NFQ Level 3 3N0928 Application of Number Assessment Brief 2026 | QQI
| University | Quality and Qualifications Ireland (QQI) |
| Subject | 3N0928 Application of Number |
3N0928 Assessment Brief 2026
| Programme Module | Award |
| Title of Programme Module The Application of Number in Everyday Life |
Component Name and Code Level 3 Application of Number 3N0928 |
| Duration in Hours of Programme Module 50 Hours |
Award Type Minor |
| Status of Programme Module Optional |
Credit Value 5 credits |
Aims and Objectives of the Programme Module
This programme module aims to provide the Learner with the necessary knowledge and tools to be able to solve real life quantitative problems by applying practical mathematical techniques
Objectives
- To consider the concept of shape and space and practically apply these concepts to solving mathematical problems relating to area and volume
- To facilitate the Learner to develop spatial understanding and skills through the use of scaled drawings to calculate real distances and measurements and to facilitate the Learner to draw common items to an appropriate scale
- To create an awareness of the functions of a calculator and to develop competency in using a calculator
- To provide clarity around the different kinds of numbers such as fractions, percentages, decimals, natural, integer and real that people are exposed to everyday
Learning Outcomes of Level 3 3N0928
Learners will be able to:
Number
1.1 Explain the concept of natural numbers (N), integers (Z), and real numbers (R)
1.2 Demonstrate equivalence between common simple fractions, decimals, and percentages by conversion
1.3 Use a calculator to perform operations requiring functions such as +, -, ×, ÷, memory keys and clear key
1.4 Give approximations by using strategies including significant figures and rounding off large natural numbers
1.5 Demonstrate accuracy of calculation by applying the principal mathematical functions i.e. +, -, ×, ÷, natural numbers (N) and integers (Z), common simple fractions, and decimal numbers to two places of decimal
Measurement and Capacity
2.1 Describe shape and space constructs using language appropriate to shape and space to include square, rectangle, circle, cylinder, angles, bisect, radius, parallel, perpendicular
2.2 Draw everyday objects to scale using a range of mathematical instrument
2.3 Calculate the area of a square, rectangle, triangle, circle, by applying the correct formula and giving the answer in the correct form
2.4 Calculate the volume of a cylinder by applying the correct formula and giving the answer in the correct form
2.5 Understand simple scaled drawings by working out real distance, location and direction
2.6 Demonstrate metric measurement skills using the correct measurement instrument, and vocabulary appropriate to the measurement, to accurately measure length, distance, capacity, weight, time
2.7 Calculate solutions to real life quantitative problems by applying the appropriate mathematical techniques to a variety of everyday situations and discussing the results to include budgets, costings, time, quantity etc.
General Information
Details of FET assessment requirements are set out in Assessment Guidelines for Providers.
All FET assessment is criterion referenced. Successful achievement of the award is based on learners attaining the required standards of knowledge, skill or competence.
The techniques set out below are considered the optimum approach to assessment for this component. In exceptional circumstances providers may identify alternative assessment techniques through the provider’s application for programme validation which are reliable and valid but which are more appropriate to their context.
Assessment of a number of components may be integrated across programmes for delivery, provided that the learning outcomes of each minor award are assessed.
Group or team work may form part of the assessment, provided each learner’s achievement is separately assessed.
All providers are required to submit an assessment plan as part of their application for programme validation. Assessment Plans will include information relating to scheduling and integration of assessment. See current FET validation guidelines at www.qqi.ie.
Assessment Techniques
In order to demonstrate that they have reached the standards of knowledge, skill and competence identified in all the learning outcomes, learners are required to complete the assessment(s) below.
The assessor is responsible for devising assessment instruments (e.g. project and assignment briefs, examination papers), assessment criteria and mark sheets, consistent with the techniques identified below and FETAC’s assessment requirements.
Programme validation will require providers to map each learning outcome to its associated assessment technique. See current FET validation guidelines at www.qqi.ie.
All learning outcomes must be assessed and achieved
Portfolio / Collection of Work -100%
| Description Portfolio / Collection of Work | A portfolio or collection of work is a collection and/or selection of pieces of work produced by the learner over a period of time that demonstrates achievement of a range of learning outcomes. The collection may be self-generated or may be generated in response to a particular brief or tasks/activities devised by the assessor. |
| Recognition of Prior Learning (RPL) | Learners may be assessed on the basis of their prior knowledge and experience. Providers must be specifically quality assured to assess learners by this means. To do so they must complete B10, see Provider’s Quality Assurance Guidelines and be included on the Register of RPL approved providers. See RPL Guidelines at www.fetac.ie for further information and registration details. |
| Grading | ‘Successful’ indicates that the learner has achieved all of the learning outcomes for the award with some supervision and direction. The learner has demonstrated autonomy of action and has taken responsibility for generating appropriate evidence for all learning outcomes.
|
| Specific Validation Requirements |
There are no specific validation requirements for this award |
| Supporting
Documentation |
None |
| Access | To access programmes leading to this award the learner should have reached the standards of knowledge, skill and competence associated with the preceding level of the National Framework of Qualifications. This may have been achieved through a formal qualification or through relevant life and work experience. |
| Transfer
|
Achievement of this award will enable the learner to transfer to other appropriate programmes leading to awards at the same level of the National Framework of Qualifications.
|
FET Award Standards
QQI award standards are determined within the National Framework of Qualifications (NFQ), http://www.nfq-qqi.com. QQI determines standards for the education and training awards that it makes itself and that are made by providers to whom it has delegated authority to make an award. Providers offering programmes leading to QQI awards must have their programme(s) validated in accordance with current validation policy (see www.qqi.ie).
