Further Mathematics
Unit 3
2014
Handbook
This handbook contains :
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Planning document
Assessment schedule
Unit Outcomes
Performance descriptors
1
2
WEEK
MONDAY
TOPIC
CONTENT
EXERCISES
ASSESSMENT
Term 1
NB Intro to matrices covered in transition period. Ex 16A 16B 16C 16D completed.
1.1
27-Jan
Recap plus inverses, matrix
1.2
3-Feb
Simultaneous equations, unique solutions, larger systems, 3x3, etc.
16D 16E
1.3
10-Feb
Applications, Transition Matrices
16E,16F
1.4
17-Feb
Transition Matrices, Steady State,
16F
1.5
24-Feb
Revision
MATRICES
16A 16B 16C 16D
AT 3.2 - ANALYSIS TASK - Week 5 Friday pd 6&7 [28th February]
No classes on Mon and Tue
AT3.2 Analysis Task20% of SAC Grade
NB Intro to statistics covered in transition period. Ex 1A 1B 1C 1D 1E 1F 1G 1H completed.
1.6
3-Mar
1.7
10-Mar
Review summary stats and boxplots, outliers
68-95-99.7% Rule, z-scores, Population vs Sample
1.8
17-Mar
Two way tables, segmented bar charts, parallel boxplots
1.9
24-Mar
1.10
31-Mar
1A - 1H
UNIVARIATE STATS
BIVARIATE STATS
1I
Mon-Labour Day
2A 2B 2C 2D
Scatterplots, Pearson's Correlation Coefficient, Coef of determination
2E 2F 2G
Linear model - by eye, 3 median and least squares methods
3A 3B 3C
Term 2
2.1
21-Apr
2.2
28-Apr
2.3
5-May
Interpolation and extrapolaatrion, Residual Analysis
3D 3E
BIVARIATE STATS
2.4
12-May
2.5
19-May
Transformations
Time Series, Trend Lines
TIME
SERIES
4A 4B 4C
Smoothing, Seasonal Adjustment
4D 4F
Revision
AT3.1-Application task - Week 6 Thursday pd 8 [22nd May + 5 Classes]
AT3.1 Application Task
40% of SAC grade
AT 3.1 continues for 5 more 45 minute seesions in class
2.6
26-May
2.7
2-Jun
Mon-Easter , Fri-Anzac Day
3F
Basic concepts
14A
Planner Graph and Eulers formula, Paths and Circuits
NETWORKS
14B 14C
2.8
9-Jun
Trees and Application
14D
2.9
16-Jun
Reachability and Doninance
15A
2.10
23-Jun
Critical Path Anlysis and Crashing
Curriculum Day Friday
Mon-Q's B'day Wed-GAT
15B 15C
Term 3
3.1
14-Jul
3.2
21-Jul
NETWORKS
3.3
28-Jul
NETWORKS
MID YEAR PRACTICE EXAMS
Crashing, Network flow
15D
AT4.1 Analysis Task20% of SAC Grade
AT4.1 - ANALYSIS TASK -Week 3 Tuesday Pd 8 [29th July]
3.4
4-Aug
3.5
11-Aug
3.6
18-Aug
3.7
25-Aug
3.8
1-Sep
3.9
8-Sep
BUSINESS
RELATED
MATHEMATICS
Assignment Problems and Bipartite Graphs
15E
Percentages, Simple Interest, GST,Compound Interest,
12A 12B 12C
Reducing Balance Loans
12D 12E 12G
Hire Purchase, Effective rate,
12F 12H
Perpetuities and Annuities
Tue 4 Aug - House Music
TES - Ch 12
12I 12J
AT4.2 - ANALYSIS TASK - Week 8 Thursday P 4 & 5 [4th September]
Bank Accounts, Depreciation
AT4.2 Analysis Task 20% of SAC Grade
13A 13B 13C
Business Related Maths
Depreciation , Inflation
TEST - H 13
13E 13F
Term 4 ~ Practice exams sat during term break
4.1
29-Sep
4.2
6-Oct
4.3
13-Oct
Complete A+ texts, Go over practice exam
Revision
This is a particularly valuable time to
consolidate workbook etc
Complete Checkpoint text
Examinations Commence 3rd Nov
Students must attain at least 40% on each assessment task to obtain an 'S' for each unit.
If an S is not achieved on the first attempt, the task (or a similar one) will be attempted once more.
If the second attempt is satisfactory, then an S for that task will be
recorded but the original mark will be used for grading purposes.
3
Unit Outcomes
Assessment
School-assessed coursework for Unit 3 consists of two tasks that will contribute 20% of the study score. In
addition, material from this unit and Unit 4 will be assessed by two end of year exams that will contribute
66% of the study score. The remaining 14% of the study score will come from the school-assessed
coursework for Unit 4.
4
School-Assessed Coursework
Task 1: Application task – Statistics.
Duration: 360 minutes
Format: An investigation from a set of data
Outcome 1:
5
6
Outcome 2:
Outcome 3:
7
Task 2: Analysis task – Matrices.
