Mathematics B (2008)
June 2010

Compiled by the Queensland Studies Authority
June 2010
The QSA acknowledges the contribution of the Mathematics review panel chairs who assisted in the preparation of this document.
This advice is intended to help teachers implement the Mathematics B syllabus in their school setting. It provides information about:
 mapping an assessment program to ensure students have opportunities to demonstrate the general objectives and the standards descriptors
 using the syllabus to develop explicit links between the syllabus (general objectives and standards) and the instruments in the assessment program.
The following templates should be used in conjunction with the Mathematics B senior syllabus and other documents on the QSA website, including the advice entitled Quality Assuring Your
Assessment Program . Please see < www.qsa.qld.edu.au> Years 10-12 > Years 11-12 subjects >
Mathematics > Mathematics B (2008).
2 | Maths B (2008) Advice for teachers Assessment program tracking sheet

For an assessment program to meet syllabus requirements, assessment instruments must provide opportunities for a range of responses that demonstrate:
 coverage of all the general objectives
 each of the A –E standards descriptors
It is not necessary that all aspects be included in each individual assessment task. However, across the summative assessment program, there should be sufficient opportunities available to allow students to demonstrate each of the aspects of the standards in each of the criteria.
Tracking sheets are useful when planning assessment programs, as they can highlight where coverage of the syllabus standards descriptors has not been sufficient; adjustments can then be made in subsequent assessment instruments to ensure appropriate opportunities are offered to students.
The following tracking sheets are intended to help schools plan their assessment program; the templates should be adapted to suit schools’ individual situation and needs.
Checkboxes are provided to record when an assessment instrument has provided an opportunity to demonstrate particular descriptors. The two template models provide for six instruments. To change this, or any other feature of the template, turn off the MS Word protection feature:
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1. Display the Forms toolbar: from the top menu, select View > Toolbars > Forms.
2. On the Forms toolbar, click on the Protect forms icon (padlock).
3. To resume using the form features, reactivate protection by clicking on padlock.
Queensland Studies Authority June 2010 | 3

Tracking sheet model 1
Standard A Standard B Standard C Standard D Standard E
Criterion The student has had the opportunity to demonstrate:

recall, assess, selection of mathematical definitions, rules and procedures in routine and non-routine simple tasks through to routine complex tasks, in life-related and abstract situations

recall, assess, selection of mathematical definitions, rules and procedures in routine and non-routine simple tasks through to routine complex tasks, in life-related and abstract situations

recall, assess, selection of mathematical definitions, rules and procedures in routine, simple life-related or abstract situations

use of stated rules and procedures in simple situations

statements of relevant mathematical facts
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

application of mathematical definitions, rules and procedures in routine and non-routine simple tasks, through to routine complex tasks , in life-related and abstract situations

application of mathematical definitions, rules and procedures in routine or nonroutine simple tasks, through to routine complex tasks , in liferelated or abstract situations

application of mathematical definitions, rules and procedures in routine, simple life-related or abstract situations
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

numerical calculations, spatial sense and algebraic facility in routine and nonroutine simple tasks through to routine complex tasks, in life-related and abstract situations

numerical calculations, spatial sense and algebraic facility in routine or non-routine simple tasks through to routine complex tasks, in life-related or abstract situations
 numerical calculations, spatial sense and algebraic facility in routine, simple life-related or abstract situations

numerical sense, spatial sense and/or algebraic facility in routine or simple tasks
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

appropriate selection and accurate use of technology

appropriate selection and accurate use of technology

selection and use of technology

use of technology

use of technology
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
4 | Maths B (2008) Advice for teachers Assessment program tracking sheet

Tracking sheet model 1
Standard A Standard B Standard C Standard D Standard E
Criterion The student has had the opportunity to demonstrate:

use of problem-solving strategies to interpret, clarify and analyse problems to develop responses from routine simple tasks through to non-routine complex tasks in life-related and abstract situations

use of problem-solving strategies to interpret, clarify and analyse problems to develop responses to routine and non-routine simple tasks through to routine complex tasks in life-related or abstract situations

use of problem-solving strategies to interpret, clarify and analyse problems to develop responses to routine simple problems in life-related or abstract situations

evidence of simple problemsolving strategies in the context of problem

evidence of simple mathematical procedures
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

identification of assumptions and their associated effects, parameters and/or variables

identification of assumptions, parameters and/or variables
1 2 3 4 5 6 1 2 3 4 5 6

use of data to synthesise mathematical models and generation of data from mathematical models in simple through to complex situations

use of data to synthesise mathematical models in simple situations and generation of data from mathematical models in simple through to complex situations

use of mathematical models to represent simple routine situations and generate data

use of given simple models to generate data
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

investigation and evaluation of the validity of mathematical arguments including the analysis of the results in the context of problems; strengths and limitations of models, both given and developed

interpretation of results in the context of simple through to complex problems and mathematical models

interpretation of results in the context of routine, simple problems
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
Queensland Studies Authority June 2010 | 5

Tracking sheet model 1
Standard A Standard B Standard C Standard D Standard E
Criterion The student has had the opportunity to demonstrate:

appropriate interpretation and use of mathematical terminology, symbols and conventions from simple through to complex and from routine through to non-routine, in life-related and abstract situations

appropriate interpretation and use of mathematical terminology, symbols and conventions in simple or complex and from routine through to non-routine, in liferelated or abstract situations

appropriate interpretation and use of mathematical terminology, symbols and conventions in simple routine situations

use of mathematical terminology, symbols or conventions in simple or routine situations

use of mathematical terminology, symbols or conventions
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

organisation and presentation of information in a variety of representations

organisation and presentation of information in a variety of representations

organisation and presentation of information

presentation of information 
presentation of information
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

analysis and translation of information displayed from one representation to another in life-related and abstract situations from simple through to complex and from routine through to non-routine

analysis and translation of information displayed from one representation to another in life-related or abstract situations, simple or complex, and from routine through to non-routine

translation of information from one representation to another in simple routine situations
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
6 | Maths B (2008) Advice for teachers Assessment program tracking sheet

