Canberra College
Assessment Period: 2024 S1
Course: SPECIALIST METHODS
Unit: Unit 1: Specialist 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
Functions:
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
use function notation, domain and range, independent and dependent variables
understand the concept of the graph of a function
recognise odd and even functions
examine translations and the graphs of
examine dilations and the graphs of
recognise the distinction between functions and relations, and the vertical line test
Lines and linear relationships:
examine examples of direct proportion and linearly related variables
recognise features of the graph of , including its linear nature, its intercepts and its
slope or gradient
find the equation of a straight line given sufficient information; parallel and perpendicular lines
solve linear equations and inequations
geometrical applications of the linear function
determine the coordinates of the point dividing a line in any given ratio – internally and externally
calculate distances between points, and perpendicular distances from points to lines.
Quadratic relationships:
examine examples of quadratically related variables
factorisation techniques including common factor, trinomials, difference of squares and cubes and
grouping in pairs
recognise features of the graphs of
, , including their parabolic
nature, turning points, axes of symmetry and intercepts
solve quadratic equations using the quadratic formula and by completing the square
find the equation of a quadratic given sufficient information
find turning points and zeros of quadratics and understand the role of the discriminant
determine the nature of the roots of the quadratic considering the discriminant
Powers and polynomials:
recognise features of the graphs of for , and , including shape, and
behaviour as and
identify the coefficients, leading term, constant term and the degree of a polynomial
expand quadratic and cubic polynomials from factors
recognise features of the graphs of cubics and higher-order polynomials, including shape,
intercepts (including repeated factors) and behaviour as and
Use division of polynomials and remainder and factor theorems to factorise higher-order
polynomials
solve cubic equations using technology, and algebraically in cases where a linear factor is easily
obtained
model real world problems using polynomial functions
Inverse proportion:
examine examples of inverse proportion
recognise features of the graphs of and , including their hyperbolic shapes, and
their asymptotes
Examine functions with oblique asymptotes (eg ) and further rational functions (eg
Graphs of relations:
recognise features of the graphs of and , including their
circular shapes, their centres and their radii
recognise features of the graph of including its parabolic shape and its axis of symmetry
Topic 2: Trigonometric functions
Cosine and sine rules:
review sine, cosine and tangent as ratios of side lengths in right-angled triangles
understand the unit circle definition of and and periodicity using degrees
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
examine the ambiguous case
Circular measure and radian measure:
define and use radian measure and understand its relationship with degree measure
calculate lengths of arcs and areas of sectors and segments in circles.
Trigonometric functions:
understand the unit circle definition of cos θ, sin θ and tan θ and periodicity using radians
recognise the exact values of cos θ, sin θ and tan θ at integer multiples of and
recognise the graphs of on extended domains
examine amplitude changes and the graphs of and and
examine period changes and the graphs of , and
examine phase changes and the graphs
of , and as well as the relationships
generalise observed relationships between trigonometric functions (such as the above) as algebraic
identities
prove and apply the angle sum and difference identities
identify contexts suitable for modelling by trigonometric functions and use them to solve practical
problems
solve equations and inequations involving trigonometric functions using technology, and
algebraically using trigonometric identities (including the Pythagorean Identity and reciprocal
ratios)
Topic 3: Counting and probability
Combinations:
understand the notion of a combination as an unordered set of r objects taken from a set of n
distinct objects
use the notation and the formula for the number of combinations of
objects taken from a set of n distinct objects
expand for small positive integers n
recognise the numbers as binomial coefficients, i.e., as coefficients in the expansion of
use Pascal's triangle and its properties.
Language of events and sets:
review the concepts and language of outcomes, sample spaces and events as sets of outcomes
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
use everyday occurrences to illustrate set descriptions and representations of events, and set
operations
solve problems using Venn Diagrams
Review of the fundamentals of probability:
review probability as a measure of 'the likelihood of occurrence' of an event
review the probability scale: for each event A with if A is an impossibility
and if A is a certainty
review the rules: and
use relative frequencies obtained from data as point estimates of probabilities.
