The study of mathematics contributes to the overall education of learners
This course is specifically designed for learners who require flexible and individualised learning programs. The skills, knowledge and understandings offered in this course will enable learners to move toward greater autonomy and independence. The teaching of Everyday Maths allows for different modes of learning, both inside and outside the classroom, enabling realworld learning to take place. Cooperation and effective collaboration is facilitated and the appropriate use of technology is incorporated as required.
On successful completion of this course, learners will be able to:
This course has a complexity level of 1.
At Level 1, the learner is expected to carry out tasks and activities that draw on a limited range of knowledge and skills. The tasks and activities generally have a substantial repetitive aspect to them. Minimum judgement is needed as there are usually very clear rules, guidelines or procedures to be followed. VET competencies at this level are often those characteristic of an AQF Certificate I.
This course has a size value of 10.
This course comprises five (5) units. All units are compulsory. Any references in these units to the 'workplace' should be taken to refer to ‘real life everyday adult contexts, which include but are not limited to the workplace’.
Unit 1: Identify, interpret and use whole numbers, money amounts and simple fractions, decimals and percentages, including:
Unit 2: Identify, interpret, measure and estimate familiar quantities, including:
Unit 3: Geometrics, maps and diagrams
Unit 3.a: Identify, describe and compare 2D and 3D shapes, including:
Unit 3.b: Read and interpret familiar maps, diagrams and plans, including:
Unit 4: Interpret and compare data in tables, graphs and charts, including:
Unit 5: Construct simple tables and graphs using familiar data, including:
Criterionbased assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect endpoint achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating of ‘C’ (satisfactory standard) according to the outcomes specified in the standards section of the course document.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment inforamtion.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual learner performance, the standards of the course and the learner’s award. Providers will report the learner’s rating for each criterion to TASC.
The following process will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process may also include interviews with past and present learners. It will be scheduled by TASC using a riskbased approach.
The assessment for Everyday Maths Level 1 will be based on the degree to which the learner can:
The learner:
Rating C 

reads, names, writes and orders whole numbers and money amounts into the thousands 
performs simple and familiar calculations with whole numbers and money 
recognises and explains simple fractions, decimals and percentages 
uses routine fractions (e.g. half, quarter, third, within meaningful contexts, such as within a recipe) 
uses simple division in everyday situations (e.g. can divide 20 chocolates evenly between 10 classmates) 
uses simple decimals within meaningful contexts (e.g. 1.5 line spacing is one and a half spacing) 
identifies number and operation buttons on a calculator and uses operations for set tasks. 
The learner:
Rating C 

relates units, abbreviations and types of measure correctly (e.g. centimeter, cm, measure of length) 
suitably estimates familiar and simple amounts 
realistically anticipates how long key activities will take 
identifies, names and compares time units including seconds, minutes, hours, weeks, months, seasons and years 
tells routine time on a clock face (e.g. hour, halfhour, quarterhour) and digitally 
records information on a calendar 
selects and uses appropriate simple measuring equipment 
interprets measurements on simple measuring equipment. 
The learner:
Rating C 

correctly identifies, names and compares attributes of squares, rectangles, triangles and circles in everyday objects, and constructs rectangles and circles using simple items 
correctly identifies, names and compares attributes of cubes, spheres and cylinders in everyday objects, and matches common 3D shapes to their nets 
locates familiar objects on a map and in real life 
gives directions to locate a familiar object 
recognises commonly used simple symbols on maps and diagram. 
The learner:
Rating C 

reads and compares familiar information found in at least two different types of each of simple tables, graphs and charts 
identifies features of simple tables, graphs and charts 
locates information in different types of graphs. 
The learner:
Rating C 