Tracking sheet model 1
Standard A Standard B Standard C
Criterion The student has had the opportunity to demonstrate:

use of mathematical reasoning to develop coherent, concise and logical sequences within a response from simple through to complex and in life-related and abstract situations using everyday and mathematical language

use of mathematical reasoning to develop coherent and logical sequences within a response in simple or complex and in life-related or abstract situations using everyday and/or mathematical language

use of mathematical reasoning to development sequences within a response in simple routine situations using everyday or mathematical language
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

coherent, concise and logical justification of procedures, decisions and results

coherent, concise and logical justification of procedures, decisions and results

justification of procedures, decisions or results
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

justification of the reasonableness of results
1 2 3 4 5 6
Standard D Standard E
Queensland Studies Authority June 2010 | 7

Tracking sheet model 2
Criterion Standard The student has had the opportunity to demonstrate:
A
B
Instruments

recall, assess, selection of mathematical definitions, rules and procedures in routine and non-routine simple tasks through to routine complex tasks, in life-related and abstract situations

application of mathematical definitions, rules and procedures in routine and non-routine simple tasks, through to routine complex tasks , in life-related and abstract situations

numerical calculations, spatial sense and algebraic facility in routine and non-routine simple tasks through to routine complex tasks, in life-related and abstract situations

appropriate selection and accurate use of technology

recall, assess, selection of mathematical definitions, rules and procedures in routine and non-routine simple tasks through to routine complex tasks, in life-related and abstract situations

application of mathematical definitions, rules and procedures in routine or non-routine simple tasks, through to routine complex tasks , in life-related or abstract situations

numerical calculations, spatial sense and algebraic facility in routine or non-routine simple tasks through to routine complex tasks, in life-related or abstract situations
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
6
6
6
6
6
6
6

appropriate selection and accurate use of technology

recall, assess, selection of mathematical definitions, rules and procedures in routine, simple life-related or abstract situations
1
1
2
2
3
3
4
4
5
5
6
6

application of mathematical definitions, rules and procedures in routine, simple life-related or abstract situations 1 2 3 4 5 6
C

numerical calculations, spatial sense and algebraic facility in routine, simple life-related or abstract situations 1 2 3 4 5 6
D
E

selection and use of technology

use of stated rules and procedures in simple situations

numerical sense, spatial sense and/or algebraic facility in routine or simple tasks

use of technology

statements of relevant mathematical facts

use of technology
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
8 | Maths B (2008) Advice for teachers Assessment program tracking sheet

Tracking sheet model 2
Criterion Standard The student has had the opportunity to demonstrate:
A
B
C

use of problem-solving strategies to interpret, clarify and analyse problems to develop responses from routine simple tasks through to non-routine complex tasks in life-related and abstract situations

identification of assumptions and their associated effects, parameters and/or variables

use of data to synthesise mathematical models and generation of data from mathematical models in simple through to complex situations

investigation and evaluation of the validity of mathematical arguments including the analysis of the results in the context of problems; strengths and limitations of models, both given and developed

use of problem-solving strategies to interpret, clarify and analyse problems to develop responses to routine and non-routine simple tasks through to routine complex tasks in life-related or abstract situations

identification of assumptions, parameters and/or variables

use of data to synthesise mathematical models in simple situations and generation of data from mathematical models in simple through to complex situations

interpretation of results in the context of simple through to complex problems and mathematical models

use of problem-solving strategies to interpret, clarify and analyse problems to develop responses to routine simple problems in life-related or abstract situations

use of mathematical models to represent simple routine situations and generate data
D

interpretation of results in the context of routine, simple problems

evidence of simple problem-solving strategies in the context of problem

use of given simple models to generate data
E

evidence of simple mathematical procedures
Instruments
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
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1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
Queensland Studies Authority Revised: June 2010 | 9

Tracking sheet model 2
Criterion Standard The student has had the opportunity to demonstrate:
A

appropriate interpretation and use of mathematical terminology, symbols and conventions from simple through to complex and from routine through to non-routine, in life-related and abstract situations

organisation and presentation of information in a variety of representations

analysis and translation of information displayed from one representation to another in life-related and abstract situations from simple through to complex and from routine through to non-routine

use of mathematical reasoning to develop coherent, concise and logical sequences within a response from simple through to complex and in life-related and abstract situations using everyday and mathematical language

coherent, concise and logical justification of procedures, decisions and results
B
C
D

justification of the reasonableness of results

appropriate interpretation and use of mathematical terminology, symbols and conventions in simple or complex and from routine through to non-routine, in life-related or abstract situations

organisation and presentation of information in a variety of representations

analysis and translation of information displayed from one representation to another in life-related or abstract situations, simple or complex, and from routine through to non-routine

use of mathematical reasoning to develop coherent and logical sequences within a response in simple or complex and in life-related or abstract situations using everyday and/or mathematical language

coherent, concise and logical justification of procedures, decisions and results

appropriate interpretation and use of mathematical terminology, symbols and conventions in simple routine situations

organisation and presentation of information

translation of information displayed from one representation to another in simple routine situations

use of mathematical reasoning to development sequences within a response in simple routine situations using everyday or mathematical language

justification of procedures, decisions or results

use of mathematical terminology, symbols or conventions in simple or routine situations

presentation of information
E

use of mathematical terminology, symbols or conventions

presentation of information
Instruments
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
10 | Maths B (2008) Advice for teachers Assessment program tracking sheet