Duration: 80 minutes
Format: Multiple choice, short answer and extended response questions
Outcome 1:
Outcome 3:
8
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated within each
range on the assessment task/s.
Outcome 1
Define and explain key terms and concepts as specified in the content from the areas of study, and use this knowledge
to apply related mathematical procedures to solve routine application problems. (Application task and Analysis task.)
MARK RANGE
DESCRIPTOR: typical performance in each range
25–30 marks
Comprehensive and correct use of mathematical conventions, symbols and
terminology in all formulations, presentations, manipulations, computations
and descriptions. Thorough and relevant definition and explanation of key
concepts with comprehensive identification of conditions or restrictions
that apply in different contexts. Consistent application of accurate
mathematical skills and techniques to obtain correct results.
19–24 marks
Consistent and correct use of mathematical conventions, symbols and
terminology in most formulations, presentations, manipulations,
computations and descriptions. Effective definition and explanation of key
concepts with clear identification of conditions or restrictions that apply in
different contexts. Application of accurate mathematical skills and
techniques to obtain mostly correct results.
13–18 marks
Correct use of mathematical conventions, symbols and terminology in
some formulations, presentations, manipulations, computations and
descriptions. Satisfactory definition and explanation of key concepts with
identification of some conditions or restrictions that apply in different
contexts. Mostly accurate application of mathematical skills and techniques
to obtain results.
7–12 marks
Some correct use of mathematical conventions, symbols and terminology in
a limited range of formulations, presentations, manipulations, computations
and descriptions. Some definition and explanation of key concepts with
some identification of conditions or restrictions that apply in different
contexts. Some application of mathematical skills and techniques to obtain
results.
1–6 marks
Limited use of mathematical conventions, symbols and terminology in
formulations, presentations, manipulations, computations and descriptions.
Limited definition and explanation of key concepts with little or no
identification of conditions or restrictions that apply in different contexts.
Limited use of mathematical skills and techniques to obtain results.
9
Outcome 2
Use mathematical concepts and skills developed in the ‘Data analysis’ area of study to analyse a practical and
extended situation, and interpret and discuss the outcomes of this analysis in relation to key features of that
situation. (Application task only.)
MARK RANGE
DESCRIPTOR: typical performance in each range
17–20 marks
Comprehensive and detailed identification of important information,
variables and constraints with appropriate selection of values for
development of the mathematics relevant to the task and context.
Comprehensive and appropriate use of key statistical concepts and
approaches to solve problems. Thorough analysis, interpretation and
discussion of results with comprehensive consideration of the validity
and limitations of any models.
13–16 marks
Consistent identification of important information, variables and
constraints with mostly appropriate selection of values for development
of the mathematics relevant to the task and context. Well-developed use
of key statistical concepts and approaches to solve problems. Welldeveloped analysis, interpretation and discussion of results with
developed consideration of the validity and limitations of any models.
9–12 marks
Satisfactory identification of important information, variables and
constraints with some appropriate selection of values for development of
the mathematics relevant to the task and context. Satisfactory and mostly
correct use of key statistical concepts and approaches to solve problems.
Some analysis, interpretation and discussion of results with limited
consideration of the validity and limitations of any models.
5–8 marks
Some identification of important information, variables and constraints
with limited selection of values for development of the mathematics
relevant to the task and context. Some use of key statistical ideas and
approaches to solve problems. Limited analysis, interpretation and
discussion of results with little or no consideration of the validity and
limitations of any models.
1–4 marks
Limited identification of important information, variables and constraints
without selection of appropriate values for development of the
mathematics relevant to the task and context. Limited use of key
statistical ideas and approaches to solve problems. Little or no analysis,
interpretation and discussion of results with little or no consideration of
the validity and limitations of any models.
10
Outcome 3
Select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in
situations requiring problem-solving, modelling or investigative techniques or approaches in the area of study ‘Data
analysis’ and the selected module from the ‘Applications’ area of study. (Application task and Analysis task.)
MARK RANGE
DESCRIPTOR: typical performance in each range
9–10 marks
Critical and appropriate selection of technology for efficient and
systematic production of solutions and presentations for given contexts.
Skilled use of technology to enable thorough analysis and interpretation
of results in tabular, graphical and numerical forms.
7–8 marks
Considered and appropriate selection of technology for effective and
systematic production of solutions and presentations for given contexts.
Effective use of technology to enable some analysis and interpretation of
results in tabular, graphical and numerical forms.
5–6 marks
Appropriate selection of technology for production of solutions and
presentations for given contexts. Satisfactory use of technology to enable
some analysis and interpretation of results in tabular, graphical and
numerical forms.
3–4 marks
Mostly appropriate selection of technology for production of solutions
and presentations for given mathematical contexts. Limited use of
technology to enable some relevant analysis and interpretation of results
in tabular, graphical and numerical forms.
1–2 marks
Limited or inappropriate selection of technology for production of
solutions and presentations for given mathematical contexts. Little or no
effective use of technology to enable limited analysis and interpretation
of results in tabular, graphical and numerical forms.
11