AFT Numeracy Skills Units

VCAL Literacy and
Numeracy Skills Strand

NUMERACY SKILLS UNITS
Foundation | Intermediate | Senior
Advice for Teachers

Authorised and published by the Victorian Curriculum and Assessment Authority
Level 7, 2 Lonsdale Street
Melbourne VIC 3000
ISBN: 978-1-925676-84-6
© Victorian Curriculum and Assessment Authority 2018
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VCAL Literacy and Numeracy Skills Strand
This document has been prepared to support teachers to deliver these units. It provides
pedagogical advice and suggestions, teaching strategies, examples of assessment tasks, possible
integrated activities and other support material.
It is not to be confused with the VCAL Curriculum Planning Guide (the compulsory course content
document) which needs to be read hand-in-hand with this Advice for Teachers document.
All VCAL teachers are also strongly encouraged to read through the VCAL Unit Assessment
Planning Guide and the VCE and VCAL Administrative Handbook.
The Numeracy Skills units are designed at three levels – Foundation, Intermediate and Senior. The
Numeracy Skills Foundation Unit satisfies the award level requirements for Foundation and
Intermediate. The Numeracy Skills Intermediate Unit 1 satisfies the award level requirements for
Foundation, Intermediate and Senior. The Numeracy Skills Senior Unit 1 and the Advanced
Numeracy Skills Senior Unit satisfy the award requirements for all levels.
Unit 2 at Numeracy Skills Intermediate and Numeracy Skills Senior level can be included only as a
general credit in a VCAL student’s learning program.
Contents
VCAL Numeracy Skills – Foundation .......................................................................................... 1
Unit purpose................................................................................................................................ 1
Assessment ................................................................................................................................ 1
Conditions of assessment ........................................................................................................... 1
Assessing students with disabilities ............................................................................................. 1
Suggested activities and assessment tasks ................................................................................ 2
Learning Outcome 1 – Numerical Skills and Processes .............................................................. 3
Learning Outcome 2 – Financial Literacy .................................................................................... 4
Learning Outcome 3 – Planning and Organising ......................................................................... 5
Learning Outcome 4 – Measurement, Representation and Design ............................................. 6
Learning Outcome 5 – Preparing for Work .................................................................................. 7
Sample expanded Assessment tasks/activities for Foundation level ........................................... 8
Integrated Assessment tasks/activities across VCAL units ........................................................ 13
Numeracy Skills Intermediate – Unit 1 ...................................................................................... 14

Unit purpose.............................................................................................................................. 14
Assessment .............................................................................................................................. 14
Conditions of assessment ......................................................................................................... 14
Assessing students with disabilities ........................................................................................... 14
Suggested activities and assessment tasks .............................................................................. 15
Linkage to Numeracy Skills Intermediate – Unit 2 ..................................................................... 15
Learning Outcome 1 – Numerical Skills and Processes ............................................................ 16
Learning Outcome 2 – Financial Literacy .................................................................................. 17
Learning Outcome 3 – Planning and Organising ....................................................................... 18
Learning Outcome 4 – Measurement, Representation and Design ........................................... 19
Sample expanded Assessment tasks/activities for intermediate level........................................ 20
Integrated Assessment tasks/activities across VCAL units/strands ........................................... 32
Numeracy Skills Intermediate – Unit 2 ...................................................................................... 37

Unit purpose.............................................................................................................................. 37
Assessment .............................................................................................................................. 37
The numeracy-based program plan – rationale ......................................................................... 38
Supporting students with the numeracy-based program plan – Learning Outcome One............ 39
Resources suitable for Numeracy Skills Intermediate Unit 2 ..................................................... 40
Learning Outcome 1 – Numeracy-based project plan ................................................................ 41
Learning Outcome 2 – Numeracy skills ..................................................................................... 56
Learning Outcome 3 – Data representation ............................................................................... 57
Learning Outcome 4 – Results .................................................................................................. 58
Numeracy Skills Senior – Unit 1 ................................................................................................ 59
Learning Outcome 1 – Numerical Skills and Processes ............................................................ 61
Learning Outcome 2 – Financial Literacy .................................................................................. 62
Learning Outcome 3 – Planning and Organising ....................................................................... 63
Learning Outcome 4 – Measurement, Representation and Design ........................................... 64

Sample expanded Assessment tasks/activities for Senior level ................................................. 65
Integrated Assessment tasks/activities across VCAL strands .................................................... 70
Numeracy Skills Senior – Unit 2 ................................................................................................ 71

Unit purpose.............................................................................................................................. 71
Assessment .............................................................................................................................. 71
The numeracy-based program plan – rationale ......................................................................... 72
Supporting students with the numeracy-based program plan – Learning Outcome One............ 73
Resources suitable for Numeracy Skills Intermediate Unit 2 ..................................................... 74
Learning Outcome 1 – Numeracy-based project plan ................................................................ 75
Learning Outcome 2 – Numeracy skills ..................................................................................... 90
Learning Outcome 3 – Data representation ............................................................................... 91
Learning Outcome 4 – Results .................................................................................................. 92
Advanced Numeracy Skills Senior ............................................................................................ 93

Unit purpose.............................................................................................................................. 93
Assessment .............................................................................................................................. 93
Learning Outcome 1 – Further Study in Maths: Data ................................................................. 94
Learning Outcome 2 – Further Study in Maths: Measurement .................................................. 95
Learning Outcome 3 – Further Study in Maths: Formulae and Graphs ...................................... 96
Learning Outcome 4 – Further Study in Maths: Algebraic techniques ....................................... 97
Outcome 5 – Further Study in Maths: Problem-solving ............................................................. 98
Resources ................................................................................................................................. 100
Appendix 1: Unit structure, scope and sequence .................................................................. 104

The Numeracy Skills Units – Structure .................................................................................... 104
The Numeracy Skills Units – Scope and Sequence................................................................. 105
Learning Outcome 1 – Foundation Numeracy, Intermediate Numeracy Unit 1 and Senior
Numeracy Unit 1 ............................................................................................................ 105
Numeracy Unit 1 ............................................................................................................ 108
Numeracy Unit 1 ............................................................................................................ 110
Numeracy Unit 1 ............................................................................................................ 112
VCAL Numeracy Skills – Foundation

Unit purpose
The purpose of this unit is to enable students to develop the confidence and skills to perform
simple and familiar numeracy tasks and to develop the ability to make sense of mathematics in
their daily personal lives. The mathematics involved includes numbers and data, financial literacy,
time and location, measurement and design and the use of software tools and devices.
On completion of this unit students will be able to perform everyday mathematical tasks which
involve a single mathematical step or process. Mathematical ideas would be communicated using
highly familiar contexts and common everyday language and mathematical notation.
Assessment
Students must demonstrate achievement in all learning outcomes to be credited with this unit.
Furthermore, students must be observed to demonstrate achievement on more than one occasion
and in different contexts to make sure that the assessment is consistent, reliable, fair and
equitable.
It is important that not all elements need to be met in the one assessment task or activity.
Conditions of assessment
The conditions of assessment for this unit are that students use:
 real-life, relevant, familiar, personal or everyday contexts and materials where the
mathematical content is explicit
 concrete objects (where possible) for spatial and diagrammatic representations
 their prior knowledge and personal experiences to derive meaning and check reasonableness
 support from mentors and/or teachers, advice/modelling and first/other language resources
 personal ‘in the head’ or pen and paper methods, calculators and/or computers to solve
calculations and problems.
Assessing students with disabilities

While flexibility in relation to assessment methods, assessment tools and context is encouraged to
meet the specific needs of students, the validity and reliability of the assessment must not be
compromised in any way.
Flexibility in assessment methods is important, particularly for students with disabilities. For
example, if a person is unable to communicate by speaking, then an alternative means of
communicating may be used to demonstrate learning outcomes usually demonstrated through the
spoken word. Similarly, students who are hearing impaired may sign their response, and those with
a physical disability may use a voice synthesiser or communication board.
In some instances the time taken to respond in alternative modes may be considerably longer than
through speech and it may be unrealistic to expect such students to achieve the outcomes in the
stated nominal hours. Students may therefore need more time to complete the learning outcomes
in these cases.
© VCAA 2018 Page 1

Suggested activities and assessment tasks

As part of the outline of each Learning Outcome in this unit there are short descriptions of
suggested examples of activities and/or assessment tasks appropriate to that Learning Outcome.
They are supplemented by more expanded activities/tasks at the end of the Learning Outcomes for
this unit. These later activities/tasks are also meant to be suggested activities/tasks. The aim of
them is to provide support for the teacher.
Each of these expanded activities/tasks is linked to one or more Learning Outcomes.
© VCAA 2018 Page 2

Learning Outcome 1 – Numerical Skills and Processes

Use simple everyday numbers to perform one-step computations with and without software tools
and devices.
Key knowledge
 Mathematical knowledge and techniques

 Comparative mathematics
 Estimation and approximation
 Writing and interpreting numerical expressions
 Applying mathematics.
Key skills
 Recognise whole numbers and simple, familiar fractions and decimals in numeral and word
form.
 Add, subtract, multiply and divide simple numbers, fractions and decimals.
 Order and use whole numbers and familiar, simple fractions and decimals in everyday texts or
simple tables.
 Use ratio to describe relationships between two quantities.
 Demonstrate and apply the basic concept of average.
 Estimate length, distance, quantity and weight in everyday situations.
 Convert a basic unit of measurement.
 Collect and organise familiar data.
 Construct simple tables, graphs or charts manually or using software tools.
 Perform simple calculations.
 Demonstrate the above mathematical skills and processes in a simple, practical project
including the use of software tools and devices.
 Demonstrate the above mathematical skills and processes in a hands-on, simple problem-
solving activity.
Examples of class/assessment tasks/activities
 Answer questions and discuss the meaning of simple graphs on bills such as phone bills.
 Cook or bake some food following a simple recipe and/or verbal instructions.
 Guess the weight or length of some common objects. Then weigh/measure the objects using
the appropriate measuring instrument.
 Answer questions and discuss the meaning of the information in a simple table; for example, a
table of car prices or running costs, print out of results from a sporting event (for example,
football, cricket, tennis, soccer), survey results printed in a newspaper or magazine.
 Use the graph on a bill and compare with the previous bill, or compare with previous year’s
amount.
 Recognise, order and use the numerical information in sports articles from newspapers or
audio/video excerpts from a sports show.
 Answer questions relating to weather from a newspaper or TV weather report.
 Answer questions relating to relevant information in brochures or simple articles, incorporating
numbers and figures in newspapers or magazines.
 Answer questions relating to relevant information or simple articles incorporating numbers and
figures on Internet sites (for example, sports, TV program, music).
 Use the school canteen price list to create a different order for each day of the week, including
cost and change received each day from a set amount.
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Learning Outcome 2 – Financial Literacy

Make simple decisions and perform basic monetary calculations involving money and demonstrate
an understanding of participation in a monetary society.
Key knowledge

Key skills
 Understand and use simple fractions as applied to money.

 Perform simple calculations in converting Australian currency to a small range of overseas
currencies.
 Use money to give and receive correct change in simple financial transactions.
 Recognise the difference between credit card rates for major financial institutions.
 Compare the value of a set of goods purchased at a number of similar retail institutions.
 Give examples of change in costs over time.
 Estimate change in simple financial transactions.
 Estimate savings on simple discounted purchases.
 Estimate and present a simple personal budget for a specific goal.
 Recognise the money notation expressions within a range of personal financial documents.
 Read, understand and communicate money notation information contained in a range of
payslips.
 Identify the interest rates for a range of personal loans available from a set number of financial
institutions.
 Based on a brochure from a pizza restaurant (or other restaurant), ask students what they
would buy with a $50 voucher to the restaurant to feed themselves and three friends.
 Based on a restaurant brochure or website with opening days and times, ask students
questions about the days and times they could go to the restaurant to buy the food.
 Demonstrate how to open and use a personal bank account, providing numerical data for
deposit of money.
 Use an advertising catalogue to calculate the cost of buying more than one item, rounding
amounts of money and working out change.
 Use an advertising catalogue or advertisement to calculate the savings on simple discount
values.
 Ask questions about the current month (for example, the date of second Monday in the month,
and provide dates for each Tuesday in the month).
 Describe ways to keep money safe both manually and electronically.
 Look at payslips and communicate information.
 Use play-money to conduct financial transactions.
 Visit a shop and calculate the GST on items.
 Set up a ‘shop’. Examine financial aspects of this shop. Conduct simple transactions.
Calculate GST. Keep timesheets.
 Use the ‘MoneySmart’ resource (ASIC) to look at online scams and how to avoid them or
www.scamwatch.gov.au
 Visit www.ato.gov.au/General/Education-zone for information on taxation.
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Learning Outcome 3 – Planning and Organising

Identify and use familiar numbers and units of measurement to make decisions about time,
location, data, resources, and solve simple problems.
Key knowledge

 Applying mathematics
Key skills
 Read and use time measuring devices such as clocks, watches, calendars.
 Read and use simple tables, maps, diagrams, graphs and flow charts.
 Follow simple instructions/flow chart to complete a process or task.
 Compare simple tables and diagrams related to location.
 Compare data from simple tables or graphs using software tools and devices.
 Estimate times and distances required to move between locations in a personal context.
 Estimate amounts and quantities required in everyday or simple situations.
 Draw rough sketch maps or plans to describe a route to the location of a building or a feature
of interest.
 Interpret and use a calendar or planner to record information.
 Use software tools and devices to solve simple problems related to time and location.
 Apply simple problem-solving techniques to solve one step numerical problems related to
planning and organisation.
 Communicate information about location and time using basic conventional terminology.
 Cook or bake some food following a simple recipe and/or verbal instructions.
 Guess the weight or length of some common objects. Then weigh/measure the objects using
the appropriate measuring instrument and work out how close the guess was.
 Interpret, by answering questions, the meaning of a sign advertising the opening times of a
shop.
 Organise a possible BBQ for a school occasion. Include surveying the class for quantities
needed and possibly cost per person.
 Investigate simple maps provided for tourists on the internet for areas such as theme parks,
national parks and construct very simple maps of the school indicating important areas for a
new Year 7 student, a parent volunteer at canteen or similar.
 Detail directions for someone to go from the classroom to another familiar place; for example,
toilets, canteen, office.
 Find out about the different times in countries around the world.
 Use a calendar to plan out events over a week, month, and year.
 Plan a day event in terms of time.
 Plan an event in your community. Include maps and directions, and time to get to the location
and include a detailed itinerary of the day.
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Learning Outcome 4 – Measurement, Representation and Design

Use simple, familiar units to measure, recognise and represent common two-dimensional shapes
and three-dimensional objects.
Key knowledge

Key skills
 Describe and name common two-dimensional shapes and three-dimensional objects.

 Create simple plans and diagrams representing familiar real-world objects.
 Use appropriate units of measurement and make simple conversions to common units.
 Recognise and compare familiar shapes and objects in relation to size and shape.
 Identify common units of measurement as they apply to area and capacity.
 Estimate lengths, areas and volumes in familiar contexts.
 Apply simple approximation techniques to reduce/enlarge diagrams and representations of
familiar objects.
 Create simple plans and diagrams and their familiar conventions, for representing real-life
objects.
 Recognise and use the common units of measurement and their abbreviations to compare and
measure materials or objects.
 Assemble or model simple three-dimensional objects by following instructions, plans or
diagrams.
 Describe and compare different everyday shapes such as road signs, sports grounds/arenas,
and shapes in buildings or packaging.
 Conduct games with different shaped blocks, for example finding a block with only one feature
different. Students could name the shape and give reasons why they selected a particular
block.
 Draw particular shapes from an oral description; for example, draw a shape which has four
straight sides the same length.
 Give a description of a shape or symbol for someone else to draw.
 Follow the recipe to make play-dough. Create simple two-dimensional shapes and conduct
measurement operations on these shapes.
 Design a series of signs with different shapes for a park or garden. Create the signs and draw
a map indicating their location.
 Measure the classroom and objects within the classroom environment.
 Bake, following a recipe and using different measuring instruments.
 Estimate, measure and check the length, perimeter, area and volume of a series of everyday
objects.
© VCAA 2018 Page 6

Learning Outcome 5 – Preparing for Work

Use and communicate numerical skills in a practical context within the work environment.
Key knowledge

Key skills
 Demonstrate simple understanding of personal banking.

 Access a tax file number and be able to use it on a form.
 Read, write, and compare numbers related to time on relevant documents such as work
rosters.
 Locate and display the different award rates for a number of apprentice courses.
 Calculate the difference in salary between traineeships and apprenticeships.
 Use and communicate processes of practical estimations appropriate to workplace contexts
and tasks.
 Understand and use a range of common written and oral workplace numerical language.
 Read and relate numerical information to peers and customers.
 Read and communicate numerical information in workplace forms, charts and tables.
 Research relevant data in tables and graph form that relate to a selected workplace.
 Use software tools and devices to describe data from a selected industry.
 Read and complete simple workplace forms that include numerical content.
 Calculate and display the start, finish and break times of a selected industry.
 Investigate and answer questions about working hours and times and pay rates for a casual
job a student wants to apply for.
 Calculate the weekly, fortnightly and monthly income for a selected occupation at a set yearly
income e.g. $52,000 per year.
 Calculate the employer superannuation contribution (Superannuation Guarantee value of
9.5%) for a selected occupation at a set yearly income e.g. $52,000 per year.
 Calculate the total weekly income of a hospitality worker at a set hourly rate over a varying
number of hours worked per day.
 Calculate the travelling costs over a range of set periods for a worker using public transport.
 Complete an activity around creating a schedule of appointments for a business.
 Visit www.ato.gov.au/General/Education-zone for information on taxation.
 Understand emergency procedures or business hierarchy as presented in flow charts.
 Visit a local bank and understand the requirement for opening a bank account.
 Compute times on a timesheet.
 Investigate the processes in starting a fictional job. Obtain a TFN, plan a working day.
(Consider integrating this task with a WRS Learning Outcome.)
© VCAA 2018 Page 7

Sample expanded Assessment tasks/activities for Foundation level

Assessment tasks similar in complexity to these examples are recommended.
Sample task 1
Task Foundation Numeracy Skills Unit

Interpreting shop signs Learning Outcome 3 – Planning and Organising
TRADING HOURS
MONDAY–FRIDAY
9.00 am – 5.00 pm
SATURDAY
9.00 am – 11.30 am
Using the above sign (or something similar), the students could discuss questions such as:
 What do you think ‘Trading hours’ means?
 What does ‘am’ mean? What does ‘pm’ mean?
 How many days a week does the shop open? How many hours is the shop open for the week?
 List the days the shop is open.
 What time does the shop open on Tuesday? Draw or demonstrate this on a clock face.
 What time does the shop open on Thursday? Is the shop open on Sunday?
 What time does the shop close on Saturday? Draw or demonstrate this on a clock.
 How many hours is the shop open on Monday? Explain how you worked this out?
 How many hours is the shop open on Saturday?
 If you went to the shop at 12 o’clock on Saturday would the shop be open?
 If you went to the shop at 3.00 am on Wednesday, would the shop be open?
 Write these times another way. These could be demonstrated using a clock face.
9.00 11.00 2.00

8.30 6.30 7.30
10.15 3.45 5.15
12.15 9.45 12.00
 How many hours would the shop be open on Monday if:

 the shop was closed for 1/2 hour for lunch?
 the shop closed at 4.30 pm? the shop opened at 10.00 am?
 the shop opened at 9.30 am and closed at 3.00 pm?
Sample task 2

The cook measures up Learning Outcome 1 – Numerical Skills and Processes
Observe students following instructions of a simple recipe which requires them to interpret
measurements such as cup, tablespoon, some weights or measures using scales or measuring
© VCAA 2018 Page 8

cups, and some interpretation of simple fractions such as 1/2 a cup. Instructions may need to be
given verbally.
Ideal recipes are those which require little or no cooking such as slices, salads, fruit salads, drinks
and punch mixtures, although recipes such as fried rice or stir fries are also suitable if power points
are available for electric frying pans. If kitchens are available then more full-scale cooking can be
undertaken. If so, teachers must ensure all safety issues and practices are followed. Suitable
examples of lists of ingredients from recipes might be:
Rum slice Rice salad

250 g plain sweet biscuits 1 cup long grain rice
1 cup sultanas 1 teaspoon salt
1/4 cup finely chopped walnuts 310 g tin whole kernel corn
1 egg 2 spring onions
125 g butter 1/2 cup pineapple pieces
1/2 cup sweetened condensed milk 1 stalk celery
1 teaspoon cinnamon 1 green pepper
1 tablespoon rum 1/4 cup oil
3 tablespoons white vinegar
salt and pepper
3/4 cup pineapple juice
Although elements in Learning Outcome 1 and 3 would be covered by this task, other tasks may
be required to complement this if the recipe selected had a restricted number of measurements
and units used.
The task could easily be extended to address elements for Foundation Numeracy Learning
Outcome 2 – Financial Numeracy, if students were observed shopping and purchasing the
required ingredients. It could also incorporate other elements related to the concept of Time if
questions were included about cooking time and/or use by dates for left over ingredients.
Sample task 3

Part-time work Learning Outcome 2 – Financial Literacy
Learning Outcome 5 – Preparing for Work
Alistair is offered a job in a local fish and chip shop. The work involves preparing food and serving
customers. He will be paid $16 per hour, but will receive 25% more if he works on a Saturday and
75% more if he works on a Sunday.
a. How much does Alistair earn per hour:
 on a weekday?
 on Saturday?
 on Sunday?
b. Calculate how much Alistair would earn in one week, if he worked:
 for 12 hours, not on a Saturday or a Sunday.
 for 12 hours, including 4 hours on a Saturday and none on a Sunday.
 for 12 hours, including 4 hours on a Saturday and 4 hours on a Sunday.
© VCAA 2018 Page 9

c. Suppose Alistair works only on weekdays.

 Complete this table to show how much he would earn for the hours he works.
Hours Alistair works 0 1 2 3 4 5 6

Amount that Alistair earns ($)
 Using your table, write a formula for the amount of money that Alistair earns (e) on
weekdays as a function of the number of hours he works (h).
 Sketch a graph showing the amount of money Alistair makes as a function of the hours he
works on a weekday.
Sample task 4

Shopping list Learning Outcome 1 – Numerical skills and processes
Learning Outcome 2 – Financial Numeracy
Visit a supermarket or go online to a supermarket website. Select 15 items that include at least two
items each from the bakery, delicatessen, frozen foods, pet foods, breakfast foods, and
fruit/vegetables sections.
 Prepare a list of the 15 items selected with their individual prices.
 Calculate the total cost of the 15 items.
 Calculate the change you would receive from a $50 note.
Sample task 5

Reading and understanding Learning Outcome 1 – Numerical skills and processes
bills Learning Outcome 2 – Financial Numeracy
Collect a utility or a phone bill. Highlight the following information on the bill:
 Name of the provider.
 Number to phone if a problem occurs.
 Time period for which the bill is current.
 Account number.
 Total amount to be paid.
 Date to be paid by.
 GST included in the charges.
 Amount paid in last time period.
 Name of the business document.
 Penalty fees or charges for late payment.
 Cost per day and usage per day.
 Payment options available.
© VCAA 2018 Page 10

Sample task 6

Spaghetti bridge Learning Outcome 1 – Numerical skills and processes
Learning Outcome 4 – Measurement, Representations and Design
Design and build a successful bridge using spaghetti and hot glue. The bridge will be tested with
weights to see how strong it is. The bridge design should also look appealing to the eye.
Create a table and a graph to show the results of the tests on the strength of the bridge.
Sample task 7

Bake muffins Learning Outcome 1 – Numerical skills and processes
 Measure out recipe, half/double the quantities.

 Guess/estimate the weight and height of each muffin.
 Measure and weigh your muffins when finished and record the information in a table using
appropriate software.
 Find the average weight and height of your batch of muffins.
 Represent your findings graphically.
Sample task 8

Class pizza lunch Learning Outcome 1 – Numerical skills and processes
 Use several takeaway menus to plan your order.

