Strand : Number Topic : Probability

Solves probability problems involving simple events

Substrand : NS4.4 Language :

Knowledge and Skills

Students learn about listing all possible outcomes o! a simple e"ent using the term #sample space$ to denote all possible outcomes eg !or tossing a !air die% the sample space is &% '% (% )% *% + assigning probabilities to simple e"ents by reasoning about e,ually likely outcomes eg the probability o! a * resulting !rom the throw o! a !air die is
& +

Working Mathematically
Students learn to sol"e simple probability problems arising in games (Applying Strategies) use language associated with chance e"ents appropriately (Communicating) e"aluate media statements in"ol"ing probability (Applying Strategies, Communicating) interpret and use probabilities expressed as percentages or decimals (Applying Strategies, Communicating) explain the meaning o! a probability o! -% & in a gi"en situation (Communicating, Reasoning)
& '

Learning Experiences

egister

expressing the probability o! a particular outcome as a !raction between - and & assigning a probability o! .ero to e"ents that are impossible and a probability o! one to e"ents that are certain recognising that the sum o! the probabilities o! all possible outcomes o! a simple e"ent is & identi!ying the complement o! an e"ent eg #The complement o! drawing a red card !rom a deck o! cards is drawing a black card/$ !inding the probability o! a complementary e"ent

and

Strand : Number Topic : 1robability

Determines relative frequencies and t eoretical probabilities

Substrand : NS5.1.3 Language :

Knowledge and Skills

Students learn about repeating an experiment a number o! times to determine the relati"e !re,uency o! an e"ent estimating the probability o! an e"ent !rom experimental data using relati"e !re,uencies expressing the probability o! an e"ent A gi"en a !inite number o! e,ually likely outcomes as

Working Mathematically

Learning Experiences

egister

Students learn to recognise and explain di!!erences between relati"e !re,uency and theoretical probability in a simple experiment (Communicating, Reasoning) apply relati"e !re,uency to predict !uture experimental outcomes (Applying Strategies) design a de"ice to produce a speci!ied relati"e P 3 A2 4 !re,uency eg a !our5coloured circular spinner number o! !a"ourable outcomes(Applying Strategies) n recognise that probability estimates become more stable as the number o! trials increases where n is the total number o! outcomes in the (Reasoning) sample space recognise randomness in chance situations using the !ormula to calculate probabilities !or (Communicating) simple e"ents apply the !ormula !or calculating probabilities simulating probability experiments using random to problems related to card% dice and other number generators games (Applying Strategies)

Strand : Number Topic : !ational Numbers

"pplies inde# la$s to simplify and evaluate arit metic e#pressions and uses scientific notation to $rite large and small numbers

Substrand : NS5.1.1 Language :

Knowledge and Skills

Students learn about describing numbers written in index !orm using terms such as base% power% index% exponent e"aluating numbers expressed as powers o! positi"e whole numbers establishing the meaning o! the .ero index and negati"e indices eg by patterns
(' (& 6 (
& ' (- ( ( & & & =& ' 6

Working Mathematically
Students learn to sol"e numerical problems in"ol"ing indices (Applying Strategies) explain the incorrect use o! index laws eg why (' () 6 + (Communicating, Reasoning) "eri!y the index laws by using a calculator eg to compare the "alues o!

Learning Experiences

egister

( *)

'

& * '

'

and

writing reciprocals o! powers using negati"e indices

) eg ( =

& & = ) 0& (

translating numbers to index !orm 3integral indices2 and "ice "ersa de"eloping index laws arithmetically by expressing each term in expanded !orm eg (' () = 3( (2 3( ( ( (2 = ('+) = (+ ( ( ( ( ( (* ( ' = = (*' = (( ( (

* (Reasoning) communicate and interpret technical in!ormation using scienti!ic notation (Communicating) explain the di!!erence between numerical expressions such as ' &- ) and ' ) % particularly with re!erence to calculator displays (Communicating, Reasoning) sol"e problems in"ol"ing scienti!ic notation (Applying Strategies)

(( )

' )

= ( ( () ( ( () ( ( () ( ( () = (') = (0

using index laws to simplify expressions

Knowledge and Skills

using index laws to de!ine !ractional indices !or
s,uare and cube roots eg

Working Mathematically

Learning Experiences

egister

( 6)

'

= 6 and
&

& 6 ' =6

'

