1. This Unit Standard belongs to a package of standards that forms the literacy and numeracy co-requisite to the National Certificate of Achievement (NCEA) in English language. Together with Unit <US32403>  Read written texts to understand ideas and information and Unit <US32405> Write texts to communicate ideas and information, this package of standards assesses the foundational literacy and numeracy skills that enable learners to engage in further learning, life, and work.
2. For the purposes of this Unit Standard, foundational numeracy refers to the ability to access, use, interpret, and communicate mathematical and statistical information and ideas. These abilities enable learners to access further learning opportunities, engage in employment, and participate in communities within the bicultural society that is Aotearoa New Zealand.
3. This Unit Standard corresponds to the Process Ideas and Significant Learning in the Numeracy Learning Matrix. It should be read in conjunction with Unpacking Numeracy and at least one of the relevant frameworks below:
   • The New Zealand Curriculum – upper Level 4, lower Level 5
   • Curriculum Progress Tools, which comprise the Learning Progressions Framework (LPF) and Progress and Consistency Tool (PaCT) - Mathematics: The scale descriptors in the range 750 to 850
   • The Learning Progressions for Adult Numeracy (LPAN) – upper Step 5
   • The Programme for the International Assessment of Adult Competencies (PIAAC) – upper Level 2, lower Level 3
4. Learners will be assessed against this Unit Standard through an external Common Assessment Activity that is set and delivered by NZQA.
5. Learners must demonstrate competency in the three outcomes through assessment tasks that sample the seven Content Ideas. These Ideas are identified in the Numeracy Learning Matrix, and are as follows:
   • Fluently and flexibly solve problems that require operations on numbers, understanding the relative size of those numbers, and making sense of the answer in context.
   • Recognise and work with mathematical relationships.
   • Understand and use the spatial properties and representations of objects.
   • Understand and use systems to locate and navigate.
   • Use numbers and units to measure and express attributes of objects and events as quantities, to a degree of precision appropriate to the context.
   • Understand and reason with statistics and data.
   • Use probability to interpret situations that involve elements of chance.
6. The quantity and variety of situations used for assessment must give confidence that the learner can adequately meet the mathematical and statistical demands reflected in the three outcomes. All outcomes do not necessarily need to be achieved in the same situation.
7. A calculator from the NZQA Approved Calculator List may be used during the assessment.
8. Definitions

A meaningful situation is a situation that is relevant to the learner’s, everyday life, learning, participatory citizenship, or work.