally
logical, largely
balanced,
coherently
expressed and
supported with
evidence.
Sound
conclusions
included.
Excellent logical
analysis
throughout.
Persuasive points
made within given
areas of the
work.. Arguments
well-
balanced and
logically
developed and
supported with a
range of evidence.
Strong
conclusions
included.
Exceptiona
y logical
analysis
throughou
Persuasiv
arguments
included
throughou
the work
supported
by
a
ppropriate
y selected
evidence.
Convincing
conclusions
included.
Use of
Research-
informed
Literature
(including
referencing,
appropriate
academic
conventions and
academic honesty)
Inadequate
evidence of any
background reading.
Views
are inadequately
supported.
Inadequate / no use
of academic
conventions at this
level.
Evidence of limited
reading around the
topic of the work.
Sources
inaccurately
utilised.
Limited use of
academic
conventions at this
level.
Threshold level.
Some evidence of
reading around the topic
of the work.
Basic academic
conventions
followed at this level,
but with errors.
Satisfactory range of
literature used mainly
descriptively.
Academic skills
generally sound at this
level.
Good range of
relevant literature
generally used
critically to inform
argument.
Good use of
academic
conventions at
this level.
Excellent range of
relevant literature
used critically to
inform argument.
Consistently
accurate use of
academic
conventions at
this level.
E
xceptional
range of
relevant
literature u
critically to
inform
argument.
Consistent
accurate an
skilful use o
academic
convention
at this level