Narrabundah College

Assessment Period: 2022 M2

Course: MATHEMATICAL METHODS
Unit: Unit 1: Mathematical Methods (1.0)
Accreditation: T
Year: 11

Specific Unit Goals

This unit should enable students to:
• understand the concepts and techniques in algebra, functions, graphs, trigonometric functions and
probability

• solve problems using algebra, functions, graphs, trigonometric functions and probability

• apply reasoning skills in the context of algebra, functions, graphs, trigonometric functions and
probability

• interpret and evaluate mathematical information and ascertain the reasonableness of solutions to
problems

• communicate their arguments and strategies when solving problems.

Content Descriptions
Topic 1: Functions and graphs
• Lines and linear relationships
o determine the coordinates of the midpoint of two points
o examine examples of direct proportion and linearly related variables
o recognise features of the graph of , including its linear nature, its intercepts and
its slope or gradient
o find the equation of a straight line given sufficient information; parallel and perpendicular
lines
o solve linear equations.

• Review of quadratic relationships:

o examine examples of quadratically related variables
o recognise features of the graphs of , , and , including
their parabolic nature, turning points, axes of symmetry and intercepts
o solve quadratic equations using the quadratic formula and by completing the square
o find the equation of a quadratic given sufficient information
o find turning points and zeros of quadratics and understand the role of the discriminant
o recognise features of the graph of the general quadratic

• Inverse proportion:
o examine examples of inverse proportion
o
 recognise features of the graphs of and , including their hyperbolic

shapes, and their asymptotes.

• Powers and polynomials:

o recognise features of the graphs of for , , and , including

shape, and behaviour as and

o identify the coefficients and the degree of a polynomial

o expand quadratic and cubic polynomials from factors
o recognise features of the graphs of , and
including shape, intercepts and behaviour as and

o factorise cubic polynomials in cases where a linear factor is easily obtained

o solve cubic equations using technology, and algebraically in cases where a linear factor is
easily obtained.

• Graphs of relations:
o recognise features of the graphs of and , including their
circular shapes, their centres and their radii
o recognise features of the graph of including its parabolic shape and its axis of
symmetry.

• Functions:
o understand the concept of a function as a mapping between sets, and as a rule or a formula
that defines one variable quantity in terms of another
o use function notation, domain and range, independent and dependent variables
o understand the concept of the graph of a function
o examine translations and the graphs of and

o examine dilations and the graphs of and

o recognise the distinction between functions and relations, and the vertical line test.

Topic 2: Trigonometric functions

• Cosine and sine rules:
o review sine, cosine and tangent as ratios of side lengths in right-angled triangles
o understand the unit circle definition of , and and periodicity using
degrees
o examine the relationship between the angle of inclination of a line and the gradient of that
line establish and use the sine and cosine rules and the formula for the area
of a triangle.

• Circular measure and radian measure:

o define and use radian measure and understand its relationship with degree measure
o calculate lengths of arcs and areas of sectors in circles.

• Trigonometric functions:
o
 o
understand the unit circle definition of , , and and periodicity using radians
o recognise the exact values of , , and at integer multiples of and

o recognise the graphs of , , and on extended domains

o examine amplitude changes and the graphs of and

o examine period changes and the graphs of , and

o examine phase changes and the graphs of , and and

the relationships and

o prove and apply the angle sum and difference identities

o identify contexts suitable for modelling by trigonometric functions and use them to solve
practical problems
o solve equations involving trigonometric functions using technology, and algebraically in
simple cases.

Topic 3: Counting and Probability

• Combinations:
o understand the notion of a combination as an unordered set of r objects taken from a set of n
distinct objects
o use the notation and the formula for the number of combinations of r

objects taken from a set of n distinct objects

o expand for small positive integers n

o recognise the numbers as binomial coefficients, (as coefficients in the expansion of

o use Pascal’s triangle and its properties.