% hence

6 = 6'
writing s,uare roots and cube roots in index !orm eg
0
& (

( = 0 = '

recognising the need !or a notation to express "ery large or "ery small numbers expressing numbers in scienti!ic notation entering and reading scienti!ic notation on a calculator using index laws to make order o! magnitude checks !or numbers in scienti!ic notation eg

( (/&' &- ) ( )/' &- ) &' &) +

&-

&/' &-&&

con"erting numbers expressed in scienti!ic notation to decimal !orm ordering numbers expressed in scienti!ic notation

&-

Strand : Number Topic : &onsumer "rit metic

Solves consumer arit metic problems involving earning and spending money

Substrand : NS5.1.% Language :

Knowledge and Skills

Students learn about calculating earnings !or "arious time periods !rom di!!erent sources% including: 5wage 5salary 5commission 5piecework 5o"ertime 5bonuses 5holiday loadings 5interest on in"estments calculating income earned in casual and part5 time 7obs% considering agreed rates and special rates !or Sundays and public holidays calculating weekly% !ortnightly% monthly and yearly incomes calculating net earnings considering deductions such as taxation and superannuation calculating simple interest using the !ormula

Working Mathematically
Students learn to read and interpret pay slips !rom part5time 7obs when ,uestioning the details o! their own employment (Questioning, Communicating) prepare a budget !or a gi"en income% considering such expenses as rent% !ood% transport etc (Applying Strategies2 interpret the di!!erent ways o! indicating wages or salary in newspaper #positions "acant$ ad"ertisements eg 8'-K (Communicating) compare employment conditions !or di!!erent careers where in!ormation is gathered !rom a "ariety o! mediums including the 9nternet eg employment rates% payment (Applying Strategies) compare simple interest with compound interest in practical situations eg loans (Applying Strategies) interpret spreadsheets or tables when comparing simple interest and compound interest on an in"estment o"er "arious time periods (Applying Strategies, Communicating) realise the total cost and:or hidden costs in"ol"ed in some types o! purchase arrangements (Applying Strategies)

Learning Experiences

egister

r &-where I is the interest% P the principal% the annual interest rate and T the number o! years

I = PRT where R =

&&

Knowledge and Skills

applying the simple interest !ormula to problems related to in"esting money at simple interest rates calculating compound interest !or two or three years by repeated multiplication using a calculator eg a rate o! *; per annum leads to repeated multiplication by &/-* calculating compound interest on in"estments using a table calculating and comparing the cost o! purchasing goods using: 5cash 5credit card 5lay5by 5de!erred payment 5buying on terms 5loans calculating a #best buy$

Working Mathematically
make in!ormed decisions related to purchases eg determining the best mobile phone plan !or a gi"en situation (Applying Strategies) interpret the <ST on receipts (Communicating)

Learning Experiences

egister

&'

Strand : Patterns and "lgebra Topic : "lgebraic 'ec niques

"pplies t e inde# la$s to simplify algebraic e#pressions

Substrand : P"S5.1.1 Language :

Knowledge and Skills

Students learn about using the index laws pre"iously established !or numbers to de"elop the index laws in algebraic !orm eg

Working Mathematically
Students learn to "eri!y the index laws using a calculator eg use a calculator to compare the "alues o! 3() 2 ' and (0 (Reasoning) explain why x - =& (Applying Strategies, Reasoning, Communicating) link use o! indices in =umber with use o! indices in >lgebra (Reflecting) explain why a particular algebraic sentence is incorrect eg explain why a ( a ' = a + is incorrect (Communicating, Reasoning) examine and discuss the di!!erence between expressions such as (a ' *a and (a ' + *a by substituting "alues !or a (Reasoning, Applying Strategies, Communicating)

Learning Experiences

egister

' ' '( = ' '+( = ' *

a m a n = a m+n

m n mn ' * ' ' = ' *' = ' ( a a = a

(' )
'

= '+

3 a m 2 n = a mn

establishing that a - =& using the index laws eg a ( a ( = a (( = a and

a( a( =& a - =&

simpli!ying algebraic expressions that include index notation eg *x - + ( = 0

' x ' ( x ( = + x * &'a + (a ' = )a ) 'm ( 3 m ' + (2 = 'm * + +m (

&(

Strand : Data Topic : Data !epresentation and "nalysis

(roups data to aid analysis and constructs frequency and cumulative frequency tables and grap s