 Use fractions to share pizzas.
 Collect data from your class about pizza topping preferences.
 Collect data around types of takeaway meals students have.
 Record data using appropriate software.
 Find the averages.
 Represent your data graphically.
 Work out the number of pizzas needed if you had 50/100 people.
Sample task 9

Understanding payslips Learning Outcome 1 – Numerical Skills and Processes
Learning Outcome 5 – Preparing for work
 List the different types of information displayed on a payslip.

 Why do employees need to receive a payslip?
 What is the difference between the Gross Pay (pre tax) on a payslip and the Net Pay (post tax)
on the payslip?
 What is the final amount of ‘take home pay’ on the payslip – Net pay minus any other
deductions from a salary for the time period of the payslip.
 What is the time period covered by the payslip?
 How much superannuation is included on the payslip?

 Find out where the superannuation amount deducted from the payslip goes?
 Identify the total number of hours worked on the payslip.
 What is the hourly rate for the worker belonging to the payslip?
Sample task 10

Getting started with light Learning Outcome 1 – Numerical Skills and Processes
 Assist students to download the app ‘Science Journal’ to smartphone/iPad/laptop

computer/tablet. Alternatively, use teacher/school software tools and devices.
 Measure and record light features such as the lux value of the ambient light.
Sample task 11

Something to drive Learning Outcome 1 – Numerical skills and processes
 Acquaint students with www.carsguide.com.au

 Students are to find a number of possible vehicles to purchase, namely a city car, an off-road
vehicle, a family car, a sports car and a utility.
 Students to represent the five selected cars in picture form as well as the model of the car, the
year of the model and the advertised price.
 Use a number of repayment online calculators, such as on the ANZ bank site, the NAB bank
site, the Commonwealth bank site, the MoneySmart site etc. to discover the repayment
amounts on a set payment schedule (e.g. fortnightly) and a set repayment time period (e.g.
three, five and seven years).
 Construct a table for each of the five cars selected that displays the Price of the Car, the
Repayments per Fortnight over three, five and/or seven years, the Total Amount of
Repayments over the time periods, and the Total Difference over the time periods.
Sample task 12

Creative mosaics Learning Outcome 4 – Measurement, Representations and Design
 Introduce this activity by using tangrams to design and create art work/features.
 Students create a mosaic tile that can be used for a variety of purposes, including as a
placemat, a pot stand, a garden tile, a stepping stone, a wall feature etc.
 Students create the mosaic using a range of possible media, including coloured tiles, wood
bases, concrete pavers etc.
 Create simple 2D shapes using a tile cutter or similar and glue the shapes onto selected tile in
a creative manner.
 Grout the shapes and clean when dry.
 Consider using this technique as part of a school or community project.

Sample task 13

Pet ownership costs Learning Outcome 2 – Financial Literacy
Consult the MoneySmart site at: static.moneysmart.gov.au/teaching/resources/unit-of-work-yr6-its-

raining-cats-and-dogs-and-chickens.pdf
Note: this unit of work is designated as Year 6 Mathematics. However, several of the tasks are
suited to Foundation Literacy.
This unit of work investigates the financial and non–financial costs of becoming a pet owner, and
includes ethical and external factors that influence the choice of a pet.
The unit includes a number of applied learning tasks, including the actual building of a chicken
coop in the classroom using simple construction plans.
Integrated Assessment tasks/activities across VCAL units

The following tasks/activities are examples of how more than one learning outcome can be
integrated and assessed across the Literacy and Numeracy Skills Units.
Task Foundation Numeracy Foundation Literacy Foundation Personal

Skills Skills Development Skills
Setting up a stall Learning Outcome 2 – Reading and Writing: PDS Unit 1 – Learning
Financial Literacy Learning Outcome 3 – Outcomes 4 and 5
Learning Outcome 4 – Writing for Knowledge PDS Unit 2 – Learning
Measurement, Outcomes 1, 2 and 5
Representation and Design
 Students discuss and identify a community need that would benefit from their contribution.
 Students in groups plan a stall that will operate within the classroom, school or provider
setting, the local community or online.
 Students design a stall name and main features, as well as slogans/logos and simple written
promotion material for the stall.
 Students draw a plan of the stall with accurate measurements.
 Students prepare a simple budget that details all the set-up expenses for the stall, and a
simple profit/loss calculation upon completion of the operation of the stall.

Numeracy Skills Intermediate – Unit 1

Unit purpose
The purpose of this unit is to enable students to develop everyday numeracy skills to make sense
of their daily personal and public lives. The mathematics involved includes numbers and data,
financial literacy, time and location, measurement and design and the use of software tools and
devices applied to tasks which are part of the students’ normal routine but also extending to
applications outside their immediate personal environment such as the workplace and the
community.
At the end of the unit students would be able to attempt a series of either single and multi-step
operations or tasks with some confidence, be able to select the appropriate method or approach
required, and be able to communicate their ideas both verbally and in written form. They would be
at ease with straightforward calculations either manually and/or using software tools and devices.
Assessment
Students must demonstrate achievement in all the learning outcomes to be credited with this unit.
equitable.
The conditions of assessment for this unit are that students:
 use concrete, relevant, familiar contexts and materials where the mathematical content is
predictable and easily accessible
 rely on context, prior knowledge and personal experience to derive meaning and check
reasonableness
 perform where access to mentor/teacher and advice/modelling is available and recourse to
first/other language is acceptable
 use a blend of personal ‘in the head’ methods, pen and paper methods and calculator
procedures
 use a combination of oral and written general, and some mathematical, language, symbols
and abbreviations.

in these cases.


As part of the outline of each Learning Outcome in this Unit there are short descriptions of
this Unit. These later activities/tasks are also meant to be suggested activities/tasks. The aim of
Each of these expanded activities/tasks are linked to one or more Learning Outcomes
Linkage to Numeracy Skills Intermediate – Unit 2

It is important to note that a key focus of Numeracy Skills Intermediate – Unit 2 is the numeracy
skill development required in a variety of industry workplaces. It is important therefore that some
scaffolding for that focus should occur during Numeracy Skills Intermediate – Unit 1.
The contexts selected for numeracy skill development across the four Learning Outcomes in
Numeracy Skills Intermediate – Unit 1 should include some practical application to workplace
scenarios when possible.
As indicated in the introduction to Numeracy Skills Intermediate – Unit 2, there are a number of
resources that supply numeracy tasks with a clear industry workplace focus. Some consideration
of using these type of resources at Numeracy Skills Intermediate – Unit 1 is recommended.


Perform routine multi-step computations with and without software tools and devices.
Key knowledge
Key skills
 Use whole, large numbers and fractions to interpret numerical information in familiar and
unfamiliar contexts.
 Perform a range of calculations of whole numbers, fractions and decimals with the four
mathematical operations.
 Demonstrate an understanding of the order of the four mathematical operations and use this to
solve multi-step calculations.
 Use and apply relevant ratio, rates and proportions in familiar or routine situations.
 Demonstrate and apply the measures of central tendency (mean, median and mode).
 Estimate, approximate and measure length, mass, capacity/volume, time and temperature,
using simple instruments graduated in familiar units.
 Estimate and measure the value of common angles.
 Convert between routine metric units demonstrating an understanding of common prefixes.
 Collect and organise familiar and unfamiliar data and construct tables, graphs and charts,
manually or using software tools and devices.
 Find the mean, median and mode of collected data.
 Describe the variation and general trend of data from familiar contexts.
 Describe, compare and interpret the likelihood of everyday chance events using qualitative
terms.
 Demonstrate the above mathematical skills and processes in a multi-step project including the
use of software tools and devices.
 Demonstrate the above mathematical skills and processes in a hands-on, multi-step problem-
solving activity using simple mathematical notations and symbols.

 In the kitchen; halve, double, triple recipes. Use a range of measuring instruments.
 Measure a room and calculate how much paint/carpet/furniture is needed.
 Plan a party and calculate amounts and ratios.
 Collect data from a student activity or from the community or a social issue, and evaluate
measures of central tendency. Evaluate and present this data using a graphing tool.
 Create a task to find the probabilities within a packet of Smarties.
 Construct a Fraction Wall made up all the currency notes or coins in Australia. The $100 note
is at the top of the wall. The next layer will be two bricks showing 2 x $50 notes (2x1/2 of
$100). Complete the wall with appropriate layers for $20, $10, and $5 notes or construct a
Fraction Wall made up all the coins in Australia. The $5 note is at the top of the wall. Construct
layers of bricks showing the fraction value for the $1, 50c, 20c, 10c and 5c coins.
 List all the different angles that can be seen in the classroom. List them in a tabular form.
 Calculate the probability of a range of random events e.g. a Head on a single toss, drawing a
red card from a normal single pack of cards, drawing an ace from the pack, drawing a spade,
picking one, two and then three numbers out of 45 in a Lotto game.
 Calculate the mean, median and mode from data collected from the class or by using familiar
lists of figures.


Make decisions and perform routine monetary calculations involving money, manage personal
finances and understand risk in familiar situations.
Key knowledge
Key skills
 Perform calculations involving fractions and percentages as applied to money.
 Select a range of goods and convert them to different overseas currency values.
 Calculate the interest payable on a transaction involving using a credit card from a range of
financial institutions.
 Calculate the savings involved in the purchase of a set of goods from a number of similar retail
institutions.
 Estimate change payable in detailed transactions.
 Estimate savings on complex discounted purchases.
 Estimate and demonstrate a detailed personal budget.
 Perform calculations based on monetary notation expressions within a range of personal
financial documents.
 Understand and perform simple mathematical calculations involving sample payslips.
 Calculate the interest payable on a range of personal loans from financial institutions.
 Calculate the interest due on a range of savings accounts over a period of time from financial
institutions.
Examples of assessment tasks/activities
 Find the current conversion rate for Australian dollars ($AUS) into $US (USA), Euros (parts of
Europe), Baht (Thailand), Rupiah (Indonesia) and Yen (Japan).
 Convert a set number of $AUS values (e.g. $500AUS, $100 AUS) into each of these overseas
currencies.
 Convert a number of selected monetary values from each of the overseas currencies listed
into $AUS.
 Cost the preparation and painting of a classroom.
 Create a budget for a two-week holiday.
 Create a personal monthly budget.
 Set up and calculate costs of establishing a household pantry from scratch.
 Complete a table comparing mobile phone charges.
 Look at house prices. Compare mortgage rates from different financial institutions.
 Set up a community of businesses or market in the classroom or school. Trade and investigate
financial requirements of businesses.
 Use an online compound interest calculator (e.g. www.moneysmart.gov.au/tools-and-
resources/calculators-and-apps/compound-interest-calculator) to complete a series of
calculations and comparisons (e.g. Worksheet 1 and 2 on pp 22–28 from the MoneySmart
Year 10 Mathematics resource at www.moneysmart.gov.au/teaching/teaching-
resources/teaching-resources-for-secondary-schools)
 Calculate and display the annual running costs of a number of car models:
www.racv.com.au/membership/member-benefits/royalauto/motoring/information-and-
advice/car-running-costs.html


Identify, use and interpret routine numbers and units of measurement to make decisions about
time, location, data, resources and solve routine multi-step problems.
Key knowledge

Key skills
 Use and calculate with time, for example converting between digital and analogue time and
calculating elapsed time.
 Use map indexes and keys to locate particular places of interest.
 Follow routine multi-step instructions/flow charts to complete a process or task.
 Compare 12 and 24 hour time systems and convert between them.
 Use familiar timetables to compare different ways of making the same journey.
 Compare data from familiar tables and graphs using software tools and devices.
 Demonstrate an understanding of the language of direction and travel and its mathematical
alternatives.
 Estimate distances and make judgments about time in a work, home or school context.
 Draw rough sketch maps or plans to describe route to or location of building or feature of
interest.
 Use number facts and rounding to give rough estimates of numerical calculations.
 Use distance, direction, coordinates, simple scales, labels, symbols and keys to read and use
everyday maps and plans.
 Interpret distances in terms of approximate travelling time.
 Record information regarding time and location using tables and charts.
 Use software tools and devices to solve routine problems related to time and locations.
 Apply problem-solving techniques to solve multi-step numerical problems related to planning
and organisation.
 Select a number of overseas cities that are popular with the class. Calculate the current time
at these cities, and the time difference between them and Melbourne.
 Research the International Date Line. Complete a series of tasks about the impact it has on
time differences around the world, travel times as it is crossed, reasons for its irregular shape
etc.
 Look at international flights and flight departure times.
 Plan a day in the life of a tradesperson. Calculate times and distances to multiple jobs.
 Perform calculations involving public transport timetables.
 Use www.ptv.vic.gov.au/journey#jpsearch%5Baction%5D=showPlanner to compare routes.
 Plan a road trip through outback Australia.
 Use Google maps to plan and compare journeys.
 Make a map of your school or local area.


Use units of measurement to measure, represent and interpret objects, plans and diagrams.
Key knowledge

Key skills
 Describe, name and represent common two-dimensional shapes and three-dimensional

objects.
 Create detailed plans and diagrams representing familiar real-world objects.
 Apply scaling techniques to reduce/enlarge a range of two-dimensional shapes.
 Compare units of measurements as they apply to area and capacity.
 Estimate lengths, areas and volumes in unfamiliar contexts.
 Apply rounding techniques in converting units of measurements.
 Create and interpret detailed plans and diagrams and their familiar conventions, for
representing real-life objects.
 Apply scale techniques using ratios to enlarge/reduce plans representing real-life objects.
 Design and use simple two-dimensional plans to construct simple three-dimensional objects.
 Compare the cost of supplying drinks, for example orange juice, to a number of people at a
party in different size containers, for example 200 ml, 1 litre, 2 litres.
 Measure and calculate the surface area of a basic rectangular room.
 Use different objects to measure and predict the size (using appropriate units) given a
magnification factor.
 Match house plans to house photos giving reasons for the match.
 Organise a Year 12 momento, such as can holder or t-shirt. Research possible designs, costs,
minimum size of order and timelines to complete.
 Measure and make scale drawings of a room.
 Using a furniture and/or homewares catalogue, measure and fit out a room. Include all
measurements and scale diagrams.
 Make a scale model of a room.
 Make nets from solids.
 Match house plans to photos.
 Design a package for a product (use different shapes). Create a scale drawing of the package
and show the 2D template and the 3D product with measurements.
 Create full-scale 3D shapes and then create scale models with drawings.
 Look at building plans and design a project including scale and measurement.

Sample expanded Assessment tasks/activities for intermediate level

Assessment tasks/activities similar in complexity to these examples are recommended.
Sample task 1
Note: Questions a., b., and c. are the same as Sample task 4 in the Foundation Numeracy Skills
Unit. Students at this Intermediate level may wish/need to complete these tasks as scaffolding for
later questions (d., e. and f.) related to this task.
Task Intermediate Numeracy Skills Unit 1

Part-time work Learning Outcome 2 – Financial Literacy
Alistair is offered a job in a local fish and chip shop. The work involves preparing food and serving
customers. He will be paid $16 per hour, but will receive 25% more if he works on a Saturday and
75% more if he works on a Sunday.
a. How much does Alistair earn per hour:
 on a weekday?
 on Saturday?
 on Sunday?
b. Calculate how much Alistair would earn in one week, if he worked:
 for 12 hours, not on a Saturday or a Sunday.
 for 12 hours, including 4 hours on a Saturday and none on a Sunday.
 for 12 hours, including 4 hours on a Saturday and 4 hours on a Sunday.
c. Suppose Alistair works only on weekdays.
 Complete this table to show how much he would earn for the hours he works.
Hours Alistair works 0 1 2 3 4 5 6

 Using your table, write a formula for the amount of money that Alistair earns (e) on
weekdays as a function of the number of hours he works (h).
 Sketch a graph showing the amount of money Alistair makes as a function of the hours he
works on a weekday.
Notice that the graph is a straight line through the origin. When we see this type of graph we say
that the variables are directly proportional.

d. Suppose Alistair’s first 4 hours of work are always on a Sunday. Sometimes, he works extra
weekday hours but he does not work on Saturdays.
Using the information above, complete the table to show how much he would earn if he
worked the following hours.
Hours Alistair works in one 4 5 6 7 8 9 10 11 12

week
 Using your table, write a formula for the amount of money that Alistair earns each week
(e) as a function of the number of hours he works (h), where h is greater than or equal to
4.
Sketch a graph showing the amount of money Alistair makes as a function of the hours he
works.
Notice that the graph is a straight line, so there is a linear relationship between the variables. As
the line does not pass through the origin (even if we extended the graph), this relationship is not a
direct proportionality.
e. Alistair is offered another job that involves selling mobile phone plans. He is offered a base
rate of $10 per hour, but also receives a $4 commission for each sale he makes. There are no
penalty rates for working on the weekend. Alistair will usually be expected to work for a period
of 4 hours.
 Why would an employer offer a commission for each sale?
f. Suppose Alistair works for a 4-hour period.
 Complete the table to show how much he could earn:
Number of sales 0 1 2 3 4 5 6
 Sketch a graph showing the amount of money Alistair earns (e) as a function of the
number of sales he makes in a 4-hour period (s).
 What type of relationship is shown by the graph? Is it a linear relationship? Are the
variables directly proportional?
 Using your table from f., write a formula for the amount of money Alistair earns (e) as a
function of the number of sales he makes in a 4-hour period (s).
 Use your formula to find the amount of money Alistair would earn if he was able to make
12 sales during a 4-hour period.
 Using your formula, calculate the number of sales Alistair would need to make in a 4-hour
period to earn $100.
 Alistair would like to compare this job with the job at the fish and chip shop, including a
comparison of the money he can earn. What additional information would help him to
make this comparison? How can he obtain this information?

Sample task 2

US Open Golf Championship Learning Outcome 1 – Numerical Skills and Processes
Place Name To par** Round 1 Round 2 Round 3 Round 4 Total

1 KAYMER, Martin –9 65 65 72 69 271
T2* COMPTON, Erik –1 72 68 67 72 279
T2 FOWLER, Rickie –1 70 70 67 72 279
T4 BRADLEY, Keegan 1 69 69 76 67 281
T4 DAY, Jason 1 73 68 72 68 281
T4 KOEPKA, Brooks 1 70 68 72 71 281
T4 JOHNSON, Dustin 1 69 69 70 73 281
T4 STENSON, Henrik 1 69 69 70 73 281
T9 SCOTT, Adam 2 73 67 73 69 282
T9 WALKER, Jimmy 2 70 72 71 69 282
T9 SNEDEKER, Brandt 2 69 68 72 73 282
T12 FURYK, Jim 3 73 70 73 67 283
T12 SIEM, Marcel 3 70 71 72 70 283
T12 ROSE, Justin 3 72 69 70 72 283
T12 NA, Kevin 3 68 69 73 73 283
T12 KUCHAR, Matt 3 69 70 71 73 283
T17 TODD, Brendon 4 69 67 79 69 284
T17 POULTER, Ian 4 70 70 74 70 284
T17 HOLMES, J.B. 4 70 71 72 71 284
T17 SPIETH, Jordan 4 69 70 72 73 284
T21 GRIBBLE, Cody 5 72 72 72 69 285
T21 STRICKER, Steve 5 70 71 73 71 285
T23 HORSCHEL, Billy 6 75 68 73 70 286
T23 BADDELEY, Aaron 6 70 71 73 72 286
T23 KAPUR, Shiv 6 73 70 71 72 286
T23 MCILROY, Rory 6 71 68 74 73 286
T23 MOLINARI, Francesco 6 69 71 72 74 286
T28 BERGER, Daniel 7 72 71 78 66 287
T28 MCDOWELL, Graeme 7 68 74 75 70 287
T28 PERRY, Kenny 7 74 69 74 70 287
T28 MICKELSON, Phil 7 70 73 72 72 287
T28 DUBUISSON, Victor 7 70 72 70 75 287
T28 DE JONGE, Brendon 7 68 70 73 76 287
T28 KIRK, Chris 7 71 68 72 76 287
T35 REED, Patrick 8 71 72 73 72 288

Place Name To par** Round 1 Round 2 Round 3 Round 4 Total

T35 ELS, Ernie 8 74 70 72 72 288
T35 GARCIA, Sergio 8 73 71 72 72 288
T35 HAAS, Bill 8 72 72 71 73 288
T35 MATSUYAMA, Hideki 8 69 71 74 74 288
T40 OOSTHUIZEN, Louis 9 71 73 78 67 289
T40 BLAIR, Zac 9 71 74 73 71 289
T40 JOHNSON, Zach 9 71 74 72 72 289
T40 BJERREGAARD, Lucas 9 70 72 72 75 289
T40 MULROY, Garth 9 71 72 70 76 289
T45 WILLETT, Danny 10 70 71 78 69 290
T45 SIMPSON, Webb 10 71 72 73 72 290
T45 GOOSEN, Retief 10 73 71 71 72 290
T48 FITZPATRICK, Matthew (a) 11 71 73 78 67 291
T48 HURLEY III, Billy 11 71 74 75 68 291
T48 ENGLISH, Harris 11 69 75 75 71 291
T48 MOORE, Ryan 11 76 68 71 73 291
T52 NOH, Seung-Yul 12 70 72 76 73 292
T52 WOODLAND, Gary 12 72 71 75 69 292
T54 LANGLEY, Scott 13 72 71 75 69 293
T54 CINK, Stewart 13 72 72 74 73 293
T56 QUINN, Fran 14 68 74 79 67 294
T56 CASEY, Paul 14 70 75 74 70 294
T56 LINDHEIM, Nicholas 14 72 73 72 72 294
59 LEONARD, Justin 15 75 70 75 73 295
T60 HENLEY, Russell 17 70 74 82 73 297
T60 TWAY, Kevin 17 72 72 81 69 297
T60 CEJKA, Alex 17 73 71 77 70 297
*T means tied for a certain place e.g. T28 means tied for 28th place
** To par means how many shots less than or more than expected (par). The player with the
greatest number of shots less than expected is the winner (expressed as a negative number e.g.
the winner, Martin Kaymer, finished his four rounds of golf (72 holes) in 9 strokes less than
expected to par, expressed as –9).
 Calculate who the top 10 players were after round 1.
 Look at the total shots column. Calculate the Mean, Median and Mode values.
 Graph the scores by round for the players who ended up on a total score of 287.
 Which player/s had the least variance in their four round totals? Which player/s had the
greatest variance?

Extension tasks
Construct a similar set of values for a sporting event e.g. goals scored by round in an AFL season,
runs scored by innings in a cricket series, goals shot by a netball player in a series.
 Establish a set of questions for your set of values that will demonstrate numeracy competence
at this VCAL Level.
Sample task 3

Drawing and interpreting Learning Outcome 1 – Numerical Skills and Processes
plans Learning Outcome 4 – Measurement, Representation and Design
a. Figure 1 is a plan of the wooden framework for a ceiling.
23.050m
5.438m
Figure 1: Plan of a ceiling layout.
1. What is the approximate area of the ceiling to the nearest square metre? Describe the
technology you used for the calculation and how you arrived at your final answer.
2. Convert the Length value (23.05 metres) to centimetres, and then to millimetres.
3. Convert the Width value (5.438 metres) to centimetres, and then to millimetres.
4. What is the approximate area of the ceiling to the nearest 10 square metres? Carry out
the calculation without using technology and explain how you arrived at your final answer.
b. Figure 2 shows detail of one rectangle in the ceiling frame.
1. The beams are 2m (200mm) apart and 50mm thick. How far apart are the centres of the
beams?
2. The battens are 100 x 38, that is 100 mm wide and 38 mm thick. 38 mm seems a strange
size. Why is it used? (Hint: In 1974 large-scale metric conversion occurred in Australia
across industries including building and timber processing. One metre ≈ 39.37 inches.)
2.000 m (2000mm)
38 mm
600 mm
batten
beam
50mm
Figure 2: Detail of one rectangle in ceiling frame.

a. Bracing the ceiling

A number of diagonal braces need to be fitted to make the framework rigid as shown in
Figure 1.
23.050 m
5.438 m
Figure 3: Diagonal braces in roof / and \
The length of the braces can be calculated from these right angle triangles
2.000m (2000mm)
2.514m (2514mm)
Figure 4: Length of diagonal brace
1. Write down an estimate for the length of the brace to the nearest 0.1 m.
2. The length of the brace can be calculated using Pythagoras’ theorem which works for any
right angle triangle. It states:
Length of longest side = √𝑠𝑖𝑑𝑒 𝑜𝑛𝑒 2 + 𝑠𝑖𝑑𝑒 𝑡𝑤𝑜 2
Use Pythagoras’ theorem to calculate the length of a brace to the nearest mm.
3. What will be the total length of the braces if four braces are needed?
4. What will be the total length of the braces if 10 braces are needed?
b. Painting the ceiling
Read the following information and refer to Fig 1 question 1. Note that all beams and battens
and braces will be covered by plasterboard that has been sealed already.
Coats
Apply two liberal coats by brush, roller or spray. Do not overspread. Keep brushes and rollers
working freely by rinsing occasionally in clean water.
Coverage
Up to 16m²/litre, depending on nature of surface. Coverage will be lower on rough or
absorbent surfaces.