• Language of events and sets:

o review the concepts and language of outcomes, sample spaces and events as sets of
outcomes
o use set language and notation for events, including (or ) for the complement of an
event for the intersection of events A and B, and for the union, and recognise
mutually exclusive events
o use everyday occurrences to illustrate set descriptions and representations of events, and set
operations.

• Review of the fundamentals of probability:

o review probability as a measure of ‘the likelihood of occurrence’ of an event
o review the probability scale: for each event A, with if A is an
impossibility and if A is a certainty

o review the rules: and

o use relative frequencies obtained from data as point estimates of probabilities.

• Conditional probability and independence:

o understand the notion of a conditional probability and recognise and use language that
 indicates conditionality
o use the notation and the formula

o understand the notion of independence of an event A from an event B, as defined by

o establish and use the formula for independent events A and B, and
recognise the symmetry of independence
o use relative frequencies obtained from data as point estimates of conditional probabilities and
as indications of possible independence of events.

Assessment Tasks
Name Due Date Weighting
Individual Assignment Lunchtime: 24 May 15%
Mid Unit Test As scheduled: 16 June - 20 June 35%
In-Class Pairs Task Lunchtime: 16 August 10%
Final Test Test Week: 26 August - 1 September 40%

Specific Unit Information

Line 1 Greg, Line 2 Susan, Line 3 Greg, Line 4 Nicole, Line 4 Kathryn, Line 5 Sanjay, Line 6 Terry, Line 7 Neil

School Assessment Information

For penalties for late and non-submission of work

Assessment tasks must be submitted on the date specified on this unit outline. Unless otherwise specified,
physical submissions are due by 4:30 pm and electronic submissions are due by 11:59 pm on the due date.
Extensions can be requested prior to the due date if an appropriate reason is supplied. Extension requests can
be made to your teacher, the Head of Faculty or to your Student Adviser.
A late penalty of 5% of the possible marks per day up to a maximum of 7 days, including weekends and public
holidays, is applied if work is not submitted on time.
If the assessment task is not submitted you will receive a notional zero for the task. You must complete at
least 70% of the assessment in a unit to get a grade and a score. You must also substantially complete your
assessment tasks: that is, you must make a genuine attempt to respond appropriately to the task and
demonstrate some understanding of the work being assessed.
You can find details of the college's assessment policy here: Student Info Handbook: Assessment General
Use this flowchart to see what to do if you miss an in-class task or test: What to Do if You Miss a Task

See BSSS Policy and Procedure Manual 4.3.10 for further information.
For academic integrity
Academic Integrity means that students are required to complete all assessment tasks honestly and with their
own work.
Breaches of the Academic Integrity Policy include (but are not limited to) plagiarism, cheating, collusion, not
contributing to a group task or attempting to change marks. Penalties are applied for breaches of this policy
and they become more serious if there are repeated breaches (see the BSSS link below).
To avoid plagiarism, all students are required to submit assessment tasks written at home through Turnitin.
Students must forward a copy of their Turnitin report to their teacher. Further information about avoiding
plagiarism can be found here: Student Info Handbook: Plagiarism
To help students correctly reference their sources, Citemaker is recommended.
Assistance with using Turnitin and Citemaker is available at the library.
All at-home assessment tasks must be submitted with a completed Declaration of Original Work,
downloadable from here: Declaration Form

See BSSS Policy and Procedure Manual 4.3.12 for further information.

For appeals processes

If you want to query the mark you have received on an assessment task, please do the following:
1. Speak to your teacher and ask them to review the mark they have given, explaining your reason for
requesting a Review.
2. If you want to discuss the Review further, speak to the Head of Faculty.
3. If you are not happy with the outcome of the Review, you can Appeal your mark. This is more serious than a
Review, so please read the information here Student Info Handbook: Appeals Policy and the information from
the BSSS website linked below.
See BSSS Policy and Procedure Manual 7.2 for further information.