Substrand : DS5.1.1 Language :

Knowledge and Skills

Students learn about constructing a cumulati"e !re,uency table !or ungrouped data constructing a cumulati"e !re,uency histogram and polygon 3ogi"e2 using a cumulati"e !re,uency polygon to !ind the median grouping data into class inter"als constructing a !re,uency table !or grouped data constructing a histogram !or grouped data !inding the mean using the class centre !inding the modal class

Working Mathematically
Students learn to construct !re,uency tables and graphs !rom data obtained !rom di!!erent sources 3eg the 9nternet2 and discuss ethical issues that may arise !rom the data (Applying Strategies, Communicating, Reflecting) read and interpret in!ormation !rom a cumulati"e !re,uency table or graph (Communicating) compare the e!!ects o! di!!erent ways o! grouping the same data (Reasoning) use spreadsheets% databases% statistics packages% or other technology% to analyse collected data% present graphical displays% and discuss ethical issues that may arise !rom the data (Applying Strategies, Communicating, Reflecting)

Learning Experiences

egister

&)

Strand : )easurement Topic : Perimeter and "rea

*ses formulae to calculate t e area of quadrilaterals and finds areas and perimeters of simple composite figures

Substrand : )S5.1.1 Language :

Knowledge and Skills

Students learn about de"eloping and using !ormulae to !ind the area o! ,uadrilaterals: & 5 !or a kite or rhombus% Area =' xy where x and y are the lengths o! the diagonals?
& 5 !or a trape.ium% Area = ' h3 a + b2 where

Working Mathematically
Students learn to identi!y the perpendicular height o! a trape.ium in di!!erent orientations (Communicating) select and use the appropriate !ormula to calculate the area o! a ,uadrilateral (Applying Strategies) dissect composite shapes into simpler shapes (Applying Strategies) sol"e practical problems in"ol"ing area o! ,uadrilaterals and simple composite !igures (Applying Strategies)

Learning Experiences

egister

h is the perpendicular height and a and b the lengths o! the parallel sides calculating the area o! simple composite !igures consisting o! two shapes including ,uadrants and semicircles calculating the perimeter o! simple composite !igures consisting o! two shapes including ,uadrants and semicircles

&*

Strand : Patterns and "lgebra Topic : &oordinate (eometry

Determines t e midpoint+ lengt and gradient of an interval ,oining t$o points on t e number plane and grap s linear and simple non-linear relations ips from equations

Substrand : P"S5.1.% Language :

Knowledge and Skills

Students learn about

Working Mathematically
Students learn to describe the meaning o! the midpoint o! an inter"al and how it can be !ound (Communicating) describe how the length o! an inter"al 7oining two points can be calculated using 1ythagoras$ theorem (Communicating, Reasoning) explain the meaning o! gradient and how it can be !ound !or a line 7oining two points (Communicating, Applying Strategies) distinguish between positi"e and negati"e gradients !rom a graph (Communicating) relate the concept o! gradient to the tangent ratio in trigonometry !or lines with positi"e gradients (Reflecting)

Learning Experiences

egister

i!point, "ength an! #ra!ient

determining the midpoint o! an inter"al !rom a diagram graphing two points to !orm an inter"al on the number plane and !orming a right5angled triangle by drawing a "ertical side !rom the higher point and a hori.ontal side !rom the lower point using the right5angled triangle drawn between two points on the number plane and 1ythagoras$ theorem to determine the length o! the inter"al 7oining the two points using the right5angled triangle drawn between two points on the number plane and the relationship rise gradient = run to !ind the gradient o! the inter"al 7oining two points determining whether a line has a positi"e or negati"e slope by !ollowing the line !rom le!t to right @ i! the line goes up it has a positi"e slope and i! it goes down it has a negati"e slope

&+

Knowledge and Skills

!inding the gradient o! a straight line !rom the graph by drawing a right5angled triangle a!ter 7oining two points on the line