1. What is the coverage rate in square metres per litre?

2. The ceiling has an area of approximately 125 m2. How many litres of paint are required for
one coat? Two coats?
3. Paint costs are given in Table 2.
Tin capacity Price

2L $85.90
4L $53.90
10 L $198.00
Table 2: Price of different quantities of paint
4. What will be the cheapest paint cost for one coat? Two coats?
5. It has been argued that you should buy 10 L cans for the job. How could that conclusion
be justified?
Sample task 4

Weather forecast Learning Outcome 1 – Numerical Skills and Processes
Table 1: Daily weather forecast for selected city – Monday 18 August

1. a. The term ‘mph’ for Wind stands for miles per hour. What is the Australian equivalent speed
term for ‘mph’?

b. What do the terms ESE and SSE stand for? What does the term ‘mb’ stand for?
1. Create a graph that shows the change in cloud cover percentage from:
 0200 hours to 2300 hours on Monday 18 August.
2. Estimate the cloud cover percentage at:
 0600 hours on this day.
 0900 hours on this day.
Sample task 5

Unit pricing Learning Outcome 1 – Numerical skills and processes
At a supermarket take a look at the price labels for various items. Note that there is a price per item
but there is also a price per unit of measure, e.g. an item may be $7.62 per item but the same item
may also be $3.05 per L. Another item may have a lower price per item but a higher price per unit
of measure.
To find out the real cost of the item, you need to look at the price per unit to see which item is
better value.
 Choose 10 items that you think are natural and unprocessed e.g. fruit, eggs, milk, meat etc.
and write the name of the item, its price and the price per unit in a table.
 Choose 10 items that are processed and packaged e.g. cup-a-soup, pies, pizza, soft drink,
and write the name of the item, its price and the price per unit in the table.
 Convert the prices into the same units so that they can be compared directly e.g. price per
100g into a price per kg or price per 100ml into a price per L.
Sample task 6

My restaurant Learning Outcome 1 – Numerical skills and processes
Work in small groups to create a fictitious restaurant. Tasks will include:

 plan, draft, and measure the restaurant within specific guidelines.
 design, cost, and prepare a restaurant menu.
 design an information brochure (or simple website design) that includes a location map on how
to best travel to the restaurant.

Sample task 7

Drug use Learning Outcome 1 – Numerical skills and processes
 Discover what tablets and medicine you and your family have at your home.
 Make up a spreadsheet that lists them all and details information under a number of headings;
for example, dosage amount, weights of tablets or liquid amounts, frequency of recommended
use, age requirements, costs etc.
 Research sites such as Alcohol and Drug Foundation and the Victorian Alcohol and Drug
Foundation to list the range of drugs of concern to young people.
 Represent the statistics of a selected number of these drugs, and show the results graphically.
Sample task 8

Basketball superstar Learning Outcome 1 – Numerical skills and processes
 Research data on the top 20 point scorers in the USA NBA competition in terms of height and
weight.
 Research data on 20 students at your school in terms of height and weight.
 Clearly and accurately apply measures of mean, median and mode, and simple measures of
spread including standard deviation to highlight key statistical features of the two sets of
values.
 Calculate the five-number summary (the minimum, first quartile, median, third quartile, and
maximum value of a series of values) used in constructing a box-and-whisker plot.
Sample task 9

Healthy food Learning Outcome 1 – Numerical skills and processes
 Select a food type from a range of common food types; for example, breakfast cereals,
biscuits, soft drinks, yoghurts, canned vegetables, potato chips, etc.
 Collect information about the nutritional value (normally on the label on the product) from a
selected number of different varieties/brands of the food type.
 Decide which ingredients are to be investigated; for example, fats, sugar, salt (sodium), fibre
etc.
 Accurately use and apply measures of mean, median and mode, and simple measures of
spread to highlight key similarities/differences in the nutritional values of the selected food type
examples.
 Construct graphical representation of these results using a spreadsheet or similar to illustrate
the results.
 Write a report using clear mathematical language/notation to summarise the key findings of
your investigation.

Sample task 10

Men’s shed Learning Outcome 4 – Measurement, Representation and Design
 Contact a local Men’s Shed facility if possible.

 Conduct a joint task with the Men’s Shed.
Sample task 11

Dog kennel Learning Outcome 4 – Measurement, Representation and Design
 Design a dog kennel.

 Calculate all relevant measurements including total surface area and volume.
 Using prices from a hardware store, calculate the total cost of building the kennel
 Build the dog kennel and prepare a report on the numeracy learnings from completing this
project.
Sample task 12

Eco house design and model Learning Outcome 4 – Measurement, Representation and Design
 Create a house plan for a eco house that incorporates a proper scale, measurements, a
key/legend with conventions etc. Sites such as House Plans Helper are very helpful.
 Create a 3D model or diorama of all or part of the eco house that accurately reflects the floor
plan measurements.
 Prepare a costing of key components of the eco house, such as floor coverings, doors and
windows, energy-saving devices.
Sample task 13

DIY renovation Learning Outcome 4 – Measurement, Representation and Design
 Discuss with class the possible types of do it yourself (DIY) renovations, such as kitchen,
outdoor area, bathroom, painting etc.
 Create an initial working budget.
 Organise a site visit to an old home requiring some form of renovation or organise a visit by a
qualified builder who is undertaking home renovations.
 Consider a visit to a local hardware store or places such as IKEA or Freedom for renovation
ideas.
 Create an accurately measured floor plan of the proposed renovation.
 Prepare a full cost of the renovation.

Sample task 14

Mapping and coordinates Learning Outcome 3 – Planning and Organising
skills
 Commence with a skills section that focuses on compass bearings, true bearings, map
directions, scale conversions and distance calculations.
 Apply the skills learnt by having students required to follow direction and distance instructions
in the local area.
 Further apply the direction skills by students using actual compasses to navigate from a
number of set points to a location. Consider using an orienteering task to further consolidate
skills.
 Conduct a city or town mapping excursion to fully test the students’ skills.
Sample task 15

Mastering shapes and Learning Outcome 4 – Measurement, Representation and Design
designs
 Students to use Kahoot games and exercises to identify/classify 2D and 3D shapes.

 Students to use Transum games for reading a variety of scales.
 Making/creating paper planes for a number of plans from online sites.
 Design leadlight windows from own designs or from set plans.
 Design and construct mosaic surfaces, pathways or walls.
 Create jigsaw puzzles for use by students in local primary school.
Sample task 16

Heritage trail Learning Outcome 1 – Numerical skills and processes
Note: most towns/cities/metropolitan suburbs have a heritage trail or similar

 Students’ tasks include creating a heritage trail map with legend and scale, estimating travel
time around the trail, calculating distance around the trail, using a range of coordinates and
apps such as Google Maps, calculating mean, mode and median of student time around the
trail, following multi-step instructions, determining direction at various places along the trail.
 Students could be asked to establish their own trail (and tasks) around a specific area of the
school, local community or nearby places of interest historically or geographically.

Sample task 17

Budgets, plans and Learning Outcome 1 – Numerical skills and processes
calculations Learning Outcome 2 – Financial Literacy
A series of tasks can be completed by students

 Feed a family of six people (two adults and four children of varying ages) for a week at a set
budget, for example $500. Prepare a full budget showing types of meals, amounts of
ingredients and full costs.
 Plan and budget a holiday within Australia for a family of two adults and two children under 10
years of age. Set a maximum value for the budget, for example $5,000.
 Design a small three-bedroom house including two living areas and an outdoor entertainment
area. Accurately represent the house with a fully completed floor plan.
 Conduct a fuel consumption challenge of four models of car on a trip from Melbourne to
Sydney.
Sample task 18

What a room! Learning Outcome 1 – Numerical skills and processes
 Students complete an accurate and fully scaled room design and fit out (all furniture and
fittings etc. displayed).
 Students research furniture etc. for the room and add these as scaled representations to the
floor plan.
 Estimate a budget to furnish the room, and then show multi-step calculations to complete a
fully itemised budget for the room furnishings.
 Use cardboard, card, foam and other materials and use nets to create a 3D model of the room.
Sample task 19

Graph, analyse, interpret and Learning Outcome 1 – Numerical skills and processes
extrapolate data
Students access sites such as:

 www.afl.com.au/stats
 www.crimestatistics.vic.gov.au
 www.ffm.vic.gov.au/history-and-incidents/past-bushfires
Students source relevant and engaging data in order to develop the knowledge area of writing and
interpreting numerical expressions.

Integrated Assessment tasks/activities across VCAL units/strands

 The following tasks/activities are examples of how more than one learning outcome can be
integrated and assessed across the Intermediate Literacy and Numeracy Skills, Personal
Development Skills and/or Work Related Skills Strands.
Sample task 1
Task Intermediate Numeracy Skills Unit 1 Intermediate Literacy Skills Unit

Trade Support Loan Learning Outcome 2 – Financial Literacy Reading and Writing: Learning Outcome 7
– Reading for Knowledge
 Students read the information on the Trade Support Loan at the Australian Apprenticeship
website.
 Students find and graphically display the maximum amount of the loan process as well as the
yearly limits. Monthly income levels are also graphically represented across a normal four-year
apprenticeship time period.
 Students apply current CPI figures to produce ‘real’ second and subsequent year values to the
loan.
 Students set up a spreadsheet for depositing the loan payments and calculate the ongoing
value with simple and compounding interest values.
 Students compare the ongoing value of this loan with other similar interest-paid loans from
financial institutions.
 Students compare the terms of this loan with similar incentive loans such as HECS-Help.
Sample task 2
Placing/replacing of the plastic edging

How much is that? Learning Outcome 3 – Planning and Oral Communication: Learning Outcome 4
Organising – Oracy for Exploring Issues and Problem-
Learning Outcome 4 – Measurement, solving
 The task is to cost the placing/replacing of the plastic edging around the edge of the class
room tables.
 Many classroom tables have plastic edging around them. If this is not the case then the
situation could be posed to students that they have been employed to place protective edging
on the tables.
 At Intermediate level the problem would be introduced collectively to the group of students.
They should be given time to think through the problem-solving process and to come up with
an estimate.
 During this process they will ask for the price of the edging material. This can be given to them
or they can set their own price.
 Students should then report back either orally or in written form on the estimate and the
process they used.
 Now an accurate costing is carried out.
 Students should choose an appropriate measuring tool from a variety of measuring equipment
such as carpenter’s tape, metre rule, 30/40 cm rule, dressmaker’s tape.
 Students should then write up what they have found including their initial estimates; all
calculations and reflections on their estimates are then compared to the actual answer.

 Note: the methods and calculations used by the student can also be a good indicator of the
preparedness for Numeracy Senior level. For example, if the student approaches this problem
very independently, uses formulae in their calculations and makes a numerically ‘mature’
comparison of the answer to the estimate then it is a clear indication the student is capable of
operating at Numeracy Senior level in this area.
Sample task 3
A short walking route around a town

A walk around town Learning Outcome 3 – Planning and Oral Communication: Learning Outcome 3
Organising – Oracy for practical purposes
Learning Outcome 4 – Measurement,
 Using an appropriate map ask students to plan a short walking route around a town for a
group of people. Appropriate maps may be, for example, a tourist map of Beechworth and
surrounds for students in North East Victoria or the Melway or a tourist map of Melbourne
Central Business District for city students or country students planning a trip to Melbourne.
 The planned route should pass some places of interest and should take a prescribed time, for
example 1 hour or 1/2 day.
 Students could work individually or in pairs.
 The route chosen is described by a set of written instructions using appropriate location
language and distance indicators.
 Questions could be asked along the way. The answers will indicate that the correct location
has been arrived at.
 These instructions are then swapped with another student or pair of students who then check
the workability of the instructions in the location or, if this is not possible, against the actual
map. Street names, answers to questions, and a sketch map should be recorded by the
checking students.
 Feedback to the instruction originators can then be given (for example, precise instructions
could be circled and confusing ones underlined) and incorrect or confusing instructions can be
corrected together.
Extension tasks
 Students could prepare a scale map of their route with accompanying written instructions.
 Students could organise a longer trip (for example, from Melbourne to the Grampians) or a trip
covering several days around Victoria. This planning could include maps of the proposed
route, suggested times, locations for meal breaks, overnight stays, cost breakdowns and
detailed reporting both written and orally.
Sample task 4
Designing a nature fun park

A nature fun park Learning Outcome 3 – Planning and Oral Communication: Learning Outcome 4
Organising – Oracy for Exploring Issues and Problem-
Learning Outcome 4 – Measurement, solving

Activity 1:
A letter has arrived from a mysterious fictitious relative, William Corlett (refer to letter details
document below), announcing the donation of some land. The land is to be developed as a nature
fun park. A further donation of $1,000,000 is provided as a budget to develop a nature fun park.
Students must present a plan and budget costings to William Corlett to receive the $1,000,000.
Students use measurement and scale using personal experiences and concrete examples to
develop a plan for their nature fun park.
Students consider the types of fun park attractions that are environmentally friendly. They
brainstorm possible examples. They design a variety of environmentally friendly attractions and
justify their suitability within the environment.
Activity 2:
Students choose what to buy for their fun park. They use budget and cost sheets to calculate what
they can afford and to keep a tally of their spending.
Students continue to develop their environmentally friendly nature fun park. They prepare their
map and budget sheets for submission to William Corlett (played by the teacher), as evidence that
they have met the criteria outlined by him regarding fun park facilities and working within a budget.
Activity 3:
Students describe their nature fun parks to their peers in a prepared oral presentation that also
reflects their learning through this unit of work.

Donation letter from William Corlett
Plan of the land

Suggested features of your nature fun park. You have a budget of $1,000,000.
Facility Cost per item
Drinking fountain $ 2,000
Bike rack (for 10 bikes) $ 2,200
Bikes $ 500
Seat $ 750
Table (seats 8) $ 3,000
Paddle boats $ 2,500
Toilet block $ 50,000
Covered picnic area with tables and seats $ 9,950
Walking/bike trail $ 350 per metre
Cafe/ticket office $ 200,000
Parking area for 50 cars $ 100,000
Playground $ 200,000
Nature attraction (flying fox, maze, etc.) $ 250,000
Other:
Other:
Sample task 5
Occupational Health and Safety investigation

Students work in small groups to investigate Occupational Health and Safety (OH&S) requirements
of a workplace of interest. This could include:
Task Learning Outcomes in other Units

Conduct survey on safe work Intermediate Literacy Skills Unit
practices and display results. Reading and Writing: Learning Outcome 2 – Writing for Practical Purposes
Reading and Writing: Learning Outcome 6 – Reading for Practical Purposes
Intermediate Numeracy Skills Unit 1
Learning Outcome 1 – Numerical skills and processes
Work Related Skills
Unit 1, Learning Outcome 2
Identification of hazard concerns, Intermediate Literacy Skills Unit
at a workplace of your choice, and Reading and Writing: Learning Outcome 3 – Writing for Knowledge
possible ways to address them.
Reading and Writing: Learning Outcome 4 – Writing for Public Debate
Reading and Writing: Learning Outcome 7 – Reading for Knowledge
Reading and Writing: Learning Outcome 8 – Reading for Public Debate
Work Related Skills
Unit 1, Learning Outcomes 2 and 4
Awareness of strategies and Intermediate Literacy Skills Unit
emergency procedures. Reading and Writing: Learning Outcome 6 – Reading for Practical Purposes
Identification of characteristics of Intermediate Numeracy Skills Unit 1
hazard and safety signs. Learning Outcome 3: Planning and Organising
Evaluation of employer/employee Intermediate Literacy Skills Unit
rights and completion of an OH&S Reading and Writing: Learning Outcome 3 – Writing for Knowledge
report.
Work Related Skills
Unit 1, Learning Outcomes 2 and 3

Numeracy Skills Intermediate – Unit 2

Unit purpose
The purpose of this unit is to enable students to develop, refine, extend and apply numeracy
knowledge and skills through an investigation in a familiar industry area linked to the VET units in
your VCAL program or employment.
The numeracy involved focuses on Number, Measurement, Financial Numeracy, and Probability
and Statistics.
This unit seeks to extend students’ understanding of how numerical knowledge and skills can be
transferred to an industry area. The key processes involve identifying mathematics, applying it and
communicating the results.
Students develop an understanding of the practical components of planning and undertaking an in-
depth numeracy-based project, linked to a familiar industry area. Students will also develop key
project management skills in a numeracy context, such as stating key aims, setting specific tasks,
establishing timelines and milestones, identifying and managing risk, and communicating results.
Students will be encouraged to develop and apply their skills of creative and critical thinking in the
planning and completion of the numeracy-based project that will be negotiated with their
teacher/trainer. At this level, students also share their knowledge and work independently and in
teams.
On completion of this unit students should be more confident in their ability to explore, develop and
apply numeracy related to employment in an industry area.
Assessment
equitable.
 concrete, relevant, familiar and personal contexts and materials where the mathematical
content is explicit
 actual objects (where possible) for spatial and diagrammatic representations
 support from mentors and/or teachers, advice/modelling and first/other language resources
calculations and problems
 oral descriptions using common, everyday, informal language and gestures for explanations,
answers and interpretations.


in these cases.
The numeracy-based program plan – rationale

knowledge and skills through an investigation in a familiar industry area linked to the VET units in
their VCAL program or employment. The numeracy involved focuses on Number, Measurement,
Financial Numeracy, and Probability and Statistics.
depth numeracy-based project, linked to a familiar industry area. Students will also develop key
teacher/trainer.
It is expected that the numeracy-based project plan will be based on a workplace familiar to the
students. This will mean that for the majority of students the numeracy-based project plan will
involve the workplace linked to the VET units in their VCAL program or current employment. If a
student does not have a VET placement an industry for the project plan that the student has an
interest in should be negotiated with the teacher.

Supporting students with the numeracy-based program plan –

Learning Outcome One
The table in the Numeracy Skills Units Curriculum Planning Guide shows the four numeracy focus
areas and the three industry stages. It is populated with 12 examples of possible areas of
numeracy investigation (it is reproduced below). They are meant to provide only a guide to the
teacher and student. One element of Learning Outcome One requires students to populate this
table with six selected in-depth tasks. Naturally the six tasks the student and teacher negotiate will
be far more specific and focused than the 12 general ones in the Numeracy Skills Units Curriculum
Planning Guide.
It would be very advisable to conduct a tour of an industry workplace as an introduction to the
numeracy-based project plan in Learning Outcome One. Require students to familiarise
themselves with the three distinct stages of an industry workplace – Inputs Stage (for example cost
of raw materials used, labour employed, machinery purchased etc.), Processing Stage (for
example the ‘value add’ that occurs, the products produced from the raw materials, the size of the
processing areas etc.), and the Outputs Stage (for example the destination of products produced,
the sales figures, trends in the output stage etc.). Require students to clearly understand the four
key mathematical concepts evident in the industry workplace that will be a feature of the
numeracy-based project plan, namely Number, Measurement, Financial Numeracy, and Probability
and Statistics.
Teachers will need to provide scaffolding for the numeracy skills needed in the six selected
numeracy tasks. Suggested scaffolding includes relevant numeracy covered in Intermediate
Numeracy Unit One applicable to the selected industry that will be the basis of the numeracy
project plan. There may also be a need for generic numeracy skills examples that all or most of a
class can do.
Note that the examples of class/assessment tasks/activities for Learning Outcome One are
focused on generic numeracy tasks applicable to most industry areas. They are meant to provide
whole-class tasks to support the numeracy tasks in the project plan by scaffolding learning.
Note that the examples of class/assessment tasks/activities for Learning Outcome Two are linked
to the general building industry but can be transferred to other industry areas by the teacher and
the student. They provide further learning support for the specific numeracy tasks in the students’
project plan.
Industry Stages Number Measurement Financial Probability and

Numeracy Statistics
Inputs Identify the amounts Investigate and Obtain the cost of Compare trends
(Resources such as raw of inputs used in the make calculations the inputs used in over a set period of
materials, labour, industry area. using the ratios of the industry area. time relating to
equipment, capital and inputs used in the inputs used in the
source information.) industry area. industry area.
Processing Identify and compare Describe the Research current Compare trends
(The process of the numbers involved importance of salary costs of the over a set period of
transforming inputs into in the Measurement in industry. time relating to
finished goods and processing/production your industry area processing used in
services.) stages in the industry. and list the types the industry area.
of measurement
and their units.
Outputs Research and Collect data Perform routine Research key
(Transformed inputs that interpret the numerical relating to units of calculations statistical data
are returned to the external data linked to key measurement in involving relating to the
environment as finished sales figures. the industry. debit/credit in the outputs of the
product or service.) industry. industry area.

Resources suitable for Numeracy Skills Intermediate Unit 2

1. CEAV Workbooks – www.ceav.vic.edu.au/resources/teachers/ceav-workbooks
The CEAV has developed a range of Career Development Workbooks for secondary school
students and young people in alternative educational settings. Currently available Edition 2 of
the CEAV Career Education Workbooks Year 7 to 12. Edition 2 My Career Capabilities
suitable for young adults, TAFE and Higher Education students
2. Pick My Project – pickmyproject.vic.gov.au
Pick My Project is a Victorian-first community grants initiative, with $30 million available to fund
local projects. Come up with a project idea, vote for your favourites, and make your community
an even better place to live.
3. The Vocational Information Centre – www.khake.com
Explore vocational and technical careers, check out the skills employers really want, find a
trade school, research technical topics and take a look at the current job market.
The Vocational Information Center website is an education directory that provides links to
online resources for career exploration, technical education, workforce development, technical
schools and related vocational learning resources.
Note: this is not an Australian website
4. Excellence Gateway – www.excellencegateway.org.uk
Search and browse for over 7000 expert resources throughout the education and training
sector or search using the filters in Discover resources.
5. Trades Math Workbook – 506tc.org/_pdf/Trade-Math-Workbook.pdf
The Trades Math Workbook will help you improve your numeracy skills and increase your
success in an apprenticeship program. It includes a variety of exercises to help you practise
your numeracy skills and learn how these skills are used in the trades.
6. Apprenticeship & Workplace Math 11 – thelink.sd61.bc.ca/course-info/courses/apprenticeship-
workplace-math-11
 Measurement – how to solve problems involving surface and volumes.
 Geometry – solving problems that involve right triangles and scale, and drawing and
analyzing diagrams.
 Numbers – puzzles and games involving numbers, personal budgets, compound interest,
managing finances and credit options.
 Algebra – solving problems involving formulas, understanding slopes of lines, using
proportional reasoning and unit analysis.

Learning Outcome 1 – Numeracy-based project plan

Design a numeracy-based project plan in a familiar industry area.
Key knowledge
 Numeracy-based project plan in an industry area.
Key skills
 Develop an investigative numeracy-based project plan.

 Apply the numeracy concepts of Number, Measurement, Financial Numeracy and Probability
and Statistics in a range of tasks.
 Establish appropriate timelines for an investigation or series of tasks.
 Ability to select and use the forms of software tools and devices that may be used to present
numerical data.
 Effective use of forms of communication that may be used to present the learnings of an
investigation.
 Awareness of possible obstacles/barriers to an appropriate investigation of a numerical
process.
 Collaboration with others in an investigation of a numerical process.
Examples of in-class/assessment tasks/activities – generic industry context
 Create spreadsheet of inputs into a selected industry. Sort the data into categories. Look at
general costs. What is the wholesale price? What is the trade price? What is the consumer
price? Create tables using technology to compare the different costs/prices. Use this
information to find measures of spread; for example, the installation of solar panels in
Australia.
 Create scale drawings and from this make a scale model of a real-life object related to a
selected industry.
 Using public data, look at the sales/uptake trends in a selected industry. Use simple probability
techniques to model expected future trends and make predictions.
 Describe the variation and general trend of data from a number of industrial contexts.
 Conduct a statistical analysis of building data including average, mean, median, mode and
quartiles using technology.
 Plan a delivery schedule. Calculate times and distances to multiple jobs including a logbook.
 Complete a mock tax return for an employee or sole contractor. Determine relevant work-
related deductions. Complete a series of exercises involving superannuation deductions.
 Estimate, then accurately measure and calculate quantities, for a range of length, areas and
volumes, weight and temperature using relevant measurement formulae. Convert these units
to different units used in a selected industry.