For moderation procedures (internal and external)

Internal moderation is used to make sure students' results can be compared with each other, to rank them
appropriately in their courses. Teachers moderate assessment tasks before they are distributed to students, to
make sure they are assessing to the same standard. They then moderate the students' responses, so that
students who submit responses of a similar quality get a similar score or grade. For example, all students
studying a language at any level are grouped together, so the Languages teachers moderate together.
Likewise in English, students study different texts, but their essay responses are moderated against each other.
When students receive their mark for an assessment task, the task has already been moderated.

External moderation happens twice a year in March and August. Teachers look at portfolios of work from
other colleges, moderate the grades awarded to the students and provide feedback on the assessment tasks.
This ensures that the quality of assessment and the grading of students is consistent across the ACT system.

See BSSS Policy and Procedure Manual 5 for further information.

For meshing procedures
Meshing is used when the results of students from different courses are combined together in one scaling
group. For example, all of the tertiary Maths courses are meshed together, so a student's score in Maths
reflects their ranking when compared with all other students studying tertiary Maths, not just their rank within
their individual course. Similarly History, Politics, Legal Studies, Geography and Philosophy scores are meshed
together, so a student's score in one of these courses reflects their ranking compared with all students in
these courses.
Meshing and moderation are closely linked. Decisions about meshing may be based on meshing tests,
common questions in tasks, common types of assessment and historical data.
See BSSS Policy and Procedure Manual 5.4.1 for further information.

For method of unit score calculation

In T units, unit scores are calculated by adding together a student's moderated results for each assessment
task, weighted by the percentage displayed on this unit outline. The marks are then scaled (the mean and
standard deviation are adjusted) to make all of the unit scores comparable across the college. So, for example,
a score of 65 in English is the same as a 65 in Exercise Science.
At the beginning of Year 11, the means and standard deviations for the scaling of each course are based on
historical data and by comparison to the students' performances in the English and Maths courses. All later
scores are backscaled to the students' results in the previous unit, that is the mean and standard deviation
from the students' previous session is used to adjust the scores for the next session. This means that a
student's performance from session to session is also able to be compared.
Student Info Handbook: ACT Senior Secondary Certificate and the ATAR
Unit scores show a student's ranking in a scaling group that can contain one or more courses. Grades are
awarded in A, T and M units, based on criteria which are at the end of this outline. For T units, scores do not
determine grades. This means a student can have the same score in two courses, or in two different sessions,
but a different grade depending on how well they met the grade descriptors.
See BSSS Policy and Procedure Manual 4.3.6.2 for further information.

For procedures for calculating course scores

Units are grouped into courses to create minors, majors, major-minors or double majors, depending on how
many units the student has studied. Student Info Handbook: Course Rules
Some units can be grouped from different courses into integrated courses: Student Info Handbook: Integrated
Courses
For students completing a T package, the BSSS calculates the student's course scores, based on the best 80%
of the units completed (this rule can change if the student has been awarded a Status or Recognition grade).
These course scores are scaled at the end of Year 12, based on the AST results, to generate an ATAR.
Information sessions on grades, scores and the AST are run for parents/carers and students in Year 11 and 12.
See BSSS Policy and Procedure Manual 4.3.13.2 for further information.

Other School assessment policies

IB Learner Profile Attributes addressed in this unit: Inquirers, Knowledgeable, Thinkers, Communicators,
Principled, Open-Minded, Caring, Risk-Taker, Balanced, Reflective
 Achievement Standards for MATHEMATICAL METHODS T - Year 11

A student who achieves an A A student who achieves a B A student who achieves a C A student who achieves a D A student who achieves an E
grade typically grade typically grade typically grade typically grade typically