Award standards are designed to be consistent with the NFQ’s award classes i.e. major, special purpose, supplemental and minor awards. They are expressed in terms of learning outcomes i.e. concise statements of what the learner is expected to know or be able to do in order to achieve a particular award. Learning outcomes for FET awards are contained within the associated specifications:
| Award Class | Standards | Awards |
|---|---|---|
| Major Award | Certificate Specification | Certificate (Levels 1 to 5) |
| Advanced Certificate (Level 6) | ||
| Supplemental Award | Supplemental Specification | Supplemental Certificate (Levels 3 to 6) |
| Special Purpose | Specific Purpose Specification | Specific Purpose Certificate (Levels 3 to 6) |
| Minor Award | Component Specification | Component Certificate (Levels 1 to 6) |
Award standards are thresholds, they describe standards of knowledge, skill or competence to be acquired, and where appropriate, demonstrated, by a learner before an award may be made.
Award standards will be reviewed from time to time as necessary. Minor changes may be made by the QQI executive outside the review cycle where necessary. Changes to standards are published on QQI’s website. Providers with validated programmes and providers with delegated authority to make awards are responsible for monitoring relevant standards and making necessary responses to changes.
Award standards are thresholds, they describe standards of knowledge, skill or competence to be acquired, and where appropriate, demonstrated, by a learner before an award may be made.
Award standards will be reviewed from time to time as necessary. Minor changes may be made by the QQI executive outside the review cycle where necessary. Changes to standards are published on QQI’s website. Providers with validated programmes and providers with delegated authority to make awards are responsible for monitoring relevant standards and making necessary responses to changes.
Award standards are thresholds, they describe standards of knowledge, skill or competence to be acquired, and where appropriate, demonstrated, by a learner before an award may be made.
Award standards will be reviewed from time to time as necessary. Minor changes may be made by the QQI executive outside the review cycle where necessary. Changes to standards are published on QQI’s website. Providers with validated programmes and providers with delegated authority to make awards are responsible for monitoring relevant standards and making necessary responses to changes.
Assessment Criteria and Learning Outcomes
| Learning Outcome
Learners will be able to |
Assessment Criteria
Evidence of the following is included in the assessment portfolio: |
Evidence
Please indicate clearly where evidence is to be found (eg “Section 4 of Portfolio”) |
| 1.1 Explain the concept of natural numbers (N), integers (Z), and real numbers (R) | · Explain the concept of:
o Natural Numbers (N) o Integers (Z) o Real Numbers (R) |
|
| 1.2 Demonstrate equivalence between common simple fractions, decimals, and percentages by conversion | · Convert simple fractions to decimals and percentages
· Convert percentages to fractions and decimals · Convert decimals to percentages and fractions |
|
| 1.3 Use a calculator to perform operations requiring functions such as +, -, ×, ÷, memory keys and clear key | · Use the following functions on a calculator:
|
|
| 1.4 Give approximations by using strategies including significant figures and rounding off large natural numbers | · Use significant figures to give approximations
· Use rounding off of large numbers to give approximations
|
|
| 1.5 Demonstrate accuracy of calculation by applying the principal mathematical functions i.e. +, -, ×, ÷, natural numbers (N) and integers (Z), common simple fractions, and decimal numbers to two places of decimal
|
· Accurately calculate using:
|
|
| Measurement and Capacity | ||
| 2.1 Describe shape and space constructs using language appropriate to shape and space to include square, rectangle, circle, cylinder, angles, bisect, radius, parallel, perpendicular | · Describe shape and space and include reference to the following, as appropriate:
o Square o Rectangle o Circle o Cylinder o Angles o Bisect o Radius o Parallel o Perpendicular |
|
| 2.2 Draw everyday objects to scale using a range of mathematical instrument | · Draw a minimum of 3 common objects to scale using:
o common mathematical instruments o an appropriate scale |
|
| 2.3 Calculate the area of a square, rectangle, triangle, circle, by applying the correct formula and giving the answer in the correct form | · Calculate the area of the following, by applying an appropriate formula:
o A square o A rectangle o A triangle o A circle · Give the answer in the correct unit form |
|
| 2.4 Calculate the volume of a cylinder by applying the correct formula and giving the answer in the correct form | · Calculate the volume of a cylinder by applying an appropriate formula
· Give the answer in the correct unit form
|
|
| 2.5 Understand simple scaled drawings by working out real distance, location and direction | · Calculate the real distance using simple scaled drawings
· Calculate the real location using simple scaled drawings · Calculate real direction using simple scaled drawings |
|
| 2.6 Demonstrate metric measurement skills using the correct measurement instrument, and vocabulary appropriate to the measurement, to accurately measure length, distance, capacity, weight, time | · Accurately measure, using correct measurement instruments and vocabulary, the following:
o Length o Distance o Capacity o Weight o Time |
|
| 2.7 Calculate solutions to real life quantitative problems by applying the appropriate mathematical techniques to a variety of everyday situations and discussing the results to include budgets, costings, time, quantity etc. | · Use the mathematical techniques learned to solve real life quantitative problems, to include:
o Budgets o Costings o Time o Quantity |
|
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