Learning Outcome 1 Support Material
1. Project Plan Checklist Template

This checklist is only a suggested template. It may be of assistance to a teacher negotiating
with a student on how to address the elements that make up Learning Outcome 1 – Design a
numeracy-based project plan in a familiar industry area. Having a clear and comprehensive
project plan will assist the student to achieve success in Learning Outcome 1 as well as give
clear direction on how to best complete Learning Outcomes 2, 3 and 4.
Completed
Steps Questions Details
Y/N
1 Industry area What is the name of the industry area
selected for your project plan?
2 Title and aims of the Have you clearly stated a title and
project aim/s for this project plan, for example:
 A clearly worded title for the
project?
 What numeracy skills do you
hope to develop while completing
this project?
3 Complex calculations What are the complex numeracy
processes you intend to use? For
example, multiplication, division, area,
length, depth, volume, what else?
4 Numeracy focus How many tasks have you selected Number _____
areas from each of the focus areas? Measurement________
Have you selected at least one task Financial Numeracy_______
from the four focus areas in the six
tasks you will investigate? Probability and
Statistics_______
How many tasks have you selected
from each of the industry stage areas? Inputs______
Have you selected at least one task Processing_____
from each of the three Industry Outputs_______
Stages?
5 The six tasks What are the specific details of the six Task 1
tasks? Task 2
Task 3
Task 4
Task 5
Task 6
6 Identified numeracy Have you identified the numeracy Task 1 numeracy skills
skills skills you expect to use in each of the Task 2 numeracy skills
six selected tasks? Have you
considered the need to demonstrate Task 3 numeracy skills
mastery on multiple occasions and in Task 4 numeracy skills
different contexts of the key numeracy Task 5 numeracy skills
skills to clearly show proficiency?
Task 6 numeracy skills

Completed
Y/N
7 Timelines for project Have you worked out the key Completion date for LO1
milestone dates for completion of each Completion date for LO2
of the four learning outcomes (LO)?
Completion date for LO3
8 List of technologies What forms of technology are you
to collect data planning to use to collect the data
related to the six tasks?
Why have you selected these forms of
technology?
9 Technology in What form/s of technology will be used
presentation in communicating your finished work
(LO4)?
Why have you selected this form/s of
technology?
10 Communication What two different format styles will
format you use to communicate your finished
work; for example, written form, oral
form, video, combination of more than
one etc.?
11 Communication To what audience/s do you intend to
audience communicate your results?
Have you considered communicating
your results to the industry area you
have investigated in terms of your
selected tasks?
12 Obstacles What obstacles/barriers can you
identify that may make undertaking
any part/s of the project plan difficult?
13 Collaborate Who do you intend to collaborate with
in the development of your project
plan?
Why have you selected this
person/these people?
2. Sample Project Plan Template – Hairdressing workplace

This completed template is only a suggested template. It may be of assistance to a teacher
negotiating with a student on how to address the elements that make up Learning Outcome 1
– Design a numeracy-based project plan in a familiar industry area. Having a clear and
comprehensive project plan will assist the student to achieve success in Learning Outcome 1
as well as give clear direction on how to best complete Learning Outcomes 2, 3 and 4.
Project title (e.g.) A numeracy-based investigation into the hairdressing industry area.
Aims (e.g.) The aim is to improve the knowledge and understanding of the numeracy skills that are
important in the hairdressing industry. To achieve this aim, it is planned to develop and complete
a series of numeracy tasks based on the focus areas of Number, Measurement, Financial
Numeracy and Probability and Statistics.
The numeracy tasks will involve complex calculations such as multiplication, division,
percentages, volume, fractions, area, perimeter, ratios etc.

Tasks – number (e.g.) The required six tasks will comprise two tasks from the Number focus area, two tasks from
(Need to specify six the Measurement focus area, one task from the Financial Numeracy focus area, and one task
tasks) from the Probability and Statistics focus area. The six tasks comprise three tasks from the
Processing Stage, two tasks from the Outputs Stage, and one task from the Inputs Stage.
Tasks – details Ensure each task is clearly specific, is challenging, is achievable, and is appropriately linked to
the selected focus area. (Note: students must be observed to demonstrate mastery on more than
occasion and in different contexts to ensure that the assessment is consistent, reliable, fair and
equitable).
Number focus area
Task 1 (e.g.) Processing Stage – Graph how many customers attend the salon over a period of a
month, with a graphic breakdown of the percentages of the most popular outcomes for the
customers e.g. cut and dry, foils, full colour etc.
Task 2 (e.g.) Outputs Stage – Compile a list of the average sales figures over a month. A
breakdown of these figures to a daily and weekly average will be calculated.
Measurement focus area
Task 1 (e.g.) Inputs – Complete a list of all the liquid supplies to the hairdressing salon over a
period of one month. The data will be graphically presented based on their liquid amount, for
example the number of litres of different types of shampoos, conditioners etc.
Task 2 (e.g.) Outputs – Measure the time taken by customers to receive the hairstyling they
attended for at the salon over a period of seven days. These results will be graphically
represented in a number of formats. The minimum time, maximum time, mean time, and median
time will be calculated.
Financial Numeracy focus area
Task 1 (e.g.) Processing Stage – Compile a list of the salary figures for the workers in the salon
over a period of a month. A breakdown of the salary costs over a daily and weekly time period will
be calculated.
Probability and Statistics focus area
Task 1 (e.g.) Processing Stage – Determine the trends daily, weekly and monthly for a set type of
hairdressing outcome; for example, foils.
Numeracy skills Students will need to list the key numeracy skill/s used in each task.
used in each task
Timelines and Students will need to provide a detailed timeline for the completion of the four required learning
milestone dates outcomes. This may be a week by week breakdown of the work required to complete the
outcomes, or another timeline structure after consultation between the teacher and student. Key
milestone dates are important.
Technology Students will list the possible technology they could use to present their findings from the six
selected tasks. They will briefly explain the advantages and disadvantages of each possible
technology. They will clearly state what technology/ies they will use, and give reasons for their
preference for this form of technology/ies.
Communication Who will be the audience for communicating your results? Will it be a school-based audience, or
possibly the audience will be industry based; for example, communicating your results at the
industry area you investigated, or communicating your results at an organisation such as Rotary
or Lions Club.
Communication What communication styles will you use when communicating your results e.g. oral presentation,
format written format, IT based presentation, etc.? Have you considered some challenging form of
communication so as to improve the range of communication forms you are experienced with?
Collaboration with Who (apart from your teacher) do you intend to collaborate with to ensure your tasks, your
others findings, and the technology/ies you will use are the best possible options?
Barriers/Obstacles Do you foresee any difficulties investigating your six tasks? If so, what are the possible difficulties
you might confront, and how do you intend coping with such difficulties?

This table below shows how the six tasks selected in the example numeracy project plan
above satisfy the requirements of at least one task from each mathematical focus area, and at
least one task from each of the three industry stages. In this example, the hairdressing
workplace is the industry setting.
Probability and
Industry Stages Number Measurement Financial Numeracy
Statistics
Inputs Complete a list of all
(Resources such as the liquid supplies to
raw materials, labour, the hairdressing
equipment, capital salon over a period of
and source one month. The data
information.) will be graphically
presented based on
their liquid amount;
for example, the
number of litres of
different types of
shampoos,
conditioners etc.
Processing Graph how many Compile a list of the Determine the trends
(The process of customers attend the salary figures for the daily, weekly and
transforming inputs salon over a period of workers in the salon monthly for a set type
into finished goods a month, with a over a period of a of hairdressing
and services.) graphic breakdown of week. outcome, for
the percentages of example, foils.
the most popular
outcomes for the
customers e.g. cut
and dry, foils, full
colour etc.
Outputs Compile a list of the Measure the time
(Transformed inputs average sales figures taken by customers
that are returned to over a month. A to receive the
the external breakdown of these hairstyling they
environment as figures to a daily and attended for at the
finished product or weekly average will salon over a period of
service.) be calculated. seven days. These
results will be
graphically
represented in a
number of formats.
The minimum time,
maximum time, mean
time, and median
time will be
calculated.

3. Numeracy in the workplace – plumbing industry

Examples of possible numeracy-based tasks that focus on Number, Measurement, Financial
Number
1. Identify the amounts of inputs used in the industry.
 Look at one recent or current plumbing job; for example, fitting out a new side-by-side
development on a 600 square metre (600 m²) block.
 Consider the building plans. What main plumbing products will need to be
purchased?
 Where are these materials to be purchased?
 How will they reach the plumbing site?
 Why has the draftsperson chosen these materials and are there alternatives?
 What size materials are needed and how many lengths?
 Can lengths be merged or will you have waste?
 What are the materials not listed on the plans?
Item Units of measurement

Cast iron Lengths e.g. mm, cm
PVC Diameter
Chromed brass Gauge
Chromed copper Gauge
2. Identify and compare the numbers involved in the processing/production/throughputs

stage of the industry.
 Make a table of all the calculations a plumber would carry out over a week.
 Keep timesheets over a week.
 Complete a vehicle log book over one month.
3. Research the data linked to key sales figures.
 Look at sales of toilets over one year, on a monthly basis.
 Present you findings in a table.
 Find the average number of toilets sold by suburb, or over time.
Measurement
1. State the ratios of inputs used in the industry.
 Mixing cement to fix in new downpipes.
 Estimate amounts.
 Consider ratio in ordering sand, water and cement.
 Conduct a series of in-class activities to consolidate understanding of ratio and
proportion.
2. List the types of measurement and their units in your industry area.
 Consider the types of measurement used in different industry areas: food industry,
hospitality industry, agricultural, fishing, transport, building, medical, service, etc.
 State all the measurements you have discovered from your research; how they are
used and their units
 Are measurements different around the world? If so, what are the main measurement
differences?
 What are the formal systems of measurement?
 Consider the role of measurement in innovation in your industry?
3. Collect data relating to units of time in the industry.

 Create work flow charts or day plans.
 Keep employee timesheets.
 Work with a project manager to develop a project time plan for different trades on the
site.
Financial numeracy
1. Obtain costs of the inputs used in the industry area.
 Make a comprehensive list from the building plans. Extend this task into creating
quotes and invoices.
Item Amount Cost per item Cost

Cast iron Lengths mm
PVC
Chromed brass
Chromed copper
Total cost
2. Research current salary costs in your industry.

 Use fairworkhelp.com.au/wage-rates to explore apprenticeship wages.
 Look at what percentage of the wage goes to tax and superannuation
(www.ato.gov.au/Individuals/Super/Super-and-tax).
 Create a table stating the wage growth over time, and wage growth over experience.
 Create graphs from your data.
3. Perform routine calculations involving debit and credit in the industry.
 Keep a petty cash book of all transactions for one month.
 Complete activities involving petty cash receipts and recording.
 Prepare a budget for all costs over one week for a suburban plumber.
 Prepare an invoice and receipt for work done.
Probability and statistics

1. Compare trends over a set period of time relating to inputs used in the industry.
 Use Googletrends (trends.google.com) to examine cyclical or seasonal data.
 How does the ordering look from month to month?
 Are there lower times for ordering such as the festive season?
 Consider a case study of installation of air-conditioners. When are sales the highest?
When are they at their lowest?
 Are there trends over time?
 Has growth increased steadily or are there patterns in hotter drier years? Compare
weather data with sales.
 Present all your findings in tabular and graphical form with a detailed analysis of your
findings.

2. Compare trends over a set period of time relating to processing in the industry.
 Look at climate change data and relate this to sales of air-conditioning units.
 Discuss implications in terms of increased/decreased production.
 Follow the production chain to its source and look at the data involved in raw
production.
 Where are the materials sourced?
 How much do they cost and what amounts are required?
 Present all your information in graphical form.
 Draw inferences from the trends.
3. Use key statistical data relating to the outputs of the industry.
 Download data from waste treatment plants, water storages or waste water treatment.
 Conduct a simple statistical analysis of data. Include mean, median, mode and
quartiles.
 Discuss your results.
4. Numeracy in the workplace – Hospitality industry (café workplace)

Number
1. Identify the amounts of Inputs at the café.
 How much coffee is purchased in a week/a fortnight/a month?
 How many staff work at the café? What are the individual working hours per week?
per month? What are the total staff working hours for the same periods?
 List and represent the major materials (inputs) purchased by the café e.g. coffee,
milk, sugar, cakes, slices, bread, meat etc.
 What are the sources for the main inputs to the café?
2. Identify and compare the numbers involved in the processing (throughputs, production)
stage.
 Represent graphically the daily/weekly/monthly number of coffees sold.
 Represent graphically the proportion of the different types of coffee sold on a
daily/weekly/monthly basis.
 Select another two key products sold at the café other than coffee. Represent
graphically the daily/weekly/monthly number of these products sold.
3. Research the data linked to key sales figures (outputs).
 Calculate and represent graphically the profit margin for a single coffee or a set
number of coffees (Selling Price – Cost = Gross Profit) at the café.
 What are the total sales figures (total gross revenue) for coffees sold at the café over
a daily/weekly/monthly period.
graphically the daily/weekly/monthly sales figures (total gross revenue) for these two
products.

Measurement
1. Volume of inputs/processing.
 What volume of coffee beans does the café use on a daily/weekly/monthly period of
time? Does this volume vary across any of the three time periods?
 Select two other key inputs (other than coffee beans). What are the
number/weights/volume of these two key inputs on a daily/weekly/monthly period of
time?
 How many sales were made over a set period of time e.g. a week?
 How many customers purchased a product from the café in a week?
 Calculate, show graphically and discuss the gender of customers over a set weekly
period.
 Prepare a detailed diagram of the floor plan of the café.
Financial numeracy
 Research and graphically display the main costs for a set period for the café e.g.
purchase of inputs, staff wages, lease/mortgage, utility bills, advertising, insurance,
superannuation guarantee (SG).
 Graphically represent the gross revenue for the café over a set period of time e.g. over a
trading week.
 Determine the ratio of payments by customers (cash: credit card) over a set period of
time.
 What award is applicable to workers in the café?
 What are the wages for workers per hour? Does an overtime rate apply at the café?
 What training is required to be a qualified barista? Where is this training offered? What
would be the cost for completion of a barista course?
 Graphically represent the trends for the café over a set period of time relating to each of
the three numeracy focus areas i.e. Number, Measurement and Financial Numeracy; e.g.,
gross revenue for the café over a set number of weekly trading periods (Financial
Numeracy), the gender ratio of customers over a set number of trading periods
(Measurement), patterns over a week/fortnight of highest and lowest numbers of coffee
sold (Number).
 Provide explanations for the trends that were investigated.
 Provide where possible future trends based on the numerical evidence collected for these
trends.
5. Numeracy in the workplace – Agriculture industry (farm workplace)

Number
1. Identify the amounts of Inputs at the farm.
 How many staff work at the farm? What are the individual working hours per week?
 List and represent the major materials (inputs) purchased by the farm e.g. fertilisers,
fuel, seed, water, pesticides, hay etc.
 What are the sources for the main inputs to the farm? Show these sources in a
diagrammatic format.

stage.
 Represent graphically the seasonal/yearly output of the major farm products grown
and sold.
 Represent graphically the proportion of the different types of farm produce grown and
sold by amount over a seasonal/yearly period of time.
sold by value over a seasonal/yearly period of time.
 Calculate and represent graphically the profit margin for a major product grown and
sold at the farm (Selling Price – Cost = Gross Profit).
 What are the total sales figures (total gross revenue) for all products sold and grown
at the farm over a set period of time?
Measurement
 What volume of the main input does the farm use over a week? month? year? Does
this volume vary across any of the three time periods?
 Select two other key inputs. What is the number/weight/volume of these two key
inputs on a weekly/monthly/yearly period of time?
 How many customers purchased a product from the farm in a week?
 Prepare a detailed diagram of the farm layout including metric measurement values.
Financial numeracy
1. Inputs, processing and outputs.
 Research and graphically display the main costs for a set period for the farm e.g.
purchase of inputs, staff wages, lease/mortgage costs, machinery, insurance, loan
repayments, transport.
 Graphically represent the gross revenue for the farm over a set period of time e.g.
over a six and 12 month period?
 What award is applicable to workers at the farm?
 What are the wages for workers per hour? Does an overtime rate apply at the farm?
 What formal training is available to improve farming knowledge and skills? Where is
this training offered? What would be the cost for completion of such courses?
 Graphically represent the trends for the farm over a set period of time relating to at
least two of the four numeracy focus areas i.e. Number, Measurement, Financial
Numeracy and Probability and Statistics; e.g., gross revenue for the farm over a set
number of monthly/yearly trading periods (Financial Numeracy), the returns per
hectare over a set number of years (if a broad acre farming operation), the sale prices
for stock over a set period of time (Measurement), trends over a set period of time in
terms of the cost of major inputs (Number).

6. Numeracy in the workplace – Varied workplaces

Numeracy examples in other industry workplaces
Probability and
Industry Number Financial Numeracy Measurement
Statistics
Carpentry Using a house plan, Prepare an invoice for Outline the timber Estimate and calculate
estimate/calculate raw materials and labour specifications required wastage allowances
timber needed for to frame one mid- (dimensions and for timber ordered for
timber frame sized house from a structural grade) to exterior wall frame.
construction. floor plan. conform to regulations Investigate and report
Research and display Determine profit for an exterior wall on number of houses
the number of house derived from labour frame. framed from pre-fab
being built in a suburb and service provided Measures of customer process vs site-
or regional location to frame a mid-sized feedback/satisfaction prepared frames.
over recent six month house from plan. levels. Consult seasonal
period. Determine wage Compare estimated weather data to
Total units completed growth over time completion time with estimate the time
over a set period of compared to wage actual completion time difference in
time. growth relative to – variation figures. completion of house
Factors affecting qualifications or framing across the
completion rates. experience. four seasons.
Compare costs of pre- Display national or
fab frames process vs state trends in housing
site prepared frames. construction (types,
Factors affecting construction
profitability. materials).
Key production costs –
wages, depreciation,
supplies, insurance,
and advertising.
Plumbing List and display the Cost differentials Trends over time of
plumbing supplies between plastic and use of PVC piping
(number, size, etc.) copper over a range of compared to copper
needed for a standard plumbing products. piping
two-bedroom
townhouse.
Dog grooming Research and display Cost of grooming Comparison of Comparison of
the number of equipment and size/weights of dogs grooming
grooming materials. booked for grooming. appointments for
appointments made Analysis of ‘add on’ Measure and display weekdays compared
over a set period. products to customers the grooming area to weekends.
Calculate the average for a set period. allocated to each
water usage over a set grooming bench.
period; litres of
shampoo used over a
set period, number of
nails clipped over a
set period

Probability and
Statistics
Landscaping List and display the Research and display Design a scaled Different soil
equipment needed the insurance/work diagram of an area to composition, types for
(include sizes etc.) cover/public liability be landscaped for a different suburbs or
Calculations of costs to a landscaper. set number of regional areas.
different plant Property value locations/uses. Trends in customer
coverage values. improvement linked to Identify and display approval feedback
Use of cubic sizes, landscaping. the area to be online.
linear metres, List all upfront costs landscaped. Calculate and display
perimeter, angles, including materials Ratios of grass to hard trends in artificial
area etc. and labour. surface. turf/grass compared to
Research new Collect data from last natural turf/grass.
housing estates, 10 jobs to ascertain
calculate percentage costs and revenue.
of the area allocated Research current
to landscaping. wage rates for
landscape gardeners.
Hospitality- Numbers and types of Return on advertising Measure times Trends in types of
conference crockery, cutlery, expenditure. needed for morning conference catering
catering glassware etc. need Wage rates for tea/lunch/afternoon requested by different
for a conference of a conference catering tea over a number of groups (gender, age).
set number of staff. similar conferences. Trends in number of
participants. follow-up bookings.
Agriculture – Research and graph Estimate and/or Research and display Based upon current
stock the turnover rate of calculate the cost of amounts and types of and past figures,
stock. key supplies e.g. feed, drenching etc. predict future sales
Determine and graph vet costs, required for stock of trends.
the breeding cycles of lease/mortgage, different varieties. Extrapolate stock
different types of drenching costs etc. of Compare gestation intake numbers over a
stock. a stock farm periods for different forward period of time.
operation. stock varieties.
Entertainment – Number of staff, Identify, display and Display the floor plan Compare the viewing
school TV show students, production contrast/compare the of a TV show set. trends for an
materials etc. needed key equipment Identify the time units Australian TV show –
for a single TV show. /resources needed used in a TV show demographics etc.
from a variety of (minutes, seconds,
sources. milliseconds).
Use ratio, percentage
values for the different
segments making up a
TV show.
Hospitality – on- List and display the Calculate and display Compare the costs of Calculate and display
road type major costs e.g. food, the distances travelled lease/purchase of the trends in distances
labour, vehicle over a set period. vehicle/s. travelled over a set
hire/purchase, Cost differentials period.
advertising, fuel, between wholesale
insurance. and supermarket costs
Calculate the numbers for food.
of food units sold.

Probability and
Statistics
IT – school-based Identify the numbers Establish a price Describe the key Show the trends in
of laptops, tablets difference/contrast measurement values popularity of certain IT
desktops and BYOD in between key in IT resources devices.
a school setting. companies for a set (processing speed,
number of IT RAM, pixel resolution,
resources. etc.)
Research the change
in costs for device
purchase over a set
period of time.
Childcare Average/stats of ages Compare the charges What are the average Determine the trends
of children, distance of for childcare over a amounts of food in attendance over
home from childcare number of centres. required (e.g. litres of varying months in the
centre. Graph the difference milk, juice) daily, year.
How many staff are in ages of children at a weekly? Determine the rate/%
employed? centre. Prepare a scaled floor of families with
Different ratios of staff: Determine and display plan of the interior of multiple children using
children. the running costs the centre. the centre over a
breakdown of a Use and contrast period of time.
Graph number of
children attending over centre, e.g. different units of
a number of set government funding, measurement for
periods. parent fees, consumables such as
contributions etc. paint (litres, cubic
List the major supplies centimetres).
required at a centre
e.g. food, equipment,
drinks, etc.
Determine the mean,
mode, median,
minimum, maximum
hours spent at the
centre.
Determine and display
the time period
children spend on
different activities
during a daily session,
weekly session.
Agriculture – dairy Numbers of dry cows Sales numbers (total Measurement of milk Trends in milk
sent to market – value and $/kg values) production on a daily, production across a
average weight of for dry cows at market. weekly, seasonal state or region over a
cow. Milk prices at dairy basis. set period of time.
Amounts of feed compared to milk
supplements required. prices at point of sale.
Determine number of Research occupations
cows per hectare at and award rates for
dairy farm. the dairy industry.