●  critically applies mathematical ●  applies mathematical concepts in ●  applies mathematical concepts in ●  applies simple mathematical ●  applies simple mathematical
concepts in a variety of complex a variety of contexts to routine and some contexts to routine and non- concepts in limited contexts to routine concepts in structured contexts
Concepts and Techniques

contexts to routine and non-routine non-routine problems routine problems problems

problems ●  selects and applies mathematical ●  applies mathematical techniques ●  applies simple mathematical ●  uses simple mathematical
●  selects and applies advanced techniques to solve routine and non- to solve routine and non-routine techniques to solve routine problems techniques to solve routine problems
mathematical techniques to solve routine problems in a variety of problems in some contexts in limited contexts in structured contexts
complex problems in a variety of contexts ●  demonstrates limited familiarity
●  applies mathematical models to ●  applies simple mathematical
contexts
●  selects and applies mathematical routine and non-routine problems in models to routine problems in limited with mathematical models in
●  constructs, selects and applies models to routine and non-routine some contexts contexts structured contexts
complex mathematical models to problems to a variety of contexts ●  uses digital technologies ●  uses digital technologies ●  uses digital technologies to solve
routine and non-routine problems in a ●  uses digital technologies appropriately to solve routine and appropriately to solve routine routine problems in structured
variety of contexts effectively to solve routine and non- non-routine problems in some problems in limited contexts contexts
●  uses digital technologies efficiently routine problems in a variety of contexts
to solve routine and non-routine contexts 
problems in a variety of contexts
●  represents complex mathematical ●  represents mathematical concepts ●  represents mathematical concepts ●  represents simple mathematical ●  represents simple mathematical
concepts in numerical, graphical and in numerical, graphical and symbolic in numerical, graphical and symbolic concepts in numerical, graphical or concepts in numerical, graphical or
symbolic form in routine and non- form in routine and non-routine form to some routine and some non- symbolic form in routine problems in symbolic form in structured contexts
routine problems in a variety of problems a variety of contexts routine problems in some contexts limited contexts
Reasoning and Communications