Working Mathematically

Learning Experiences

egister

#raphs of Relationships
constructing tables o! "alues and using coordinates to graph "ertical and hori.ontal lines such as describe hori.ontal and "ertical lines in general terms (Communicating) explain why the x 5axis has e,uation y 4 $ x = ( % x = & (Reasoning, Communicating) y = '% y = ( explain why the y 5axis has e,uation x 4 $ identi!ying the x 5 and y 5intercepts o! graphs (Reasoning, Communicating) identi!ying the x 5axis as the line y 4 $ determine the di!!erence between e,uations o! identi!ying the y 5axis as the line x 4 $ lines that ha"e a negati"e gradient and those that ha"e a positi"e gradient (Reasoning) graphing a "ariety o! linear relationships on the use a graphics calculator and spreadsheet number plane by constructing a table o! "alues so!tware to graph% compare and describe a and plotting coordinates using an appropriate range o! linear and simple non5linear scale eg graph the !ollowing: relationships y = ( x (Applying Strategies, Communicating) x+& y= apply ethical considerations when using ' hardware and so!tware (Reflecting)

x+ y = * x y = ' ' y= x (

graphing simple non5linear relationships eg

y = x' y = x' + ' y = 'x

determining whether a point lies on a line by substituting into the e,uation o! the line

&7

Strand : )easurement Topic : 'rigonometry

"pplies trigonometry to solve problems .diagrams given/ including t ose involving angles of elevation and depression

Substrand : )S5.1.% Language :

Knowledge and Skills

Students learn about Trigonometric Ratios of Acute Angles identi!ying the hypotenuse% ad7acent and opposite sides with respect to a gi"en angle in a right5 angled triangle in any orientation labelling the side lengths o! a right5angled triangle in relation to a gi"en angle eg the side c is opposite angle C recognising that the ratio o! matching sides in similar right5angled triangles is constant !or e,ual angles de!ining the sine% cosine and tangent ratios !or angles in right5angled triangles using trigonometric notation eg sin A using a calculator to !ind approximations o! the trigonometric ratios o! a gi"en angle measured in degrees using a calculator to !ind an angle correct to the nearest degree% gi"en one o! the trigonometric ratios o! the angle

Working Mathematically
Students learn to label sides o! right5angled triangles in di!!erent orientations in relation to a gi"en angle (Applying Strategies, Communicating) explain why the ratio o! matching sides in similar right5angle triangles is constant !or e,ual angles (Communicating, Reasoning) sol"e problems in practical situations in"ol"ing right5angled triangles eg !inding the pitch o! a roo! (Applying Strategies) interpret diagrams in ,uestions in"ol"ing angles o! ele"ation and depression (Communicating) relate the tangent ratio to gradient o! a line (Reflecting)

Learning Experiences

egister

&0

Knowledge and Skills

Trigonometry of Right-Angled Triangles selecting and using appropriate trigonometric ratios in right5angled triangles to !ind unknown sides% including the hypotenuse selecting and using appropriate trigonometric ratios in right5angled triangles to !ind unknown angles correct to the nearest degree identi!ying angles o! ele"ation and depression sol"ing problems in"ol"ing angles o! ele"ation and depression when gi"en a diagram

Working Mathematically

Learning Experiences

egister

&6

Strand : )easurement Topic : 'rigonometry

"pplies trigonometry to solve problems including t ose involving bearings

Substrand : )S5.%.3 Language :

Knowledge and Skills

Students learn about Further Trigonometric Ratios of Acute Angles using a calculator to !ind trigonometric ratios o! a gi"en approximation !or angles measured in degrees and minutes using a calculator to !ind an approximation !or an angle in degrees and minutes% gi"en the trigonometric ratio o! the angle Further Trigonometry of Right-Angled Triangles !inding unknown sides in right5angled triangles where the gi"en angle is measured in degrees and minutes using trigonometric ratios to !ind unknown angles in degrees and minutes in right5angled triangles using three5!igure bearings 3eg -(*A% ''*A2 and compass bearings eg SSW drawing diagrams and using them to sol"e word problems which in"ol"e bearings or angles o! ele"ation and depression

Working Mathematically
Students learn to sol"e simple problems in"ol"ing three5!igure bearings (Applying Strategies, Communicating) recognise directions gi"en as SSW% =E etc (Communicating) sol"e practical problems in"ol"ing angles o! ele"ation and depression (Applying Strategies) check the reasonableness o! answers to trigonometry problems (Reasoning) interpret directions gi"en as bearings (Communicating) !ind the angle between a line with a positi"e gradient and the x 5axis in the coordinate plane by using a right5angled triangle !ormed by the rise and the run% !rom the point where the line cuts the x 5axis to another point on the line (Reasoning, Reflecting)

Learning Experiences

'-