Probability and
Statistics
Building – general Graphically display in Research wage Research the main Trends in the costs of
terms of cost, time etc. differences between units of measurement key building supplies
the main building apprentice builders used and conversion over a set period of
actions – roofing, and fully qualified between them – time.
brickwork, frame, slab builders. metres, cms, mms. Research trends in the
etc. Compare price source of the main
Research data of new differentials in key building materials and
buildings in local area builder tools. destination of finished
over a set period of products.
time – compare new
build compared to
renovation, and house
compared to
apartment build etc.
Garbage Determine and display List the key costs in Measure and display Establish the trends in
collection the amount of waste the establishment of a varying times for a waste collection levels
collected. garbage collection garbage collection run. at major waste
Determine the ratio of operation – display the disposal centres.
house waste costs as a percentage
compared to recycled of total set up costs.
waste.
Sport and List the key numerical Research, list and Perform fitness pre- Establish and display
recreation values related to display costs of testing on a group of comparison of pre –
cardio training equipment and other clients to determine testing (refer to
programs. costs for a personal current levels of cardio Measurement focus
Compare values and trainer to establish a fitness. area) to
indicator values used cardio training session Perform post-testing to local/state/national
in Australia and program. calculate possible averages of persons
overseas. changes in results as from similar
a numerical value and demographics.
percentage value. Show trends of
Design and produce a change of clients’
scaled diagram of a performance levels
training circuit using a through a training
local area. program of a set
period of time.
Australian Rules List and display the Research and display Measure and produce Establish the trend of
Football – local main products needed the annual operating a scaled diagram of percentage
football club by the football club costs of a local football the football ground wins/losses of the
before the start of the club. and its facilities. football club over a set
season. Display the major Show in a diagram number of years.
Calculate the total income and form with appropriate Display in a diagram
surface area of the expenditure items scale the area the form the performance
football ground, and (with their values) over football club travels to of the club using a
show the percentage a season. play its matches number of variables
value of the key areas Calculate the profit during a season. e.g. position on ladder,
of the football ground. margin on key win/loss record,
Show the breakdown merchandising number of members,
of personnel involved products bought and etc.
in various operations sold by the football Show the trend in the
of the football club. club. cost of holding a home
and away match at the
football ground over a
set period of time.

Probability and
Statistics
Hospitality – Complete a list of all Determine the nature How much space does Determine the trends
restaurant the food that is and costs of all food a table and its in the main menu
purchased for sale/use items needed at a surrounds take up in choices over a set
at a restaurant. restaurant. the restaurant? period of time.
Calculate the number Prepare an itemised Display in a scaled Determine the weekly
and role of each invoice for the supply form a floor plan of the or monthly gross
person involved in of the materials over a restaurant showing all returns for a
bringing a meal to a set period of time. areas linked to food restaurant for food
customer at the production and consumption.
restaurant. consumption. Extrapolate that trend
Determine the Track the use of a out to forecast gross
average sales figures table or tables over a returns in a set future
for food consumption set period of time, and date.
and bar trade over a show the income
set period of time. received from that
table or tables over
that period of time.
Hospitality – Produce a register of Itemise each product Calculate the ratio of Collect sales data
coffee cart all ordered goods for a purchased (include milk to coffee in a set daily for a week.
set period of time. unit cost) and number of coffee Graph the forecast
determine daily varieties. returns over a longer
volume of trade in Measure and display period of time.
each product. the time taken to Track and calculate
Prepare a monthly produce each type of daily or weekly trends
budget. coffee sold. in coffee type, coffee
Using the value of all size, other purchases.
the costs of the coffee
cart operation, and
knowing the number of
coffees produced in a
day, and determining
the revenue generated
in a day, establish the
unit cost of a coffee
and express as a profit
margin.

Learning Outcome 2 – Numeracy skills

Apply numerical skills in an industry context.
Key knowledge
 Numerical processes in an industry context.
Key skills
 Undertake research of selected tasks identified in a numeracy-based project plan.

 Identify numerical processes evident in a real-life workplace.
 Use estimation, computation and technology techniques to collect relevant data.
 Select and use appropriate numerical problem-solving strategies.
 Use routine estimations and calculations.
 Draw inferences from numerical data.
 Analyse and represent numerical data using a number of technologies.
Examples of class/assessment tasks/activities – building industry context
Number
 List the main building products that need to be purchased, where purchased and detail the
range of units of measurement for these materials.
 List the routine mathematical processes a builder would regularly use.
Measurement
 Create a scaled plan/diagram of a stud wall from a number of perspectives.
 Are building units of measurements different around the world? If so, what are the main
measurement differences?
Financial Numeracy
 Look at sales of a key building product such as plasterboard, roof trusses, roofing tiles on a
monthly basis for a year.
 Research and display the apprenticeship wages for a builder over the years of the
apprenticeship.
Probability and Statistics
 Research, then display trends in number of permits for residential and/or commercial buildings
in a set area. Present all your findings in tabular and graphical form with a detailed analysis of
your findings.
Note: the Examples of class/assessment tasks/activities above relate to the building industry.
Teachers will vary these to fit the familiar industry workplaces that students are basing their
numeracy project plans on. Pertinent examples will be important for scaffolding the numeracy skills
needed in the project plan, and the need for generic numeracy skills examples that all or most of
the class can do.

Learning Outcome 3 – Data representation

Use appropriate software tools and devices to represent data.
Key knowledge
 Appropriate software tools and devices to represent data.
Key skills
 Understand the various software tools and devices to properly represent numerical data.
 Analyse and evaluate various software tools and devices that could be used to represent
numerical data.
 Display the data associated with the numeracy tasks using software tools and devices.
Examples of class/ assessment) tasks/activities
 Use data from any aspect relating to an industry e.g. total employment figures, production
values, stock market share price, gender breakdown of employees. Use a number of
representation software tools and devices to show the data in a visual format.
 Discuss the advantages/disadvantages of the data representations methods used.
 Evaluate the data representations methods used.
 Research and display new ways to represent data.
 Use the computing tool of your chosen industry to perform calculations.
 Draw graphs using appropriate software tools and devices. Extrapolate and describe trends.

Learning Outcome 4 – Results

Communicate the results of your project.
Key knowledge
 Communication of results of project investigation data.
Key skills
 Use appropriate mathematics language in communicating the results of an investigation.

 Use appropriate numeracy symbols and conventions in communicating results of an
investigation.
 Use various software tools and devices to properly represent numerical data.
 Communicate results of an investigation to a relevant audience.
 Use feedback from an audience to critically evaluate a report of an investigation.
 Deliver a series of short presentations showing the mathematical processes used.

 Present data and graphs, and talk meaningfully about the information obtained.
 Use correct mathematical language and notation.
 Prepare and present constructive feedback to student presentations in a variety of settings.

Numeracy Skills Senior – Unit 1
Unit purpose
The purpose of this unit is to enable students to explore mathematics beyond its familiar and
everyday use to its application in wider, less personal contexts such as newspapers and other
media reports, workplace documents and procedures, and specific projects at home or in the
community.
At the end of the unit students will have the capacity to interpret and analyse how mathematics is
represented and used. They can recognise and use some of the conventions and symbolism of
formal mathematics. The mathematics involved would include numbers and data, financial
numeracy, time and location, measurement and design, the use of software tools and devices and
an introductory understanding of the use of formulae and problem-solving strategies.
Assessment
equitable.

 use concrete, relevant contexts and materials where the mathematical content is accessible
 rely on prior knowledge, personal experience and mathematical knowledge to derive meaning,
make predictions and check reasonableness
 perform where advice/modelling is available and recourse to first/other language is acceptable
 use a blend of personal ‘in the head’ methods, pen and paper and calculator procedures (and
software programs where appropriate)
 use a combination of oral and written mathematical and general language, symbols,
abbreviations and diagrams.
in these cases.

As part of the outline of each Learning Outcome in this unit there are short descriptions of
this unit. These later activities/tasks are also meant to be suggested activities/tasks. The aim of
Each of these expanded activities/tasks is linked to one or more Learning Outcomes
Linkage to Numeracy Skills Senior – Unit 2
It is important to note that a key focus of Numeracy Skills Senior – Unit 2 is the numeracy skill
development required in a variety of industry workplaces. It is important therefore that some
scaffolding for that focus should occur during Numeracy Skills Senior – Unit 1.
The contexts selected for numeracy skill development across the four Learning Outcomes in
Numeracy Skills Senior – Unit 1 should include some practical application to workplace scenarios
when possible.
As indicated in the introduction to Numeracy Skills Senior – Unit 2, there are a number of
resources that supply numeracy tasks with a clear industry workplace focus. Some consideration
of using these type of resources at Numeracy Skills Senior – Unit 1 is recommended.


Fluently perform complex multi-step computations with and without software tools and devices.
Key knowledge
 Mathematical knowledge and techniques.

 Comparative mathematics.
 Estimation and approximation.
 Writing and interpreting numerical expressions.
Key skills
 Perform a range of calculations in unfamiliar contexts.

 Use and apply order of arithmetical operations to solve equations with multi-step calculations
including the use of fractions, decimals up to thousandths and percentages.
 Develop, interpret, solve and use substitution in routine formulae and algebraic expressions.
 Use symbolic notation to perform arithmetic calculations including the use of relevant positive
and negative numbers and numbers expressed as roots and powers.
 Use and apply rates in familiar or routine situations, including using ratio notation, visual keys
and terminology and apply these to related costs and distance situations.
 Demonstrate and apply measures of mean, median and mode, and simple measures of
spread including standard deviation and interquartile difference, to unfamiliar data.
 Estimate, then accurately measure and calculate quantities, including for complex areas and
volumes using relevant measurement formulae with the ability to convert between a range of
metric units.
 Estimate and accurately measure units relating to direction and use this to describe the
location of places.
 Collect, organise and represent data in a range of formats.
 Interpret and draw conclusions about general trends of data, variations within data sets and
data reliability.
 Use chance and probability to estimate and interpret the outcomes of common chance events
in both numerical and qualitative terms.
 Interpret, analyse and draw inferences from unfamiliar data, in terms of validity and accuracy.
 Document, interpret and communicate the processes, results and implications of the
mathematical activities involved in the completion of a hands-on complex project.
 Use and apply knowledge about probability to a range of relevant contexts.
 Calculate theoretical probabilities and use tree diagrams to investigate the probability of
outcomes in simple multiple event trials.
 Demonstrate the above mathematical skills in a range of processes to select an appropriate
method of solution to solve a complex real-life problem.
 Represent customer information data using graphical processes.

 Make predictions on customer information data. Use Google trends for seasonal data.
 Display sporting data in a table and perform statistical and graphical calculations.
 Calculate probabilities related to a sport or sporting event.
 Look at electricity usage on smart-meters and compare and contrast plans and prices.
 Investigate sales trends for a small business over a period of time and relate this to stock
ordering and pricing. Present the information in tabular and graphical form.


Make decisions and perform monetary calculations involving money in unfamiliar contexts; manage
personal and business finances and understand risk in a range of situations.
Key knowledge

Key skills
 Perform multi-step calculations involving percentages as they relate to money.

 Convert between percentages, decimals, fractions and ratios as they relate to money.
 Calculate and contrast the currency conversion values between overseas currencies.
 Calculate and contrast the interest payable on a transaction using a personal loan compared
to a credit card across a number of financial institutions.
 Compare and contrast the value of a set of goods purchased from a range of retail institutions
to a similar set purchased online.
 Compare the estimation of change payable in detailed financial transactions to the accurate
calculation of same.
 Compare the estimation of complex discount savings to the accurate calculation of same.
 Estimate and demonstrate an approximation for a detailed budget involving a group activity.
 Compare and contrast the money notation expressions within a range of personal and official
financial documents.
 Perform complex calculations involving payslips and timesheets.
 Compare, contrast and calculate the different interest payable over the length of a personal
loan for a range of values and across a range of financial institutions.
 Compare the amount of tax to be paid on different incomes.

 Create a detailed household budget including income and expenses.
 Use an online compound interest calculator (e.g. www.moneysmart.gov.au/tools-and-
resources/calculators-and-apps/compound-interest-calculator to complete a series of
calculations and comparisons (e.g. Worksheet 1–4 on pp 22–32 from the MoneySmart Year 10
Mathematics resource at www.moneysmart.gov.au/teaching/teaching-resources/teaching-
resources-for-secondary-schools.
 Invest in the stock market and record values of portfolio over time.
 Calculate discounts and mark-ups on goods and services.
 Make activities from utility statements for students to perform calculations.
 Use pay slips and timesheets to perform calculations.
 Graph or show in tabular form the investment returns of major superannuation companies over
a set period of time.
 Detail the level of the Superannuation Guarantee since its inception.


Identify, use and interpret routine numbers and units of measurement to make decisions about
time, location, data, resources and solve complex problems in unfamiliar situations.
Key knowledge

Key skills
 Solve problems involving duration, including using 12 and 24 hour time, within and across time
zones.
 Use and apply rates in familiar situations.
 Use distance, direction, coordinates, simple scales, labels, symbols and keys to read and use
complex maps, plans or diagrams.
 Follow complex multistep instructions/flow charts to complete tasks or processes.
 Analyse and compare schedules.
 Analyse and interpret relative positions of objects with regard to location.
 Make calculations and apply ratios involving scale on maps, plans or diagrams.
 Compare data from complex tables or graphs or schedules using software tools and devices.
 Estimate and determine distances and make calculations involving time.
 Design and sequence numerical information into charts, plans or flow diagrams.
 Choose appropriate resources and use them to solve complex numerical problems.
 Interpret and use information and symbols on maps and plans.
 Record complex information regarding time and location using tables or charts.
 Decide through reasoning the steps needed to solve complex multi-step numerical problems.
 Use software tools and devices to solve complex problems related to time and location.
 Apply problem-solving techniques to solve complex multi-step numerical problems related to
planning and organisation in unfamiliar contexts.
 Plan and organise a community event including costs, promotion and budgeting.
 Use online maps to compare different modes of transport to arrive at destinations.
 Plan, carry out and document a day excursion for your group. Include all aspects of travel
including times to meet, distances, costs and full itinerary.
 Plan a road trip investigating fuel usage and costs. Compare costs per litre of different fuels.
 Create an amazing race game including use of time zones, distance, speed and maps. Use
www.timeanddate.com/worldclock.
 Design and use an orientation course.


Measure, draw, represent and interpret complex two and three-dimensional objects in
diagrammatic form and apply transformations to designs and demonstrate a fluent use of software
tools and devices.
Key knowledge

Key skills
 Represent complex three-dimensional objects as two-dimensional nets.

 Create and interpret complex two-dimensional plans and diagrams.
 Apply real-life measurements to create a detailed scaled two-dimensional diagram.
 Interpret a scaled diagram to determine the exact real-world measurements.
 Compare and convert units of measurement as they apply to area and capacity.
 Estimate, draw and measure in relation to size, cost or time.
 Make approximations of multiple amounts of units of measurement to obtain total estimates.
 Write and interpret complex plans and diagrams and their familiar conventions, for
representing real-life objects of a range of size and complexity.
 Apply scale techniques using ratio and proportion to enlarge/reduce complex plans.
 Select appropriate rules and formulae for measurement (perimeter, area, volume and capacity)
and apply to unfamiliar shapes and objects including polygons and spheres.
 Assemble and model a functional three-dimensional object by following instructions, plans or
diagrams.
 Demonstrate the mathematical skills and processes in solving a problem involving a complex
three dimensional shape.
 Design a new package or product with several versions of its shape but the same volume.
 Calculate amounts of material needed for specific building site jobs. Create an invoice
including amounts and costings.
 Decide whether to deck or pave an outdoor area. Include all measurements and drawings.
 Pack the trailer for a camping holiday. Include drawings of individual objects and a packing
plan. Create a number of simple and complex grid references.
 Create a product for the group to make or build. Plan and draw scaled drawings from multiple
perspectives, including two and three dimensions.

Sample expanded Assessment tasks/activities for Senior level

Assessment tasks/activities similar in complexity to these examples are recommended.
Sample task 1
Task Numeracy Skills Units – Senior

How many handshakes? Learning Outcome 1 – Numerical Skills and Processes
 The task for the student is to work out a rule which applies to the number of handshakes
between people in a room.
 Everyone is to shake hands with everyone else in the room. Students could estimate the
number of handshakes then work out the exact number. Students should then arrive at a quick
way of working out this answer once the pattern is established.
 Students then calculate and record in a table the number of handshakes for the number of
people.
 Example: Number of people = 12
Number of handshakes = 66
 These numbers should be kept small until the pattern and rule has been established.
 Develop a formula. Express this in words and symbols.
 Use this formula to calculate the number of handshakes for larger groups of people, say 20,
50, 100 etc. Record the results in the table.
 Graphically represent the formula and extrapolate for a range of high value numbers.
Sample task 2

Swimming pools Learning Outcome 1 – Numerical Skills and Processes
Using 10–20 packets of a type of confectionery with various colours e.g. jelly beans:
 Guess how many packets of confectionery will have 1, 2, 3, 4 etc. yellow/pink/orange/red
lollies.
 Count, collect, represent and organise your data.
 Find the frequencies and graph.
 Find measures of spread and standard deviations.
 Find probabilities.
 Draw conclusions.
Sample task 3

Building plans Learning Outcome 1 – Numerical Skills and Processes
 Measure and cost the painting/ decorating of an irregular shaped room/s.

 Use scale to determine accurate measurements
 Calculate quantities needed in terms of primer and paint for walls, and tiles or carpet for the
floor.

Sample task 4

Mapping Learning Outcome 1 – Numerical Skills and Processes
 Students use units of direction to describe locations in an unfamiliar town or city setting using
bearings.
 Accurately map a number of key features in the unfamiliar town or city.
 Draw routes to the nearest key places of interest for a tourist or holiday maker in the unfamiliar
town or city.
Sample task 5

Social Issue Learning Outcome 1 – Numerical Skills and Processes
 Collect data about a community or social issue such as pedestrians using a dangerous
crossing.
 Draw location maps depicting the locale.
 Collate and tabulate the data.
 Apply measures of spread.
 Calculate probabilities about the social issue.
Sample task 6

Tax Learning Outcome 1 – Numerical Skills and Processes
 Research and graphically display the varying tax rates for the following:
Government Tax Tax rates

Local Property rates
State Stamp duty – payable on certain types of
transactions (such as buying property or
cars)
Land tax – payable if an individual or
business owns land valued over a certain
level
Federal (Commonwealth) Income tax
Medicare levy
Goods and services tax (GST)

 Medicare gives Australian residents access to health care. It is partly funded by taxpayers who
pay a Medicare levy of 2% of their taxable income. How much would you pay for the Medicare
levy from a set number of taxable incomes?
 Personal income tax varies in Australia. It is based on your taxable income. Research the
Australian Tax Office and display the current income tax rates, and then calculate income tax
payable from a set number of taxable incomes
 Tax file numbers – Complete the tax file number application or enquiry for a secondary school
student
 The Goods and Services Tax (GST). Research the Australian Tax Office and display the
current GST rates.
 Calculate the GST amount that should be added to the price of items e.g. washing machine –
$579, food processor – $170, iron – $114, coffee maker – $245
 How much GST is included in the following prices? Computer – $1,750, printer – $650,
scanner – $400, CD burner – $110
Sample task 7

Loans Learning Outcome 1 – Numerical Skills and Processes
 Students research and compare several interest rates for housing loans of varying amounts
and time periods from a number of financial institutions.
 Students research the internet or local media to find three houses and/or apartments over a
set price range they would like to buy.
 Use the MoneySmart website (moneysmart.gov.au > calculators and resources > mortgage
calculators (or similar online calculators) to find out the repayment values for a loan for each of
the three properties selected to purchase. Assume you have 20% deposit.
 Graphically represent the repayment schedules, repayment amounts etc.
 Make decisions on purchase, repayment etc. based on the information collected.
Sample task 8

Product packaging Learning Outcome 1 – Numerical Skills and Processes
 Plan and design three different potential packaging options for a product.
 Accurately measure your product and produce a scaled diagram of your packaging.
 Make an accurate template for your packaging and incorporate assembly instructions.
 Cost your packaging and provide a quote to your customer.

Sample task 9

Task quotation Learning Outcome 1 – Numerical Skills and Processes
 Use building plans for a house room/s to determine the amounts of products needed e.g.
wiring for an electrician, paint for a painter, plasterboard for a plasterer etc.
 Learn the legal requirements for a quote
 Create an accurate quote. Consider trade prices and customer mark-ups.
 Calculate GST for the quote.
Sample task 10

Year 12 garment Learning Outcome 1 – Numerical Skills and Processes
 Design a garment for a Year 12 student to wear to celebrate the end of their schooling.
 Draw scale diagrams.
 Calculate the costs of producing the garment, packaging, shipping etc.
 Calculate the GST on the garment.
 Prepare a full quote/invoice for a set number of students.
Sample task 11

Loans Learning Outcome 1 – Numerical Skills and Processes
 Plan a trip to a national park by car/bus.

 What will be the fuel consumption and cost? Perform calculations around fuel efficiency and
compare across different vehicles.
 Draw route maps and give instructions for a friend to follow.
 Draw sketch maps of a three-day hike, and mark out rest stops and camping areas.
 Prepare detailed schedules for each day of the trip with expected times and distances.
 Compare the routes and time calculations to those found on popular apps.

Sample task 12

Budgets, plans and Learning Outcome 1 – Numerical Skills and Processes
calculations Learning Outcome 2 – Financial Literacy
 Feed a family of six people (two adults and four children of varying ages) for a fortnight at a set
budget, for example $1000. Prepare a full budget showing types of meals, amounts of
ingredients and full costs.
 Plan and budget a holiday overseas for a family of two adults and two children under 10 years
of age. Set a maximum value for the budget, for example $10,000. At least three overseas
locations must be on the itinerary.
 Design a four-bedroom house including a study and master bedroom ensuite and an outdoor
entertainment area. Accurately represent the house with a fully completed floor plan.
 Conduct a fuel consumption challenge of four models of car on a return trip from Melbourne to
Brisbane via Sydney.
Sample task 13

Setting up a market stall Learning Outcome 1 – Numerical Skills and Processes
 Students plan to establish an online market site.

 Students decide on an online business name, logo, banners and slogans.
 Prepare a budget that outlines relevant numerical data including:
 Weekly/monthly/yearly overhead costs
 Sale price, cost/s price, profit margin, GST, break-even values etc.

Integrated Assessment tasks/activities across VCAL strands

The following tasks/activities are examples of how more than one learning outcome can be
integrated and assessed across the Literacy and Numeracy Skills, Personal Development Skills
and Work Related Skills strands.
Sample task: Occupational Health and Safety investigation
Students work in small groups to investigate Occupational Health and Safety (OH&S) requirements
of a workplace of interest. This could include:
Task Learning Outcomes in other Units

A survey on safe work Literacy Skills
practices  Reading and Writing: Learning Outcome 2 – Writing for Practical Purposes
 Reading and Writing: Learning Outcome 6 – Reading for Practical Purposes
 Numerical Skills and Processes: Learning Outcome 1
Work Related Skills
 Unit 1, Learning Outcome 2
Identification of hazard Literacy Skills
concerns, at a workplace of  Reading and Writing: Learning Outcome 3 – Writing for Knowledge
your choice, and possible
ways to address them  Reading and Writing: Learning Outcome 4 – Writing for Public Debate
 Reading and Writing: Learning Outcome 7 – Reading for Knowledge
 Reading and Writing: Learning Outcome 8 – Reading for Public Debate
Work Related Skills
 Unit 1, Learning Outcomes 2 and 4
Awareness of strategies and Literacy Skills
emergency procedures  Reading and Writing: Learning Outcome 6 - Reading for Practical Purposes
Identification of Numeracy Skills
characteristics of hazard and  Numeracy for Practical Purposes – Learning Outcome 1 – Design
safety signs
Evaluation of Literacy Skills
employer/employee rights  Reading and Writing: Learning Outcome 3 – Writing for Knowledge
and completion of an OH&S
report Work Related Skills
 Unit 1, Learning Outcomes 2 and 3)

Numeracy Skills Senior – Unit 2

Unit purpose
knowledge and skills through an investigation in an unfamiliar industry area but in which they have
an interest and may seek future employment.
The numeracy involved focuses on Number, Measurement, Financial Numeracy, and Probability
and Statistics.
depth numeracy-based project, linked to an unfamiliar industry area.
Students will also develop key project management skills in a numeracy context, such as stating
key aims, setting specific tasks, establishing timelines and milestones, identifying and managing
risk, and communicating results. Students will be encouraged to develop and apply their skills of
creative and critical thinking in the planning and completion of the numeracy-based project that will
be negotiated with their teacher/trainer.
At this level, students also share their knowledge and work independently and in teams.
On completion of this unit students should be more confident in their ability to explore, develop and
apply numeracy-related to employment in an industry area.
Assessment
equitable.
 concrete, relevant, familiar and personal contexts and materials where the mathematical
content is explicit.
 actual objects (where possible) for spatial and diagrammatic representations.
 the context, their prior knowledge and personal experiences to derive meaning and check
reasonableness.
 support from mentors and/or teachers, advice/modelling and first/other language resources.
calculations and problems.
 oral descriptions using common, everyday, informal language and gestures for explanations,
answers and interpretations.


in these cases.
The numeracy-based program plan – rationale

knowledge and skills through an investigation in an unfamiliar industry area in which they have an
interest and may seek future employment. The numeracy involved focuses on Number,
Measurement, Financial Numeracy, and Probability and Statistics.
depth numeracy-based project, linked to a unfamiliar industry area. Students will also develop key
teacher/trainer.
It is expected that the numeracy-based project plan will be based on a workplace unfamiliar to the
students. This means the numeracy-based project plan will not involve the workplace experience
directly linked to the VET units in their VCAL program or current employment. The project plan will
focus on industry area in which the student has an interest and may seek future employment.
However, if a student does have a VET placement at a workplace that has a varied range of allied
experiences such as in the automotive industry where a student is primarily involved with being an
automotive electrician, the focus for the project plan could be the panel beating/automotive repair
side of that workplace. Similarly, a student with a VET placement primarily in the
hairdressing/styling side of the workplace could focus their project plan on the beauty therapy
aspect of that workplace.