●  communicates simple
contexts ●  communicates mathematical ●  communicates mathematical ●  communicates simple mathematical information in oral,
●  communicates mathematical judgements and arguments in oral, judgements and arguments in oral, mathematical judgements or written and/or multimodal forms, with
judgements and arguments in oral, written and/or multimodal forms, written and/or multimodal forms, arguments in oral, written and/or limited use of appropriate language
written and/or multimodal forms, which are clear and reasoned, using using appropriate and accurate multimodal forms, with some use of
●  identifies solutions to routine
which are succinct and well- appropriate and accurate language language  appropriate language
problems in structured contexts
reasoned, using appropriate and
●  analyses the reasonableness of ●  explains the reasonableness of ●  describes the appropriateness of
accurate language
solutions to routine and non-routine solutions to some routine and non- solutions to routine problems ●  reflects on their own thinking with
●  evaluates the reasonableness of problems routine problems little or no reference to planning, time
solutions to routine and non-routine ●  reflects on their own thinking with management, use of appropriate
●  reflects on their own thinking and ●  reflects on their own thinking and
problems in a variety of contexts some reference to planning, time strategies to work independently and
analyses planning, time explains planning, time management,
●  reflects with insight on their own management, use of appropriate use of appropriate strategies to work management, use of appropriate collaboratively
thinking and that of others and strategies to work independently and independently and collaboratively strategies to work independently and
●  identifies some ways in which
evaluates planning, time collaboratively collaboratively
●  explains the potential of Mathematics is used to generate
management, use of appropriate ●  analyses the potential of Mathematics to generate knowledge ●  describes the potential of knowledge in the public good
strategies to work independently and Mathematics to generate knowledge in the public good Mathematics to generate knowledge
collaboratively in the public good in the public good
●  evaluates the potential of
Mathematics to generate knowledge
in the public good
Text: Cambridge Senior Maths Mathematical Methods Units 1 & 2 Week 10 Distance and midpoints 2A
27 June – 1 July The gradient of a straight line, equation of a straight line 2B, 2C
Week 1 MONDAY 25 APRIL ANZAC DAY Graphing straight lines 2D
26 -29 Apr TUESDAY 26TH APRIL FEEDBACK MORNING Parallel and perpendicular lines 2E
Sample spaces and probability 9A
HOLIDAYS 4 JULY – 15 JULY
THURSDAY 28 APRIL PARENT/TEACHER INTERVIEWS
Week 11 Quadratic equations 3C
Multi-stage experiments 9C
18 – 22 July Graphing quadratics 3D
Week 2 Combining events 9D
Conditional probability 9F Completing the square and turning points 3E
2 May – 6 May Graphing quadratics in polynomial form 3F
1-12, 14, 15
Independent events 9G 1-12 Week 12 The general quadratic formula 3H
Addition and multiplication principles 10A 25 – 29 July TUESDAY 26 JULY PARENT/TEACHER INTERVIEWS
Week 3 Arrangements 10B The discriminant 3I
9 – 13 May Selections 10C Families of quadratic polynomial functions 3K
Applications to probability 10D Week 13 Rectangular hyperbolas 4A
Measuring angles in degrees and radians 12A 1 – 5 Aug The graph of y2=x 4B
Circles 4D 1 - 5
Week 4 Defining circular functions: sine and cosine, and tangent 12B, 12C
The language of polynomials 7A
16 – 20 May
Week 14 Factorisation of polynomials 7C1 – 4,8
Reviewing trigonometric ratios 12D
8 – 12 Aug
Symmetry properties of circular functions 12E Solving cubic equations 7D 1 - 3
Week 5 Cubic functions of the form f(x) = a (x − h)3 + k 7E
23 – 27 May INDIVIDUAL ASSIGNMENT (15%) AT LUNCHTIME TUESDAY 24 MAY Graphs of factorised cubic functions 7F 1,2ac,
Exact values of circular functions 12F 3abcd,4,5
Graphs of sine and cosine 12G Week 15 Set notation and sets of numbers, Relations, domain and range 6A 3,4,5
6B
Week 6 MONDAY 30 MAY RECONCILIATION DAY
15 – 19 Aug PAIRS TASK (10%) AT LUNCHTIME TUESDAY 16 AUGUST
30 May – 3 Jun Solution of trigonometric equations 12H
Sketch graphs of y = a sin n(t ± ε) ± b and y = a cos n(t ± ε) ± b 12J 1a, THURSDAY 18 AUGUST MODERATION DAY
b,c,2a,c,d Functions 6C
The tangent function 12K
Week 16 Translations of functions, Dilations and reflections 6F, 6G
Week 7 22 – 26 Aug Revision
6 – 10 June Further symmetry properties and the Pythagorean identity 12L
Addition formulas and double angle formulas 12M END OF UNIT TESTS START FRIDAY 26 AUGUST
Applications of circular functions 12N Week 17
Week 8 MONDAY 13 JUNE QUEEN’S BIRTHDAY HOLIDAY 29 Aug – 2 Sept END OF UNIT TESTS FINISH THURSDAY 1 SEPTEMBER
13 – 17 June Revision Week 18 ASSESSMENT WEEK – STUDENT FREE
5 Sept – 9 Sep WORK EXPERIENCE AND VOCATIONAL PLACEMENT
MID UNIT TESTS START 16 JUNE
Week 9 MID UNIT TESTS START 20 JUNE GENERAL SKILLS ARISING FROM STUDYING THIS UNIT
20 – 24 June The sine rule 13B Transferable skills arising from a study of this unit include enhanced:
• Team Work – work confidently within a group, as well as build leadership skills by motivating and
The cosine rule & The area of a triangle 13C & 13D
directing others
Circle mensuration 13E • Time Management – manage time more effectively, prioritising tasks and able to work to deadlines
• Resilience – adapting to new situations as well as recovering from setbacks quickly
• Problem Solving – analysing and investigating by gathering information systematically to establish facts
and principles