plans a method for collating simple data 
collects simple data and record results 
constructs a suitable table and graph accurately representing the collected data 
discusses information by simple analysis of the graph. 
Everyday Maths Level 1 (with the award of):
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 5 ratings.
The minimum requirements for an award in Everyday Maths Level 1 are as follows:
SATISFACTORY ACHIEVEMENT
5 ‘C’ (satisfactory standard) ratings
PRELIMINARY ACHIEVEMENT
3 ‘C’ (satisfactory standard) ratings
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
This Everyday Maths Level 1 course meets the requirements of units of competence from the Foundation Skills (FSK13) training package. Any references in these units to the 'workplace' should be taken to refer to ‘real life everyday adult contexts, which include but are not limited to the workplace’.
Use beginning skills with whole numbers and money up to one hundred for work (FSKNUM01)
Use whole numbers and money up to one thousand (FSKNUM03)
Locate, recognise and compare highly familiar measurements for work (FSKNUM04)
Identify, describe and compare some common 2D shapes for work (FSKNUM05)
Use highly familiar maps and diagrams for work (FSKNUM06)
Locate specific information in highly familiar tables, graphs and charts for work (FSKNUM07)
Identify, interpret and use whole number and simple fractions, decimals and percentages for work (FSKNUM08)
Identify, interpret, measure and estimate familiar quantities (FSKNUM09)
Identify and describe common 2D and some 3D shapes for work (FSKNUM10)
Read and interpret familiar maps and plans for work (FSKNUM11)
Interpret and compare familiar data in simple tables, graphs and charts (FSKNUM12)
Construct simple tables and graphs for work using familiar data. (FSKNUM13)
A learner who gains a qualification in this course with a Satisfactory Achievement award may reasonably expect a Registered Training Organisation with the units on its scope to grant direct recognition (Recognition of Prior Learning/credit transfer) on the basis of successful achievement in this TASC accredited course.
The relationship between Everyday Maths Level 1 and these units of competence is shown below.
Everyday Maths Course Content  
Everyday Maths  Units of Competence (FSK13) 
1. Identify, interpret and use whole numbers, money amounts and simple fractions, decimals and percentages, including:
Criterion 1: Demonstrate basic skills in arithmetic, including using money amounts

Use beginning skills with whole numbers and money up to one hundred for work (FSKNUM01) Use whole numbers and money up to one thousand (FSKNUM03) Identify, interpret and use whole number and simple fractions, decimals and percentages for work (FSKNUM08) 
2. Identify, interpret, measure and estimate familiar quantities, including:
Criterion 2: Demonstrate basic skills in measurement

Locate, recognise and compare highly familiar measurements for work (FSKNUM04) Identify, interpret, measure and estimate familiar quantities (FSKNUM09) 
3. Geometrics, maps and diagrams 3.a Identify, describe and compare 2D and 3D shapes, including:
3.b Read and interpret familiar maps, diagrams and plans, including:
Criterion 3: Demonstrate basic skills in geometrics and using simple maps and diagrams

Identify, describe and compare some common 2D shapes for work (FSKNUM05) Identify and describe common 2D and some 3D shapes for work (FSKNUM10)
Use highly familiar maps and diagrams for work (FSKNUM06) Read and interpret familiar maps and plans for work (FSKNUM11) 
4. Interpret and compare data in tables, graphs and charts, including:
Criterion 4: Demonstrate basic skills in interpreting and comparing data

Locate specific information in highly familiar tables, graphs and charts for work (FSKNUM07) Interpret and compare familiar data in simple tables, graphs and charts (FSKNUM12) 
5. Construct simple tables and graphs using familiar data, including:
Criterion 5: Demonstrate basic skills in constructing simple tables and graphs 
Construct simple tables and graphs for work using familiar data (FSKNUM13) 
The accreditation period for this course has been renewed from 1 January 2019 until 31 December 2021.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 912 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version 1 – Accredited on 3 July 2013 for use in 2014 to 2018. This course replaces Everyday Maths (MTE110110) that was due to expire 31 December 2014.
Version 1.a  Minor amendment to Learning Outcomes and Criterion 2, standard element 4 effective from 2019. Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.