Supporting students with the numeracy-based program plan –

Learning Outcome One
The table in the Numeracy Skills Units Curriculum Planning Guide shows the four numeracy focus
areas and the three industry stages. It is populated with 12 examples of possible areas of
numeracy investigation (it is reproduced below). They are meant to provide only a guide to the
teacher and student. Learning Outcome One requires students to populate this table with eight
selected in-depth tasks. Naturally the eight tasks the student and teacher negotiate will be far more
specific and focused than the 12 general ones in the Numeracy Skills Units Curriculum Planning
Guide.
It would be very advisable to conduct a tour of an industry workplace as an introduction to the
numeracy-based project plan in Learning Outcome One. Require students to familiarise
themselves with the three distinct stages of an industry workplace – Inputs Stage (for example,
cost of raw materials used, labour employed, machinery purchased etc.), Processing Stage (for
example, the ‘value add’ that occurs, the products produced from the raw material, the size of the
processing areas etc.), and the Outputs Stage (for example, the destination of products produced,
the sales figures, trends in the output stage etc.). Require students to clearly understand the four
key mathematical concepts evident in the industry workplace that will be a feature of the
numeracy-based project plan, namely Number, Measurement, Financial Numeracy, and Probability
and Statistics.
Teachers will need to provide scaffolding for the numeracy skills needed in the eight selected
numeracy tasks. Suggested scaffolding includes relevant numeracy covered in Senior Numeracy
Unit One applicable to the selected industry that will be the basis of the numeracy project plan.
There may also be a need for generic numeracy skills examples that all or most of the class can do.
Note that the Examples of class/assessment tasks/activities for Learning Outcome One are
focused on generic numeracy tasks applicable to most other industry areas. They are meant to
provide whole-class tasks to support the numeracy tasks in the project plan by scaffolding learning.
Note that the Examples of class/assessment tasks/activities for Learning Outcome Two are
linked to the general building industry but can be transferred to other industry areas by the teacher
and the student. They provide further learning support for the specific numeracy tasks in the
student’s project plan.
Probability and
Industry Stages Number Measurement Financial Numeracy
Statistics
Inputs Research and record Undertake research Evaluate and Analyse the trend in
(Resources such as the breakdown of the into travel times represent the cost of the cost of the inputs
raw materials, labour, inputs used in the taken by inputs to the inputs in the in the industry area
equipment, capital industry area. reach the industry industry area. over a set period and
and source area. estimate quantities
information.) using probability.
Processing Compare and contrast Conduct complex Undertake research Conduct an analysis
(The process of the numbers involved measurements into the monetary of the destination of
transforming inputs in the appropriate to the value of the waste waste products in the
into finished goods processing/production processing stages of produced in the processing stage.
and services.) stages in the industry. the industry area. industry.
Outputs Discover and present Investigate quality Perform complex Conduct a detailed
(Transformed inputs the key sales figures control, scaling or calculations involving analysis of the sales
that are returned to in a tabular and calibration in your debit/credit in the figures over a set
the external graphical form. industry area. industry. period. Make
environment as predictions about
finished product or future sales.
service.)

Resources suitable for Numeracy Skills Intermediate Unit 2

1. CEAV Workbooks – www.ceav.vic.edu.au/resources/teachers/ceav-workbooks/
The CEAV has developed a range of Career Development Workbooks for secondary school
students and young people in alternative educational settings. Currently available Edition 2 of
the CEAV Career Education Workbooks Year 7 to 12. Edition 2 My Career Capabilities
suitable for young adults, TAFE and Higher Education students
2. Pick My Project - https://pickmyproject.vic.gov.au/
Pick My Project is a Victorian first community grants initiative, with $30 million available to fund
local projects. Come up with a project idea, vote for your favourites, and make your community
an even better place to live.
3. The Vocational Information Centre – www.khake.com
Explore vocational and technical careers, check out the skills employers really want, find a
trade school, research technical topics and take a look at the current job market.
The Vocational Information Center website is an education directory that provides links to
online resources for career exploration, technical education, workforce development, technical
schools and related vocational learning resources.
Note: This is not an Australian website
4. Excellence Gateway – www.excellencegateway.org.uk
Search and browse for over 7,000 expert resources throughout the education and training
sector or search using the filters in Discover resources.
5. Trades Math Workbook – 506tc.org/_pdf/Trade-Math-Workbook.pdf
The Trades Math Workbook will help you improve your numeracy skills and increase your
success in an apprenticeship program. It includes a variety of exercises to help you practise
your numeracy skills and learn how these skills are used in the trades.
6. Apprenticeship & Workplace Math 11 – thelink.sd61.bc.ca/course-info/courses/apprenticeship-
workplace-math-11
 Measurement – how to solve problems involving surface and volumes
 Geometry – solving problems that involve right triangles and scale, and drawing and
analyzing diagrams.
 Numbers- puzzles and games involving numbers, personal budgets, compound interest,
managing finances and credit options
 Algebra – solving problems involving formulas, understanding slopes of lines, using
proportional reasoning and unit analysis.

Learning Outcome 1 – Numeracy-based project plan

Design a numeracy-based project plan in an unfamiliar industry area.
Key knowledge
 Numeracy-based project plan in an industry area.
Key skills
 Develop an investigative numeracy-based project plan using routine calculations.

 Apply the numeracy concepts of Number, Measurement, Financial Numeracy and Probability
and Statistics in a range of tasks.
 Establish appropriate timelines for an investigation or series of tasks.
 Ability to select and use the forms of software tools and devices that may be used to present
numerical data.
 Effective use of forms of communication that may be used to present the learnings of an
investigation.
 Awareness of possible obstacles/barriers to an appropriate investigation of a numerical
process.
 Collaboration with others in an investigation of a numerical process.
Examples of in-class/assessment tasks/activities – generic industry context
 Design a package for a product (use different shapes). Create a scale drawing of the package
and show the 2D template and the 3D product with measurements.
 Create full-scale 3D shapes and then create scale models with drawings.
 Estimate distances and make judgments about time in a work, home or school context.
 Describe the variation and general trend of data from a number of industrial contexts.
 Conduct a simple statistical analysis of building data including average, mean, median, mode
and quartiles.
 Plan a day in the life of a tradesperson. Calculate times and distances to multiple jobs
 Determine what percentage of the apprenticeship wage goes to income tax and
superannuation.
 Estimate, then accurately measure and calculate quantities, including for complex areas and
volumes using relevant measurement formulae with the ability to convert between a range of
metric units.

Numeracy Skills Senior Unit 2

Learning Outcome 1 support material
1. Project plan checklist template
This checklist is only a suggested template. It may be of assistance to a teacher negotiating
with a student on how to address the elements that make up Learning Outcome 1 – Design a
numeracy-based project plan in an unfamiliar industry area. Having a clear and
Completed
Y/N
1 Industry area What is the name of the industry area
selected for your project plan?
2 Title and aims of the Have you clearly stated a title and
project aim/s for this project plan, for example:
 A clearly worded title for the
project?
 What numeracy skills do you
hope to develop while completing
this project?
3 Complex calculations What are the complex numeracy
processes you intend to use? For
example, multiplication, division, area,
length, depth, volume, what else?
4 Numeracy focus How many tasks have you selected Number _____
areas from each of the focus areas? Measurement________
Have you selected at least one task Financial Numeracy_______
from the four focus areas in the eight
tasks you will investigate? Probability and
Statistics_______
How many tasks have you selected
from each of the industry stage areas? Inputs______
Have you selected at least one task Processing_____
from each of the three Industry Outputs_______
Stages?
5 The eight tasks What are the specific details of the Task 1
eight tasks? Task 2
Task 3
Task 4
Task 5
Task 6
Task 7
Task 8

Completed
Y/N
6 Identified numeracy Have you identified the numeracy Task 1 numeracy skills
skills skills you expect to use in each of the Task 2 numeracy skills
eight selected tasks? Have you
considered the need to demonstrate Task 3 numeracy skills
mastery on multiple occasions and in Task 4 numeracy skills
different contexts of the key numeracy Task 5 numeracy skills
skills to clearly show proficiency?
7 Timelines for project Have you worked out the key Completion date for LO1
milestone dates for completion of each Completion date for LO2
of the four learning outcomes (LO)?
8 List of technologies What forms of technology are you
to collect data planning to use to collect the data
related to the eight tasks?
Why have you selected these forms of
technology?
9 Technology in What form/s of technology will be used
presentation in communicating your finished work
(LO4)?
Why have you selected this form/s of
technology?
10 Communication What two different format styles will
format you use to communicate your finished
work; for example, written form, oral
form, video, combination of more than
one etc.?
11 Communication To what audience/s do you intend to
audience communicate your results?
Have you considered communicating
your results to the industry area you
have investigated in terms of your
selected tasks?
12 Obstacles What obstacles/barriers can you
identify that may make undertaking
any part/s of the project plan difficult?
13 Collaborate Who do you intend to collaborate with
in the development of your project
plan?
Why have you selected this
person/these people?

2. Sample project plan template – hairdressing workplace

This completed template is only a suggested template. It may be of assistance to a teacher
negotiating with a student on how to address the elements that make up Learning Outcome 1
– Design a numeracy-based project plan in an unfamiliar industry area. Having a clear and
Project title (e.g.) A numeracy-based investigation into the hairdressing industry area.
Aims (e.g.) The aim is to improve the knowledge and understanding of the numeracy skills that are
important in the hairdressing industry. To achieve this aim, it is planned to develop and complete
a series of numeracy tasks based on the focus areas of Number, Measurement, Financial
The numeracy tasks will involve complex calculations such as multiplication, division,
percentages, volume, fractions, area, perimeter, ratios etc.
Tasks – number (e.g.) The required eight tasks will comprise two tasks from the Number focus area, two tasks
(Need to specify from the Measurement focus area, one task from the Financial Numeracy focus area, and one
eight tasks) task from the Probability and Statistics focus area. The eight tasks comprise three tasks from the
Processing Stage, two tasks from the Outputs Stage, and one task from the Inputs Stage.
Tasks – details Ensure each task is clearly specific, is challenging, is achievable, and is appropriately linked to
the selected focus area. (Note: Students must be observed to demonstrate achievement on
more than occasion and in different contexts to ensure that the assessment is consistent,
reliable, fair and equitable).
Number focus area
Task 1 (e.g.) Processing stage – Graph how many male and female customers attend the salon
over a period of a month, with a graphic breakdown of the percentages of the most popular
outcomes for the customers e.g. cut and dry, foils, full colour etc.
Task 2 (e.g.) Outputs stage – Compile a list of the average sales figures over a three month
period. A breakdown of these figures to a daily, weekly and monthly average will be calculated.
Measurement focus area
Task 1 (e.g.) Inputs – Complete a list of all the liquid supplies to the hairdressing salon over a
period of three months. The data will be graphically presented based on their liquid amount, for
example the number of litres of different types of shampoos, conditioners etc.
Task 2 (e.g.) Outputs – Measure the time taken by male and female customers to receive the
hairstyling they attended for at the salon over a period of one month. These results will be
graphically represented in a number of formats. The minimum time, maximum time, mean time,
and median time will be calculated.
Financial Numeracy focus area
Task 1 (e.g.) Inputs – Calculate the financial cost to the industry of the key raw materials
(shampoo, conditioner, hair spray, colour solutions etc.) over a set period.
Task 2 (e.g.) Processing stage – Compile a list of the salary figures for the workers in the salon
over a period of a month. A breakdown of the salary costs over a daily and weekly time period
will be calculated.
Task 3 (e.g.) Outputs – Produce a breakdown table showing cost of the service to customers,
showing minimum payment, maximum payment, mean payment, and median payment Also
show the contrast between payment types made by customers (e.g. cash or credit) over a set
period.
Probability and Statistics focus area
Task 1 (e.g.) Processing stage – Determine the trends daily, weekly and monthly for the number
and gender of customers. Explain any statistically significant trends the data reveals.
Numeracy skills Students will need to list the key numeracy skill/s used in each task.
used in each task

Timelines and Students will need to provide a detailed timeline for the completion of the four required learning
milestone dates outcomes. This may be a week by week breakdown of the work required to complete the
outcomes, or another timeline structure after consultation between the teacher and student. Key
milestone dates are important.
Technology Students will list the possible technology they could use to present their findings from the eight
selected tasks. They will briefly explain the advantages and disadvantages of each possible
technology. They will clearly state what technology/ies they will use, and give reasons for their
preference for this form of technology/ies.
Communication Who will be the audience for communicating your results? Will it be a school-based audience, or
possibly the audience will be industry based; for example, communicating your results at the
industry area you investigated, or communicating your results at an organisation such as Rotary
or Lions Club.
Communication What communication styles will you use when communicating your results e.g. oral presentation,
format written format, IT based presentation, etc.? Have you considered some challenging form of
communication so as to improve the range of communication forms you are experienced with?
Collaboration with Who (apart from your teacher) do you intend to collaborate with to ensure your tasks, your
others findings, and the technology/ies you will use are the best possible options?
Barriers/obstacles Do you foresee any difficulties investigating your eight tasks? If so, what are the possible
difficulties you might confront, and how do you intend coping with such difficulties?
This table below shows how the eight tasks selected in the example numeracy project plan
above satisfy the requirements of at least one task from each mathematical focus area, and at
least one task from each of the three industry stages. In this example, the hairdressing
workplace is the industry setting.
Industry Stages Number Measurement Financial Numeracy Probability and

Statistics
Inputs Complete a list of all Calculate the
(resources such as the liquid supplies to financial cost to the
raw materials, labour, the hairdressing industry of the key
equipment, capital salon over a period of raw materials
and source three months. The (shampoo,
information) data will be conditioner, hair
graphically presented spray, colour
based on their liquid solutions etc.) over a
amount, for example set period.
the number of litres of
different types of
shampoos,
conditioners etc.
Processing Graph how many Compile a list of the Determine the trends
(the process of male and female salary figures for the daily, weekly and
transforming inputs customers attend the workers in the salon monthly for the
into finished goods salon over a period of over a period of a number and gender
and services) a month, with a month. A breakdown of customers. Explain
graphic breakdown of of the salary costs any statistically
the percentages of over a daily and significant trends the
the most popular weekly time period data reveals.
outcomes for the will be calculated.
customers e.g. cut
and dry, foils, full
colour etc.

Industry Stages Number Measurement Financial Numeracy Probability and

Statistics
Outputs Compile a list of the Measure the time Produce a
(transformed inputs average sales figures taken by male and breakdown table
that are returned to over a three month female customers to showing cost of the
the external period. A breakdown receive the hairstyling service to customers,
environment as of these figures to a they attended for at showing minimum
finished product or daily, weekly and the salon over a payment, maximum
service) monthly average will period of one month. payment, mean
be calculated. These results will be payment, and median
graphically payment. Show the
represented in a contrast between
number of formats. payment types made
The minimum time, by customers (e.g.
maximum time, mean cash or credit) over a
time, and median set period.
time will be
calculated.
3. Numeracy in the workplace – the plumbing industry

Numeracy and Probability and Statistics in the plumbing industry.
Number
1. Identify the amounts of inputs used in the industry.
 Look at one recent or current plumbing job; for example, fitting out a new side-by-side
development on a 600 square metre (600 m²) block.
 Consider the building plans. What main plumbing products will need to be
purchased?
 Where are these materials to be purchased?
 How will they reach the plumbing site?
 Why has the draftsperson chosen these materials and are there alternatives?
 What size materials are needed and how many lengths?
 Can lengths be merged or will you have waste?
 What are the materials not listed on the plans?
Item Units of measurement

Cast iron Lengths e.g. mm, cm
PVC Diameter
Chromed brass Gauge
Chromed copper Gauge
2. Identify and compare the numbers involved in the processing/production/throughputs

stage of the industry.
 Make a table of all the calculations a plumber would carry out over a week.
 Keep timesheets over a week.
 Complete a vehicle log book over one month.
3. Research the data linked to key sales figures.
 Look at sales of toilets over one year, on a monthly basis.
 Present you findings in a table.
 Find the average number of toilets sold by suburb, or over time.

Measurement
1. State the ratios of inputs used in the industry.
 Mixing cement to fix in new downpipes.
 Estimate amounts.
 Consider ratio in ordering sand, water and cement.
 Conduct a series of in class activities to consolidate understanding of ratio and
proportion.
2. List the types of measurement and their units in your industry area.
 Consider the types of measurement used in different industry areas; food industry,
hospitality industry, agricultural, fishing, transport, building, medical, service, etc.
 State all the measurements you have discovered from your research, how they are
used and their units
 Are measurements different around the world? If so, what are the main measurement
differences?
 What are the formal systems of measurement?
 Consider the role of measurement in innovation in your industry?
3. Collect data relating to units of time in the industry.
 Create work flow charts or day plans.
 Keep employee time sheets.
 Work with a project manager to develop a project time plan for different trades on the
site.
Financial numeracy
1. Obtain costs of the inputs used in the industry area.
 Make a comprehensive list from the building plans. Extend this task into creating
quotes and invoices.
Item Amount Cost per item Cost

Cast iron Lengths mm
PVC
Chromed brass
Chromed copper
Total cost
2. Research current salary costs in your industry.

 Use fairworkhelp.com.au/wage-rates to explore apprenticeship wages.
 Look at what percentage of the wage goes to tax and superannuation
(www.ato.gov.au/Individuals/Super/Super-and-tax).
 Create a table stating wage growth over time, and wage growth over experience.
 Create graphs from your data.
3. Perform routine calculations involving debit and credit in the industry.
 Keep a petty cash book of all transactions for one month.
 Complete activities involving petty cash receipts and recording.
 Prepare a budget for all costs over one week for a suburban plumber.
 Prepare an invoice and receipt for work done.


1. Compare trends over a set period of time relating to inputs used in the industry.
 Use Google trends (trends.google.com) to examine cyclical or seasonal data.
 How does the ordering look from month to month?
 Are there lower times for ordering such as the festive season?
 Consider a case study of installation of air-conditioners. When are sales the highest?
When are they at their lowest?
 Are there trends over time?
 Has growth increased steadily or are there patterns in hotter drier years? Compare
weather data with sales?
 Present all your findings in tabular and graphical form with a detailed analysis of your
findings.
2. Compare trends over a set period of time relating to processing in the industry.
 Look at climate change data and relate this to sales of air-conditioning units.
 Discuss implications in terms of increased/decreased production.
 Follow the production chain to its source and look at the data involved in raw
production.
 Where are the materials sourced?
 How much do they cost and what amounts are required?
 Present all your information in graphical form.
 Draw inferences from the trends.
3. Use key statistical data relating to the outputs of the industry.
 Download data from waste treatment plants, water storages, or waste water
treatment.
 Conduct a simple statistical analysis of data. Include mean, median, mode and
quartiles.
 Discuss your results.
4. Numeracy in the workplace – hospitality industry (café workplace)

Number
1. Identify the amounts of inputs at the café.
 How much coffee is purchased in a week/a fortnight/a month?
 How many staff work at the café? What are the individual working hours per week?
Per month? What are the total staff working hours for the same periods?
 List and represent the major materials (inputs) purchased by the café e.g. coffee,
milk, sugar, cakes, slices, bread, meat etc.
 What are the sources for the main inputs to the café?
stage.
 Represent graphically the daily/weekly/monthly number of coffees sold.
 Represent graphically the proportion of the different types of coffee sold on a
daily/weekly/monthly basis.
graphically the daily/weekly/monthly number of these products sold.


 Calculate and represent graphically the profit margin for a single coffee or a set
number of coffees (Selling Price – Cost = Gross Profit) at the café.
 What are the total sales figures (total gross revenue) for coffees sold at the café over
a daily/weekly/monthly period.
graphically the daily/weekly/monthly sales figures (total gross revenue) for these two
products.
Measurement
 What volume of coffee beans does the café use on a daily/weekly/monthly period of
time? Does this volume vary across any of the three time periods?
 Select two other key inputs (other than coffee beans). What are the
number/weights/volume of these two key inputs on a daily/weekly/monthly period of
time?
 Calculate, show graphically and discuss the gender of customers over a set weekly
period.
 Prepare a detailed diagram of the floor plan of the café.
Financial numeracy
 Research and graphically display the main costs for a set period for the café e.g.
purchase of inputs, staff wages, lease/mortgage, utility bills, advertising, insurance,
superannuation guarantee (SG).
 Graphically represent the gross revenue for the café over a set period of time e.g. over a
trading week?
 Determine the ratio of payments by customers (cash: credit card) over a set period of
time.
 What award is applicable to workers in the café?
 What are the wages for workers per hour? Does an overtime rate apply at the café?
 What training is required to be a qualified barista? Where is this training offered? What
would be the cost for completion of a barista course?
 Graphically represent the trends for the café over a set period of time relating to each of
the three numeracy focus areas i.e. Number, Measurement and Financial Numeracy e.g.
gross revenue for the café over a set number of weekly trading periods (Financial
Numeracy), the gender ratio of customers over a set number of trading periods
(Measurement), patterns over a week/fortnight of highest and lowest numbers of coffee
sold (Number).
 Provide where possible future trends possible based on the numerical evidence collected
for these trends.

5. Numeracy in the workplace – agriculture industry (farm workplace)

Number
1. Identify the amounts of inputs at the farm.
 How many staff work at the farm? What are the individual working hours per week?
 List and represent the major materials (inputs) purchased by the farm e.g. fertilisers,
fuel, seed, water, pesticides, hay etc.
 What are the sources for the main inputs to the farm? Show these sources in a
diagrammatic format.
stage.
 Represent graphically the seasonal/yearly output of the major farm products grown
and sold.
sold by amount over a seasonal/yearly period of time.
sold by value over a seasonal/yearly period of time.
 Calculate and represent graphically the profit margin for a major product grown and
sold at the farm (Selling Price – Cost = Gross Profit).
 What are the total sales figures (total gross revenue) for all products sold and grown
at the farm over a set period of time?
Measurement
 What volume of the main input does the farm use over a week? month? year? Does
this volume vary across any of the three time periods?
 Select two other key inputs. What is the number/weight/volume of these two key
inputs on a weekly/monthly/yearly period of time?
 Prepare a detailed diagram of the farm layout including metric measurement values.
Financial numeracy
 Research and graphically display the main costs for a set period for the farm e.g.
purchase of inputs, staff wages, lease/mortgage costs, machinery, insurance, loan
repayments, transport.
 Graphically represent the gross revenue for the farm over a set period of time e.g.
over a six and 12 month period?
 What award is applicable to workers at the farm?
 What are the wages for workers per hour? Does an overtime rate apply at the farm?
 What formal training is available to improve farming knowledge and skills? Where is
this training offered? What would be the cost for completion of such courses?


