Mathematics Essential General

Conrad HoggNovember 30, 2017March 11, 2020

Mathematics Essential General focuses on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. It will provide students with the mathematical knowledge, skills and understanding to solve problems in real contexts, in a range of workplace, personal, further learning and community settings. This subject offers students the opportunity to prepare for post-school options of employment and further training.

Year 11 General Course

Unit 1

This unit includes the following four topics: basic calculations, percentages and rates, using formulas for practical purposes, measurement and graphs. It will provide students with the mathematical skills and understanding to solve problems relating to calculations, the use of formulas to find an unknown quantity, applications of measurement, and the use and interpretation of graphs. Possible contexts for this unit are earning and managing money and nutrition and health.

Unit 2

This unit includes the following four topics: representing and comparing data, percentages, rates and ratios, and time and motion. It will provide students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, and time and motion. Possible contexts for this unit to achieve this goal are transport and independent living.

Assessments

Response
Students respond using their knowledge of mathematical facts, terminology and procedures, and problem-solving and reasoning skills. Responses can be in written or oral form.

Evidence can include: tests, assignments, quizzes and observation checklists. This assessment type must be included at least twice per unit.
Practical Applications
Students are required to practically apply mathematics understandings and skills using the mathematical thinking process to develop solutions or arrive at conclusions, to real-world tasks. Evidence should include data and information sources, mathematical strategies/calculations and a written solution or conclusion.

Evidence forms can include: written work, observation checklists, spreadsheets, pictures, diagrams, tables or graphs, media, photographs, video and/or models created by the student.

Year 12 General Course

Unit 3

This unit includes the following four topics: measurement, scales, plans and models, graphs in practical situations and data collection. It will provide students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs and data collection. Possible contexts for this unit are construction, and design and medicine.

Unit 4

This unit includes the following three topics: probability and relative frequencies, earth geometry and time zones, and loans and compound interest. It will provide students with the mathematical skills and understanding to solve problems related to probability, earth geometry and time zones, and loans and compound interest. Possible contexts for this unit are finance and travel.

Assessments

Response
Students respond using their knowledge of mathematical facts, terminology and procedures, and problem-solving and reasoning skills. Responses can be in written or oral form.

Evidence can include: tests, assignments, quizzes and observation checklists. This assessment type must be included at least twice per unit.
Practical Applications
Students are required to practically apply mathematics understandings and skills using the mathematical thinking process to develop solutions, or arrive at conclusions, to real-world tasks. Evidence should include data and information sources, mathematical strategies/calculations and a written solution or conclusion.

Evidence forms can include: written work, observation checklists, spreadsheets, pictures, diagrams, tables or graphs, media, photographs, video and/or models created by the student.
Statistical Investigation Process
Students apply the statistical investigation process to solve real-world problems in Unit 3 and with a focus on probability for Unit 4. While these assessment tasks may require scaffolding, eventually responsibility is given to the student to select and use appropriate mathematics/statistics.
External Task
Students will be required to complete an externally set task developed by the School Curriculum and Standards Authority.

Courses