 Graphically represent the trends for the farm over a set period of time relating to at
least two of the four numeracy focus areas i.e. Number, Measurement, Financial
Numeracy and Probability and Statistics e.g. gross revenue for the farm over a set
number of monthly/yearly trading periods (Financial Numeracy), the returns per
hectare over a set number of years (if a broad acre farming operation), the sale prices
for stock over a set period of time (Measurement), trends over a set period of time in
terms of the cost of major inputs (Number).
7. Numeracy in the workplace – varied workplaces

Numeracy examples in other industry workplaces
Probability and
Statistics
Carpentry Using a house plan, Prepare an invoice for Outline the timber Estimate and calculate
estimate/calculate raw materials and labour specifications required wastage allowances
timber needed for to frame one mid- (dimensions and for timber ordered for
timber frame sized house from a structural grade) to exterior wall frame.
construction. floor plan. conform to regulations Investigate and report
Research and display Determine profit for an exterior wall on number of houses
the number of house derived from labour frame. framed from pre-fab
being built in a suburb and service provided Measures of customer process vs site-
or regional location to frame a mid-sized feedback/satisfaction prepared frames.
over recent six month house from plan. levels. Consult seasonal
period. Determine wage Compare estimated weather data to
Total units completed growth over time completion time with estimate the time
over a set period of compared to wage actual completion time difference in
time. growth relative to – variation figures. completion of house
Factors affecting qualifications or framing across the
completion rates. experience. four seasons.
Compare costs of pre- Display national or
fab frames process vs state trends in housing
site prepared frames. construction (types,
Factors affecting construction
profitability. materials).
Key production costs –
wages, depreciation,
supplies, insurance,
and advertising.
Plumbing List and display the Cost differentials Trends over time of
plumbing supplies between plastic and use of PVC piping
(number, size, etc.) copper over a range of compared to copper
needed for a standard plumbing products. piping
two-bedroom town-
house.

Probability and
Statistics
Dog grooming Research and display Cost of grooming Comparison of Comparison of
the number of equipment and size/weights of dogs grooming
grooming materials. booked for grooming. appointments for
appointments made Analysis of ‘add on’ Measure and display weekdays compared
over a set period. products to customers the grooming area to weekends.
Calculate the average for a set period. allocated to each
water usage over a set grooming bench.
period; litres of
shampoo used over a
set period, number of
nails clipped over a
set period
Landscaping List and display the Research and display Design a scaled Different soil
equipment needed the insurance/work diagram of an area to composition, types for
(include sizes etc.) cover/public liability be landscaped for a different suburbs or
Calculations of costs to a landscaper. set number of regional areas.
different plant Property value locations/uses. Trends in customer
coverage values. improvement linked to Identify and display approval feedback
Use of cubic sizes, landscaping. the area to be online.
linear metres, List all upfront costs landscaped. Calculate and display
perimeter, angles, including materials Ratios of grass to hard trends in artificial
area etc. and labour. surface. turf/grass compared to
Research new Collect data from last natural turf/grass.
housing estates, 10 jobs to ascertain
calculate percentage costs and revenue.
of the area allocated Research current
to landscaping. wage rates for
landscape gardeners.
Hospitality- Numbers and types of Return on advertising Measure times Trends in types of
conference crockery, cutlery, expenditure. needed for morning conference catering
catering glassware etc. need Wage rates for tea/lunch/afternoon requested by different
for a conference of a conference catering tea over a number of groups (gender, age).
set number of staff. similar conferences. Trends in number of
participants. follow-up bookings.
Agriculture – Research and graph Estimate and/or Research and display Based upon current
stock the turnover rate of calculate the cost of amounts and types of and past figures,
stock. key supplies e.g. feed, drenching etc. predict future sales
Determine and graph vet costs, required for stock of trends.
the breeding cycles of lease/mortgage, different varieties. Extrapolate stock
different types of drenching costs etc. of Compare gestation intake numbers over a
stock. a stock farm periods for different forward period of time.
operation. stock varieties.
Entertainment – Number of staff, Identify, display and Display the floor plan Compare the viewing
school TV show students, production contrast/compare the of a TV show set. trends for an
materials etc. needed key equipment Identify the time units Australian TV show –
for a single TV show. /resources needed used in a TV show demographics etc.
from a variety of (minutes, seconds,
sources. milliseconds).
Use ratio, percentage
values for the different
segments making up a
TV show.

Probability and
Statistics
Hospitality – on- List and display the Calculate and display Compare the costs of Calculate and display
road type major costs e.g. food, the distances travelled lease/purchase of the trends in distances
labour, vehicle over a set period. vehicle/s. travelled over a set
hire/purchase, Cost differentials period.
advertising, fuel, between wholesale
insurance. and supermarket costs
Calculate the numbers for food.
of food units sold.
IT – school-based Identify the numbers Establish a price Describe the key Show the trends in
of laptops, tablets difference/contrast measurement values popularity of certain IT
desktops and BYOD in between key in IT resources devices.
a school setting. companies for a set (processing speed,
number of IT RAM, pixel resolution,
resources. etc).
Research the change
in costs for device
purchase over a set
period of time.
Childcare Average/stats of ages Compare the charges What are the average Determine the trends
of children, distance of for childcare over a amounts of food in attendance over
home from childcare number of centres. required (e.g. litres of varying months in the
centre. Graph the difference milk, juice) daily, year.
How many staff are in ages of children at a weekly? Determine the rate/%
employed? centre. Prepare a scaled floor of families with
Different ratios of staff: Determine and display plan of the interior of multiple children using
children. the running costs the centre. the centre over a
breakdown of a Use and contrast period of time.
Graph number of
children attending over centre, e.g. different units of
a number of set government funding, measurement for
periods. parent fees, consumables such as
contributions etc. paint (litres, cubic
List the major supplies centimetres).
required at a centre
e.g. food, equipment,
drinks, etc.
Determine the mean,
mode, median,
minimum, maximum
hours spent at the
centre.
Determine and display
the time period
children spend on
different activities
during a daily session,
weekly session.

Probability and
Statistics
Agriculture – dairy Numbers of dry cows Sales numbers (total Measurement of milk Trends in milk
sent to market – value and $/kg values) production on a daily, production across a
average weight of for dry cows at market. weekly, seasonal state or region over a
cow. Milk prices at dairy basis. set period of time.
Amounts of feed compared to milk
supplements required. prices at point of sale.
Determine number of Research occupations
cows per hectare at and award rates for
dairy farm. the dairy industry.
Building – general Graphically display in Research wage Research the main Trends in the costs of
terms of cost, time etc. differences between units of measurement key building supplies
the main building apprentice builders used and conversion over a set period of
actions – roofing, and fully qualified between them – time.
brickwork, frame, slab builders. metres, cms, mms. Research trends in the
etc. Compare price source of the main
Research data of new differentials in key building materials and
buildings in local area builder tools. destination of finished
over a set period of products.
time – compare new
build compared to
renovation, and house
compared to
apartment build etc.
Garbage Determine and display List the key costs in Measure and display Establish the trends in
collection the amount of waste the establishment of a varying times for a waste collection levels
collected. garbage collection garbage collection run. at major waste
Determine the ratio of operation – display the disposal centres.
house waste costs as a percentage
compared to recycled of total set up costs.
waste.
Hospitality – Produce a register of Itemise each product Calculate the ratio of Collect sales data
coffee cart all ordered goods for a purchased (include milk to coffee in a set daily for a week.
set period of time. unit cost) and number of coffee Graph the forecast
determine daily varieties. returns over a longer
volume of trade in Measure and display period of time.
each product. the time taken to Track and calculate
Prepare a monthly produce each type of daily or weekly trends
budget. coffee sold. in coffee type, coffee
Using the value of all size, other purchases.
the costs of the coffee
cart operation, and
knowing the number of
coffees produced in a
day, and determining
the revenue generated
in a day, establish the
unit cost of a coffee
and express as a profit
margin.

Probability and
Statistics
Sport and List the key numerical Research, list and Perform fitness pre- Establish and display
recreation values related to display costs of testing on a group of comparison of pre –
cardio training equipment and other clients to determine testing (refer to
programs. costs for a personal current levels of cardio Measurement focus
Compare values and trainer to establish a fitness. area) to
indicator values used cardio training session Perform post-testing to local/state/national
in Australia and program. calculate possible averages of persons
overseas. changes in results as from similar
a numerical value and demographics.
percentage value. Show trends of
Design and produce a change of clients’
scaled diagram of a performance levels
training circuit using a through a training
local area. program of a set
period of time.
Australian Rules List and display the Research and display Measure and produce Establish the trend of
Football – local main products needed the annual operating a scaled diagram of percentage
football club by the football club costs of a local football the football ground wins/losses of the
before the start of the club. and its facilities. football club over a set
season. Display the major Show in a diagram number of years.
Calculate the total income and form with appropriate Display in a diagram
surface area of the expenditure items scale the area the form the performance
football ground, and (with their values) over football club travels to of the club using a
show the percentage a season. play its matches number of variables
value of the key areas Calculate the profit during a season. e.g. position on ladder,
of the football ground. margin on key win/loss record,
Show the breakdown merchandising number of members,
of personnel involved products bought and etc.
in various operations sold by the football Show the trend in the
of the football club. club. cost of holding a home
and away match at the
football ground over a
set period of time.
Hospitality – Complete a list of all Determine the nature How much space does Determine the trends
restaurant the food that is and costs of all food a table and its in the main menu
purchased for sale/use items needed at a surrounds take up in choices over a set
at a restaurant. restaurant. the restaurant? period of time.
Calculate the number Prepare an itemised Display in a scaled Determine the weekly
and role of each invoice for the supply form a floor plan of the or monthly gross
person involved in of the materials over a restaurant showing all returns for a
bringing a meal to a set period of time. areas linked to food restaurant for food
customer at the production and consumption.
restaurant. consumption. Extrapolate that trend
Determine the Track the use of a out to forecast gross
average sales figures table or tables over a returns in a set future
for food consumption set period of time, and date.
and bar trade over a show the income
set period of time. received from that
table or tables over
that period of time.

Learning Outcome 2 – Numeracy skills

Apply numerical skills in an industry context.
Key knowledge
 Numerical processes in an industry context.
Key skills
 Undertake research of selected tasks identified in a numeracy-based project plan.

 Identify numerical processes evident in a real-life workplace.
 Use of estimation, computation and technology techniques to collect relevant data.
 Appropriate numerical problem-solving strategies.
 Use of routine estimations and calculations.
 Draw inferences from numerical data.
 Analyse and represent numerical data using a number of technologies.
Examples of class/assessment tasks/activities – building industry context
Number
 List the main building products that need to be purchased, where purchased and detail the
range of units of measurement for these materials.
 List the routine mathematical processes a builder would regularly use.
Measurement
 Create a scaled plan/diagram of a stud wall from a number of perspectives
 Are building units of measurements different around the world? If so, what are the main
measurement differences?
Financial Numeracy
 Look at sales of a key building product such as plasterboard, roof trusses, roofing tiles on a
monthly basis for a year.
 Research and display the apprenticeship wages for a builder over the years of the
apprenticeship
Probability and Statistics
 Research then display trends in number of permits for residential and/or commercial buildings
in a set area. Present all your findings in tabular and graphical form with a detailed analysis of
your findings.
Note: the examples of class/assessment tasks/activities above relate to the building industry.
Teachers will vary these to fit the unfamiliar industry workplaces that students are basing their
numeracy project plans on. Pertinent examples will be important for scaffolding the numeracy skills
needed in the project plan, and the need for generic numeracy skills examples that all or most of
class can do.

Learning Outcome 3 – Data representation

Use appropriate software tools and devices to represent data.
Key knowledge
 Appropriate software tools and devices to represent data.
Key skills
 Understanding the various software tools and devices to properly represent numerical data.
 Analyse and evaluate various software tools and devices that could be used to represent
numerical data.
Examples of class/ assessment) tasks/activities
 Using data from any aspect relating to an industry e.g. total employment figures, production
values, stock market share price, gender breakdown of employees, use a number of data
representation software tools and devices to show the data in a visual format .
 Discuss the advantages/disadvantages of the data representations methods used.
 Evaluate the data representations methods used.
 Research and display new ways to represent data.
 Use the computing tool of your chosen industry to perform calculations.
 Draw graphs using appropriate software tools and devices. Extrapolate and describe trends.

Learning Outcome 4 – Results

Communicate the results of your project.
Key knowledge
 Communication of results of project investigation data.
Key skills
 Appropriate mathematics language in communicating the results of an investigation.

 Appropriate numeracy symbols and conventions in communicating results of an investigation.
 Use various software tools and devices to properly represent numerical data.
 Communicate results of an investigation to a relevant audience.
 Use feedback from an audience to critically evaluate a report of an investigation.
 Deliver a series of short presentations showing the mathematical processes used.

 Present data and graphs, and talk meaningfully about the information obtained.
 Use correct mathematical language and notation.
 Prepare and present constructive feedback to student presentations in a variety of settings.

Advanced Numeracy Skills Senior

Unit purpose
The purpose of this unit is to provide students with an opportunity to further develop their
knowledge and skills of several fundamental areas of mathematics. The mathematics involved will
include: numerical calculations and formulae, analysis, algebraic techniques and problem-solving
strategies.
At the end of the unit, students will be able to confidently apply mathematics with a level of
sophistication in a variety of STEM situations.
Assessment
equitable.
 use relevant contexts and materials where the mathematical content may be hidden.
 use a range of mathematical experiences and knowledge to derive meaning, reflect and
critically review the mathematics involved.
 perform where some clarification and discussion of strategies is available if required and
recourse to first/other language is acceptable.
 use processes flexibly and interchangeably, selecting from pen and paper, ‘in the head’ and
electronically assisted strategies, including calculators (both statistical and graphing
calculators) and software programs where appropriate. The application of spreadsheets is
highly recommended as a learning tool.
 use a combination of oral and written mathematical and general language, symbols,
abbreviations and diagrams.

in these cases.

Learning Outcome 1 – Further Study in Maths: Data

Use tables and graphs and measures of central tendency and spread to interpret, analyse and
describe information of relevance to self, work or community.
Key knowledge

 Mathematical language.
 Interpretation of mathematical data.
Key skills
 Collect, group and represent statistical data in appropriate tabular and graphical form,
including using software programs or a graphing calculator.
 Use whole numbers, percentages, decimals or ratios used in a range of statistical information.
 Find the three measures of central tendency – mean, median and modal class – for grouped
data.
 Calculate common measures of spread such as the range, common percentiles, and standard
deviation.
 Represent bi-variate data as a scatterplot.
 Find, use and interpret correlation coefficients.
 Use the descriptive language of graphs, and measures of central tendency and spread, for
example, maximum, minimum, increasing, decreasing, constant, slope, fluctuating, average,
above/below average, distorted, percentages.
 Use appropriately words and symbols for graphs, and measures of central tendency and
spread such as the five-figure summary.
 Scatterplot, correlation, correlation coefficient.
 Analyse the meaning of data, tables and graphs, any measures of central tendency and
spread, and the accompanying text in terms of personal implications, social consequences,
and their validity and accuracy.
 Identify and discuss whether graphs or statistics have been used to distort or exaggerate.
 Interpret data presented as a scatterplot in terms of the strength of relationship (strong or
weak) and the direction (positive or negative).
 Describe the appearance of a scatter plot if the correlation coefficient is –1, 1 or 0.
 Undertake a statistical analysis of the behaviour of house prices in different areas.

 Choose a question or issues of interest to students to investigate. Students gather and record
data in appropriate tables and graphs and discuss the meaning of their calculations on
measures of central tendency and data spread.
 Select a situation where you believe there may be a relationship between two measures such
as AFL goals kicked and Brownlow votes for the year. Either conduct a set of measurements
(at least 20 pairs of data) or obtain data from a published source and create a scatterplot.
 Describe the scatterplot in terms of the strength and direction of the relationship as illustrated
in the scatterplot.

Learning Outcome 2 – Further Study in Maths: Measurement

Calculate complex measurement algorithms using the metric/SI system and apply practical
measurement using the concepts of errors, calibration, scale and rates.
Apply advanced techniques of measurement, including aspects of design and calibration.
Key knowledge

Key skills
 Identify and reduce errors with a range of measuring instruments.

 Demonstrate an understanding of calibration to increase accuracy of measuring equipment.
 Calculate complex measurements with a practical focus.
 Use scale, ratio and proportion in complex practical situations.
 Calculate complex rates as they apply in practical situations.
 Use correct mathematical terminology and notation to describe error, calibration, scale, rates
and ratio.
 Design a system where accurate measurements of individual elements are necessary to
ensure the system can be successfully integrated.
 Critically evaluate the system identifying errors.
 Consider and compare rate flows through different plumbing systems.

 In the laboratory (scientific, health, veterinary) use a range of measuring instruments and
demonstrate skill in calibration and working with errors.
 Apply scale, ratio and proportion calculations to plans for building development.
 Use specialised equipment in the automotive, agricultural or manufacturing industry to conduct
complex measurement of product or equipment.

Learning Outcome 3 – Further Study in Maths: Formulae and Graphs

Develop and use formulae and their graphs to describe and represent relationships between
variables in a range of contexts.
Key knowledge

Key skills
 Use algebraic rules, formulae, graphs and their conventions.

 Identify general shapes and major characteristics of linear and simple non-linear graphs (for
example, parabolas and hyperbolas) and interpret their real-world meanings.
 Create own equations, rules or sketch graphs from worded problems or observed situations.
 Develop algebraic expressions, rules, formulae, or sketch graphs to generalise straightforward
number patterns or observable relationships between variables.
 Draw graphs using techniques such as plotting points; sketching from known main features of
an algebraic function; and using software tools and devices like a graphing calculator or
computer package.
 Use graphical techniques to solve equations.
 Use symbolic notation and the representation of algebra such as simple indices, square roots,
brackets, alternative conventions for division, and signed numbers to express and interpret
formulae, rules and equations.
 Interpret and evaluate results obtained in the context of the original problem.
 Look at equations with an engineering application. Consider the equations for different
bridges. Conduct algebraic analysis of these equations and determine the real-life parameters.
 Consider the algebraic applications of braking distance in vehicles as a parabola function.
 Consider the parabolic functions of a ball in sports. Design a project around angles and
distance.

Learning Outcome 4 – Further Study in Maths: Algebraic techniques

Use algebraic techniques to investigate and solve mathematical problems.
Key knowledge

Key skills
 Demonstrate knowledge of the conventions and use of algebra.

 Create equations in problem-solving situations which involve one or two unknowns.
 Recognise the potential for algebraic techniques in problem-solving situations.
 Substitute appropriately in formulae or algebraic expressions to find particular values.
 Solve a range of equations using a variety of techniques such as: same operation on both
sides; backtracking; factorising; or guess, check and improve.
 Use symbolic notation and the representation of algebra such as indices, square roots,
brackets, alternative conventions for division, and signed numbers to express and interpret
formulae, rules and equations.
 Interpret and evaluate results obtained in the context of the original problem.
 Understand exponential growth and decay functions involving population growth, climate
modeling, business applications.
 Understand and apply Ohm’s law and Kirchoff’s voltage and current laws.
 Apply algebra in coding activities; for example, cryptography.
 Perform calculations involving compound interest rates.

Outcome 5 – Further Study in Maths: Problem-solving

Apply formal mathematical skills and techniques to problem-solving to interpret, investigate and
solve mathematical problems using a range of mathematical skills across more than one topic.
Key knowledge

 Mathematical language
 Interpretation of mathematical data
Key skills
 Identify a range of appropriate mathematical knowledge for the chosen area being studied to
interpret, investigate and solve mathematical problems.
 Apply and use appropriate mathematical skills and techniques from the chosen area to
demonstrate interpretation and investigation skills used to solve general mathematical
problems.
 Select, use and apply a range of algorithms.
 Use appropriately both oral and written language to explain procedures used to solve a
context-based problem and to communicate the outcomes. It is expected that the use of
mathematical language related to problem-solving and mathematical algorithms be prevalent
throughout the presentation of the work.
 Interpret and comment upon the results obtained in the context of the original problem.
 Use developed estimating and approximation skills to check the calculated outcomes and
decide on the appropriate degree of accuracy required for the situation.
 Interpret and critically review the mathematics used and the outcomes obtained to reflect on
and question the outcomes and real-world implications.
 Research the uptake of renewable energy in Australia. Compare and contrast the various
forms and present your findings as a numerical report.
 Analyse the data on climate change from CSIRO Cape Grim monitoring station. Download the
raw data and perform statistical analysis on the data.
 Compare the differences in heights of buildings, towers and triangulation stations. Use
algorithms to calculate distances to fires and time required to reach destinations. Present your
findings as a report.
 Consider the routes a politician needs to cover on their campaign trail. Use networks to
describe and analyse the problem.
 Model the cyclical trends of a manufacturing, wholesale or retail business. Perform an analysis
of these trends and present your findings in a report including tables, graphs and discussion.
 Apply probability models to gambling and/or casino games. Analyse your models and make
recommendations based on your findings.
 For a complex measurement project, use advanced algorithmic techniques to find maximum
and minimum area, volume and quantity.

Examples of possible assessment tasks/activities
 Complete a statistical analysis of the behaviour of house prices in different areas.

 Choose a question or issues of interest to students to investigate. Students gather and record
data in appropriate tables and graphs and discuss the meaning of their calculations on
measures of central tendency and data spread.
 Select a situation where you believe there may be a relationship between two measures such
as height and weight; goals kicked, Brownlow Medal votes for the year and the cost of a
hamburger. Either conduct a set of measurements (at least 20 pairs of data) or obtain data
from a published source and create a scatter plot.
 Describe the scatter plot in terms of the strength and direction of the relationship.
 of bacteria present after given periods of time.
 Investigate a particular game played in a casino. Determine the probability of winning/losing
and the return to the casino.
 Given the top eight teams in the AFL competition, calculate the probability of an interstate
team (or a Victorian team) winning the grand final.
 A white goods sales company needs an additional sales representative and is considering
paying either:(i) a retainer of $15,000 a year plus 7.5% commission on all sales (ii) a straight
commission of 12.5% on all sales.
What don’t we know? What other information do you need to make realistic judgments?
Gather that information or decide as a group what you believe are realistic figures to base your
analysis on.
Consider this from the point of view of both the company and the salesperson. Which is the
best option for each?
 Approach the analysis from both a graphical and an algebraic perspective. Which do you think
is the most effective?
 An appropriate assessment task at this level is where the student answers a question they or
the teacher have posed; for example, ‘How far is it to the horizon?’ This would involve
identifying and investigating the mathematical knowledge required and applying appropriate
mathematical skills and techniques. A written report on the investigation would be required.
Where appropriate, the use of spreadsheets and specialised calculator or Computer Algebra
Cystem (CAS) functions relevant to the chosen mathematical area is recommended such as
trigonometric, statistical and power functions.

Resources
The following resources could be used to support the delivery of the VCAL Numeracy Skills units.
This list is not exhaustive.
Real-life resources
Wherever possible, students should work from real-life, hands-on materials and resources,
especially materials from their own life experience. These may include:
 newspapers
 magazines
 information leaflets and materials; for example, about mobile phones, allowances, concession
cards
 shopping and advertising materials
 goods and materials, including foodstuffs
 packaging and containers such as bottles, tins
 domestic measuring equipment such as scales, cups, builders’ and dressmakers’ tapes
 clocks, watches, calendars
 Internet sites and materials
 videos of TV shows, including sports shows and performances or games
 local maps, plans, street directories.
Information and communications technologies
Students should have access to:

 portable devices with calculator functions
 calculators
 computers with Internet access
 a range of relevant appropriate software tools and devices
 Internet access can be used for a range of purposes, including:
 searching for information and texts
 finding answers to specific questions
 using educational software and teaching sites
 appropriate software should be available, such as:
 spreadsheet softwarel
 wordprocessing software (including drawing and graphing)
 desktop publishing software
 educational software
 other ICT that may be relevant includes:
 mobile phones
 digital cameras.

Hands-on materials
There is a wide range of ‘hands-on’ mathematical teaching materials that are required for teaching
at this level. Teachers should have access to materials such as:
 dice, including 10-sided dice
 place value materials such as MAB blocks, straws
 fraction materials such as fraction circles
 rulers, paper, card, scissors, glue.
Print based resources
The references listed below include teacher and student resources. It is not a definitive list and
should be updated on a regular basis.
Howe, Elizabeth, 2007, Hands-on Numeracy Book 2, Cambridge University Press, Melbourne
Lowe, Ian, 2001, Mathematics at Work, (CD-ROM), AAMT, Adelaide
Marr, B, Helme, S and Tout, D, 2003, Rethinking Assessment: Strategies for holistic adult
numeracy assessment, Language Australia, Melbourne
Schmitt, Mary Jane and Steinback, Myriam (eds), 2004–2005, Math: EMPower series, Key
Curriculum Press, California, USA
Tout, Dave, 2006, Car Costs: A Numeracy Workbook, Multifangled P/L, Yarraville
Tout, Dave, 2007, Having Fun with Maths: Activities and Games for Developing Maths Language
and Skills, Multifangled P/L, Yarraville
Tout, Dave, 2017, Numeracy: Teaching Maths in Context, Multifangled P/L, Yarraville
Vize, Anne, 2005, Maths Skills for Living, Phoenix Education, Putney, NSW
Vize, Anne, 2005, Maths Skills for Working, Phoenix Education, Putney, NSW
Weber, Lauris, 2003, The Language of Maths (Secondary Level), AEE Publishing, Queensland
Multimedia and CD-ROMs
Tout, Dave and Marr, Beth, 1997, Measuring up: An Interactive Multimedia Computer Resource for
Numeracy Students, Protea Textware, Melbourne
Lowe, I, Mathematics at Work, (CD-ROM) Adelaide: AAMT
Online resources
The inclusion of the following links is for teacher reference purposes and does not constitute VCAA
endorsement of the views and/or materials contained on these sites.
The following sites provide resources that include various approaches, activities and other
materials which can be used to assist teachers in implementation of VCAL Numeracy
Australia – OECD Data – data.oecd.org/australia.htm
Australian Bureau of Statistics (ABS) –
www.abs.gov.au/websitedbs/CaSHome.nsf/Home/CensusAtSchool+data+for+Calculators
Motor car projects/tasks – sites such as carsales.com.au, sellmycar.com.au, canstar.com.au,
moneysmart.gov.au, aami.com.au may be useful starting points
Canstar – www.canstar.com.au. free online loan calculator for purchasing motor vehicles
Cut-the-Knot – www.cut-the-knot.org
Digipubs – www.digipubs.vic.edu.au/curriculum/mathematics/mathematics-2017. DigiPubs are
digital publications which provide practical advice and resources that can be accessed online.

Students can use the digital publications to investigate, create and communicate mathematical
ideas and concepts using fast, automated, interactive and multimodal technologies. The
publications can aid students to learn how to perform calculations, draw graphs, collect, manage,
analyse and interpret data; share and exchange information and ideas and investigate and model
concepts and relationships.
ESSI Money – www.financialbasics.org.au. An online game allowing students to simulate use of
money for daily activities, and to establish challenges with a competitive edge.
Hewlett Packard Prime Links and Resources – www.hpgraphingcalc.org/hp-prime-links-and-
resources.html
Mathematical Association of Victoria (MAV) – www.mav.vic.edu.au
NRICH enriching mathematics – nrich.maths.org/frontpage
The Australian Mathematical Sciences Institute (AMSI) – www.amsi.org.au is a collaborative non-
profit organisation representing mathematical interests in Australia. It supports mathematics
educators and teachers through various activities and includes a collection of online modules –
schools.amsi.org.au/teacher-modules-resources designed to support teachers further develop their
mathematical background in selected topics. Also –
www.amsi.org.au/ESA_Senior_Years/seniors_years.html
reSolve: Mathematics by Inquiry – www.science.org.au/learning/schools/resolve – Mathematics by
Inquiry is a national program funded by the Australian Government Department of Education and
Training and managed by the Australian Academy of Science in collaboration with the Australian
Association of Mathematics Teachers. The program has developed a set of free F–10 resources –
resolve.edu.au/explore-resources for Australian schools, teachers and students that are designed
to support mathematics learning in engaging and innovative ways.
MoneySmart Teaching resources – www.moneysmart.gov.au/teaching
F–10 teachers are encouraged to access MoneySmart Teaching, an initiative funded by the
Australian Securities and Investment Commission (ASIC). MoneySmart Teaching has developed a
range of teaching resources designed to help children and young people improve their levels of
consumer and financial literacy. The ‘Rookies’ resource is particularly relevant to VCAL Literacy
and Numeracy – (www.moneysmart.gov.au/teaching/teaching-resources/moneysmart-rookie-for-
educators)
Multifangled – multifangled.com.au. Multifangled offers a range of engaging numeracy (and
literacy) resources with a strong applied learning focus. Many of the resources contain free online
classroom activities.
MathWorld – mathworld.wolfram.com – MathWorld is a free online digital mathematics
encyclopaedia resource by Wolfram Research and is linked to the free online computational engine
WolframAlpha – www.wolframalpha.com. Together these provide teachers and students with
access to mathematical knowledge and examples through online queries in natural language, and
also a means of carrying out related numerical, graphical, statistical and symbolic computations.
Australian Taxation Office (ATO) – www.ato.gov.au – The Australian Taxation Office’s Education
Zone – www.ato.gov.au/General/Education-zone – provides a range of resources aligned to the
7–10 mathematics curriculum that support the implementation of content related to financial
mathematics.
Tax Super and You – www.taxsuperandyou.gov.au – is a free ATO online teaching and learning
resource of several modules with interactive elements that provide real-world mathematical
contexts for the teaching and learning of financial literacy.
Aligned Australian Curriculum Resources (Mathematics) –
www.scootle.edu.au/ec/curriculum?learningarea=%22Mathematics%22&menu=3 – Scootle –
www.scootle.edu.au/ec/p/home – is an online repository, managed by Education Services Australia
(ESA). Currently, it has over 10,000 digital resources, with a range of these resources aligned to
the Australian Curriculum.
University of Melbourne – Foundation Mathematics resources –
unimelb.libguides.com/c.php?g=402799&p=2744499
Tes – GCSE maths resources – www.tes.com/teaching-resources/gcsemaths
Fuse – teaching resources – fuse.education.vic.gov.au/Secondary
Flexible Learning Toolboxes
To view all general toolboxes: flexiblelearning.net.au/toolbox/

Your Online Learning Assistant (YOLA): www.flexiblelearning.net.au/products/yola.htm
Basic Skills in the Cybercentre: flexiblelearning.net.au/toolbox/demosites/series4/424/index.htm
Where’s the party at?: toolbox.vetonline.vic.edu.au/519/entry_page.htm
Reference materials
Marr, B, Helme, S and Tout, D, 2003, Rethinking Assessment: Strategies for Holistic Adult
Numeracy Assessment, Language Australia, Melbourne
Tout, Dave and Motteram, Gary, 2006, Foundation Numeracy in Context, ACER Press,
Camberwell, Victoria
Associations
The Mathematical Association of Victoria – www.mav.vic.edu.au

Victorian Applied Learning Association – www.vala.asn.au
Australian Association of Mathematics Teachers – www.aamt.edu.au

Appendix 1: Unit structure, scope and sequence

The Numeracy Skills Units – Structure
Numeracy Skills Numeracy Skills Numeracy Skills Numeracy Skills Numeracy Skills Advanced
Foundation Intermediate Intermediate Senior Unit 1 Senior Unit 2 Numeracy Skills
Unit 1 Unit 2 Senior
Numeracy-Based Numeracy-Based
Project Plan Project Plan
Numerical Skills Numerical Skills Numerical Skills Numerical Skills Numerical Skills
and Processes and Processes and Processes and Processes and Processes
Financial Literacy Financial Literacy Financial Financial Literacy Financial

Numeracy Numeracy
Planning and Planning and Planning and Further Study in

Organising Organising Organising Maths: Problem-
solving
Measurement, Measurement, Measurement, Measurement, Measurement, Further Study in
Representation Representation Representation Representation Representation Maths:
and Design and Design and Design and Design and Design Measurement
Probability and Probability and Further Study in
Statistics Statistics Maths: Formulae
and Graphs
Further Study in
Maths: Algebraic
Techniques
Data Data Further Study in
representation representation Maths: Data
Present results Present results

The Numeracy Skills Units – Scope and Sequence
Learning Outcome 1 – Foundation Numeracy, Intermediate Numeracy

Unit 1 and Senior Numeracy Unit 1
Level outcome Foundation Intermediate Unit 1 Senior Unit 1
Use simple everyday Perform routine multi-step Fluently perform complex
numbers to perform one-step computations with and multi-step computations with
computations with and without software tools and and without software tools
without software tools and devices. and devices.
devices.

a. Mathematical  Recognise whole  Use whole large  Analyse number in a
knowledge and numbers and simple, numbers, including range of unfamiliar
techniques familiar fractions and numbers and fractions contexts.
decimals in numeral and to interpret numerical  Use and apply order of
word form. information in familiar arithmetical operations
 Add, subtract, multiply and unfamiliar contexts. to solve equations with
and divide simple  Perform a range of multi-step calculations
numbers, fractions and calculations of whole including the use of
decimals. numbers, fractions and fractions, decimals up to
 Order, use and interpret decimals with the four thousandths and
whole numbers and operations. percentages.
familiar, simple fractions  Demonstrate an  Develop, interpret, solve
and decimals in understanding of the and use substitution in
everyday texts or simple order of the four routine formulae and
tables. arithmetical operations algebraic expressions
and use this to solve as representations and
multi-step calculations. conventions that
describe relationships
between variables in
relevant contexts.
 Use symbolic notation to
perform arithmetic
calculations including
the use of relevant
positive and negative
numbers and numbers
expressed as roots and
powers.
b. Comparative  Use ratio to describe  Use and apply relevant  Demonstrate and apply
mathematics relationships between ratio, rates and measures of mean,
two quantities. proportions in familiar or median and mode and
 Demonstrate and apply routine situations. simple measures of
the basic concept of  Demonstrate and apply spread, including
average. the measures of central standard deviation and
tendency (mean, mode interquartile difference,
and median). to unfamiliar data.
 Use and apply rates in
familiar or routine
situations, including
using ratio notation,
visual keys and
terminology and apply
these to related costs
and distance situations.


c. Estimation and  Estimate length,  Estimate, approximate  Estimate, then
approximation distance, quantity and and measure length, accurately measure and
weight in everyday mass, capacity/volume, calculate quantities,
situations. time and temperature, including for complex
 Convert a basic unit of using simple areas and volumes
measurement. instruments graduated using relevant
in familiar units. measurement formulae
 Identify and estimate with the ability to convert
common angles. between a range of
metric units.
 Estimate and accurately
measure angles relating
to direction and use this
to describe the location
of places.
d. Writing and  Collect and organise  Convert between routine  Collect, organise and
interpreting familiar data. metric units represent data in a
numerical  Construct simple tables, demonstrating an range of formats.
expressions graphs or charts understanding of  Interpret and draw
manually or using common prefixes. conclusions about
software tools.  Collect and organise general trends of data,
 Perform simple familiar and unfamiliar variations within data
calculations. data and construct sets and data reliability.
tables, graphs and  Apply a range of
charts, manually or unfamiliar statistical data
using software tools and and simple measures of
devices. spread accurately.
 Find the mean, median  Use knowledge about
and mode of collected chance and probability
data. to estimate and interpret
 Describe the variation the outcomes of
and general trend of common chance events
data from familiar in both numerical and
contexts. qualitative terms.
 Describe, compare and  Interpret, analyse and
interpret the likelihood of draw inferences from
everyday chance events unfamiliar data, in terms
using qualitative terms. of validity and accuracy.


e. Applying  Demonstrate the above  Demonstrate the above  Use and apply
mathematics mathematical skills and mathematical skills and knowledge about
processes in a simple, processes in a multi- probability to a range of
practical project step project including relevant contexts.
including the use of the use of software tools  Calculate theoretical
software tools and and devices. probabilities and use
devices.  Demonstrate the above tree diagrams to
 Demonstrate the above mathematical skills and investigate the
mathematical skills and processes in a hands- probability of outcomes
processes in a hands- on, multi-step problem- in simple multiple-event
on, simple problem- solving activity using trials.
solving activity. simple mathematical  Document, interpret and
notation and symbols. communicate the
processes, results and
implications of the
mathematical activities
involved in the
completion of a hands-
on complex project.
 Demonstrate the above
mathematical skills in a
range of processes to
select an appropriate
method to solve a
complex real-life
problem.


Make simple decisions and Make decisions and perform Make decisions and perform
perform basic monetary routine monetary calculations monetary calculations
calculations involving money involving money, manage involving money in unfamiliar
and demonstrate an personal finances and contexts, manage personal
understanding of participation understand risk in familiar and business finances, and
in a monetary society. situations. understand risk in a range of
situations.

a. Mathematical  Use simple fractions as  Perform calculations  Perform multi-step
knowledge and applied to money. involving fractions and calculations involving
techniques  Perform simple percentages as applied percentages as they
calculations using to money. relate to money.
money.  Obtain accurate results  Convert between
 Use money to give and for multi-step percentages, decimals,
receive correct change calculations involving fractions and ratios as
in simple financial money. they relate to money.
transactions.  Select a range of goods
and convert to different
overseas currency
values.
b. Comparative  Recognise the range of  Calculate the interest  Calculate and contrast
mathematics common credit and debt payable on a transaction the interest payable on a
products from financial using a credit card from transaction using a
institutions. a range of financial personal loan compared
 Compare the price of a institutions. to a credit card across a
set of goods purchased  Compare the change in number of financial
at a number of similar value of a set of goods institutions.
retail institutions. over time.  Compare and contrast
 Give examples of the value of a set of
change in costs over goods purchased from a
time. range of retail
institutions to a similar
set purchased online
c. Estimation and  Estimate change in  Estimate change  Compare the estimation
approximation simple financial payable in detailed of change payable in
transactions. transactions. detailed financial
 Estimate savings on  Estimate savings on transactions to the
simple discounted complex discounted accurate calculation of
purchases. purchases. same.
 Estimate and present a  Estimate and  Compare the estimation
simple personal budget demonstrate a detailed of complex discount
for a specific goal. personal budget. savings to the accurate
calculation of same.
 Estimate and
demonstrate an
approximation for a
detailed budget
involving a group
activity.


d. Writing and  Recognise the money  Perform calculations  Compare and contrast
interpreting notations expressions based on monetary the money notation
numerical within a range of notation expressions expressions within a
expressions personal financial within a range of range of personal and
documents. personal financial official financial
 Read, understand and documents. documents.
communicate money  Understand and perform  Perform complex
notation information simple mathematical calculations involving
contained in a range of calculations involving payslips and timesheets.
payslips. sample payslips.
e. Applying  Identify the interest rates  Calculate the interest  Compare, contrast and
mathematics for a range of personal payable on a range of calculate the different
loans available from a personal loans from interest payable over the
set number of financial financial institutions. length of a personal loan
institutions.  Calculate the interest for a range of values
 Describe ways to keep due on a range of and across a range of
your money safe both savings accounts over a financial institutions.
manually and period of time from
electronically. financial institutions.


Identify and use familiar Identify, use and interpret Identify, use and interpret
numbers and units of routine numbers and units of routine numbers and units of
measurement to make measurement to make measurement to make
decisions about time, decisions about time, decisions about time,
location, data, resources, and location, data, resources, and location, data, resources, and
solve simple problems. solve routine multi-step solve complex problems in
problems. unfamiliar situations.

a. Mathematical  Read and use time  Use and calculate with  Solve problems
knowledge and measuring devices such time, for example involving duration,
techniques as clocks, watches, converting between including using 12 and
calendars. digital and analogue 24 hour time, within and
 Give and follow simple time and calculating across time zones.
oral directions for elapsed time.  Use and apply rates in
moving between  Use map indexes and familiar situations.
locations. keys to locate particular  Use distance, direction,
 Read and use simple places of interest. coordinates, simple
tables, diagrams, graphs  Follow routine multi-step scales, labels, symbols
and flow charts. instructions/flow charts and keys to read and
 Follow simple to complete a process or use complex maps,
instructions/flow chart to task. plans or diagrams.
complete a process or  Follow complex
task. multistep
instructions/flow charts
to complete tasks or
processes.
b. Comparative  Compare simple tables  Compare 12 and 24  Analyse and compare
mathematics and diagrams related to hour time systems and schedules.
location. convert between them.  Analyse and interpret
 Compare data from  Use familiar timetables relative positions of
simple tables or graphs to compare different objects with regard to
using software tools and ways of making the location.
devices. same journey.  Make calculations and
 Compare data from apply ratios involving
familiar tables and scale on maps, plans or
graphs using software diagrams.
tools and devices.  Compare data from
 Demonstrate an complex tables or
understanding of the graphs or schedules
language of direction using software tools and
and travel and its devices.
mathematical
alternatives.


c. Estimation and  Estimate times and  Estimate distances and  Estimate and determine
approximation distances required to make judgments about distances and make
move between time in a work, home or calculations involving
locations. school context. time.
 Estimate amounts and  Draw rough sketch  Design and sequence
quantities required in maps or plans to numerical information
everyday or simple describe route to or into charts, plans or flow
situations. location of building or diagrams.
feature of interest.  Choose appropriate
 Use number facts and resources and use them
rounding to give rough to solve complex
estimates of numerical numerical problems.
calculations.
d. Writing and  Draw rough sketch  Use distance, direction,  Interpret and use
interpreting maps or plans to coordinates, simple information and symbols
numerical describe route to or scales, labels, symbols on maps and plans.
expressions location of building or and keys to read and  Record complex
feature of interest. use everyday maps and information regarding
 Interpret and use a plans. time and location using
calendar or planner to  Interpret distances in tables or charts.
record information. terms of approximate  Decide through
travelling time. reasoning the steps
 Record information needed to solve
regarding time and complex multistep
location using tables numerical problems.
and charts.
e. Applying  Use software tools and  Use software tools and  Use software tools and
mathematics devices to solve simple devices to solve routine devices to solve
problems related to time problems related to time complex problems
and location. and locations. related to time and
 Apply simple problem-  Apply problem-solving location.
solving techniques to techniques to solve  Apply problem-solving
solve one step multi-step numerical techniques to solve
numerical problems problems related to complex multistep
related to planning and planning and numerical problems
organisation. organisation. related to planning and
 Communicate organisation in
information about unfamiliar contexts.
location and time using
basic conventional
terminology.


Use simple, familiar units to Use units of measurement to Measure, draw, represent
measure, recognise and measure, represent and and interpret complex two-
represent common two- interpret objects, plans and and three-dimensional
dimensional shapes and diagrams objects in diagrammatic form,
three-dimensional objects. apply transformations to
designs, and demonstrate a
fluent use of software tools
and devices.

a. Mathematical  Describe and name  Describe, name and  Represent complex
knowledge and common two- represent common two- three-dimensional
techniques dimensional shapes and dimensional shapes and objects as two-
three-dimensional three-dimensional dimensional nets.
objects. objects.  Create and interpret
 Create simple plans and  Create detailed plans complex two-
diagrams representing and diagrams dimensional plans and
familiar real-world representing familiar diagrams.
objects. real-world objects.
 Use appropriate units of
measurement and make
simple conversions to
common units.
b. Comparative  Recognise and compare  Apply scaling  Apply real-life
mathematics familiar shapes and techniques to measurements to create
objects in relation to size reduce/enlarge a range a detailed scaled two-
and shape. of two-dimensional dimensional diagram.
 Identify common units of shapes.  Interpret a scaled
measurement as they  Compare units of diagram to determine
apply to area and measurements as they the exact real-world
capacity. apply to area and measurements.
capacity.  Compare and convert
units of measurement as
they apply to area and
capacity.
c. Estimation and  Estimate lengths, areas  Estimate lengths, areas  Estimate, draw and
approximation and volumes in familiar and volumes in measure in relation to
contexts. unfamiliar contexts. size, cost or time.
 Apply simple  Apply rounding  Make approximations of
approximation techniques in converting multiple amounts of
techniques to units of measurements. units of measurement to
reduce/enlarge obtain total estimates.
diagrams and
representations of
familiar objects.


d. Writing and  Create simple plans and  Create and interpret  Write and interpret
interpreting diagrams and their detailed plans and complex plans and
numerical familiar conventions, for diagrams and their diagrams and their
expressions representing real-life familiar conventions for familiar conventions for
objects. representing real-life representing real-life
 Recognise and use the objects. objects that range in
common units of  Apply scale techniques size and complexity.
measurement and their using ratios to  Apply scale techniques
abbreviations to enlarge/reduce plans using ratio and
compare and measure representing real-life proportion to
materials or objects. objects. enlarge/reduce complex
plans.
e. Applying  Write and interpret  Design and use simple  Select appropriate rules
mathematics complex plans and two-dimensional plans and formulae for
diagrams and their to construct simple measurement
familiar conventions for three-dimensional (perimeter, area, volume
representing real-life objects. and capacity) and apply
objects that range in to unfamiliar shapes and
size and complexity. objects, including
 Apply scale techniques polygons and spheres.
using ratio and  Assemble and model a
proportion to functional three-
enlarge/reduce complex dimensional object by
plans. following instructions,
plans or diagrams.
 Demonstrate the
mathematical skills and
processes to solve a
problem involving a
complex three-
dimensional shape.
The Learning Outcome 5 for Foundation Numeracy, the Learning Outcomes for Intermediate
Numeracy Unit 2 and Senior Numeracy Unit 2, and the Learning Outcomes for Advanced
Numeracy Skills Senior are outlined in the relevant sections of this Advice for Teachers.

AFT Numeracy Skills Units

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VCAL Literacy and

Numeracy Skills Strand

Advice for Teachers

© Victorian Curriculum and Assessment Authority 2018

Numeracy Skills Intermediate – Unit 1 ...................................................................................... 14

Numeracy Skills Intermediate – Unit 2 ...................................................................................... 37

Learning Outcome 4 – Measurement, Representation and Design ........................................... 64

Numeracy Skills Senior – Unit 2 ................................................................................................ 71

Advanced Numeracy Skills Senior ............................................................................................ 93

Resources ................................................................................................................................. 100

Appendix 1: Unit structure, scope and sequence .................................................................. 104

VCAL Numeracy Skills – Foundation

Assessing students with disabilities

© VCAA 2018 Page 1

Suggested activities and assessment tasks

© VCAA 2018 Page 2

Learning Outcome 1 – Numerical Skills and Processes

 Mathematical knowledge and techniques

Examples of class/assessment tasks/activities

© VCAA 2018 Page 3

Learning Outcome 2 – Financial Literacy

 Mathematical knowledge and techniques

 Understand and use simple fractions as applied to money.

Examples of class/assessment tasks/activities

© VCAA 2018 Page 4

Learning Outcome 3 – Planning and Organising

 Mathematical knowledge and techniques

Examples of class/assessment tasks/activities

© VCAA 2018 Page 5

Learning Outcome 4 – Measurement, Representation and Design

 Mathematical knowledge and techniques

 Describe and name common two-dimensional shapes and three-dimensional objects.

Examples of class/assessment tasks/activities

© VCAA 2018 Page 6

Learning Outcome 5 – Preparing for Work

 Mathematical knowledge and techniques

 Demonstrate simple understanding of personal banking.

Examples of class/assessment tasks/activities

© VCAA 2018 Page 7

Sample expanded Assessment tasks/activities for Foundation level

Task Foundation Numeracy Skills Unit

9.00 11.00 2.00

 How many hours would the shop be open on Monday if:

Task Foundation Numeracy Skills Unit

© VCAA 2018 Page 8

Rum slice Rice salad

Task Foundation Numeracy Skills Unit

© VCAA 2018 Page 9

c. Suppose Alistair works only on weekdays.

Hours Alistair works 0 1 2 3 4 5 6

Task Foundation Numeracy Skills Unit

Task Foundation Numeracy Skills Unit

© VCAA 2018 Page 10

Task Foundation Numeracy Skills Unit

Task Foundation Numeracy Skills Unit

 Measure out recipe, half/double the quantities.

Task Foundation Numeracy Skills Unit

 Use several takeaway menus to plan your order.

Task Foundation Numeracy Skills Unit

 List the different types of information displayed on a payslip.

© VCAA 2018 Page 11

Task Foundation Numeracy Skills Unit

 Assist students to download the app ‘Science Journal’ to smartphone/iPad/laptop