Conditional probability and independence:
understand the notion of a conditional probability and recognise and use language that indicates
conditionality
use the notation and the formula
understand the notion of independence of an event A from an event B, as defined by
use probability trees to evaluate conditional probability
establish and use the formula for independent events A and B, and
recognise the symmetry of independence
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
Non test item 1 28 February - 29 February 15%
Test 1 26 March - 28 March 30%
Meshing Test 26 March - 28 March 5%
Non Test item 2 13 May - 31 May 15%
Test 2 19 June - 21 June 35%
Specific Unit Information
The above assessment dates are a range. The assessment will be due within the date range. More
information will be provided before the assessment item happens.
Maths Tutorials in the library. See your Google classroom maths page for times.
Students are expected to have good algebra skills.
Resource: Mathspace AC Mathematical Methods 11 and World of Maths.
Extra resources will be provided during the unit.
It is essential students bring their chrome book or other device for accessing the Mathspace site and doing
exercises. Students should undertake regular and consistent homework including Mathspace tasks to ensure
success in the unit.
A Casio Graphics calculator is required. fx 9860GII or fxCG50AU are recommended.
The attached plan is a rough guide, and the timing of content may vary as the semester progresses.
VALIDATION OF UNSUPERVISED TASKS
Sometimes unsupervised tasks may be validated by subsequent supervised tasks.
Unsupervised tasks may be worth 0%, while follow up tasks may be worth all of the designated weighting.
STUDENT PREPARED SUMMARIES
It is recommended that students progressively summarise the concepts covered in a unit. This will be
valuable as a learning process and also as an aid when completing assessment items.
The summary sheet will eliminate the need to assess memory/knowledge of the basic facts and formulas and
allow more time for the assessment of understanding of concepts and the ability to carry out complex
processes.
MESHING PROCEDURES
Within units’ teachers share marking and one teacher marks the same question for all students.
In semester 1 year 11 all T Maths students do a meshing test.
The meshing test is used to mesh together Maths Applications, Maths Methods and Specialist Methods
students.
After semester 1 year 11 all scores are back scaled to the previous semester. This is BSSS policy.
Completion of Assessment items
Students are required to substantially complete and submit all assessment items that contribute to the
assessment for a unit unless due cause and adequate documentary evidence is provided.
School Assessment Information
Penalties for late and non-submission of work
LATE ATTEMPTS:
· Students should note that assessment items may not be accepted more than 7 days past the due date.
Late assessment items cannot be accepted once marked work has been returned to other students.
· Students who provide a valid reason (with supporting evidence and documentation) for submitting an
assignment late or not sitting an assessment validation or examination on the set date will be able to
negotiate a new date with their teacher for their submission/attempt within a week of the original date.
See BSSS Policy and Procedure Manual 4.3.10 for further information.
Academic integrity
See BSSS Policy and Procedure Manual 4.3.12 for further information.
Appeals processes
See BSSS Policy and Procedure Manual 7.2 for further information.
Moderation procedures (internal and external)
See BSSS Policy and Procedure Manual 5 for further information.
Meshing procedures
See BSSS Policy and Procedure Manual 5.4.1 for further information.
Method of unit score calculation
See BSSS Policy and Procedure Manual 4.3.6.2 for further information.
Procedures for calculating course scores
See BSSS Policy and Procedure Manual 4.3.13.2 for further information.
Other School assessment policies
Student Assessment Handbook
Achievement Standards for SPECIALIST 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 a ● applies mathematical concepts in ● applies simple mathematical ● applies simple mathematical
concepts in a variety of complex variety of contexts to routine and non- 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 routine problems routine problems problems
● uses simple mathematical
problems
● selects and applies mathematical ● applies mathematical techniques to ● applies simple mathematical techniques to solve routine problems
● selects and applies advanced techniques to solve routine and non- solve routine and non-routine techniques to solve routine problems in structured contexts
mathematical techniques to solve routine problems in a variety of problems in some contexts in limited contexts ● demonstrates limited familiarity with
complex problems in a variety of contexts ● applies mathematical models to ● applies simple mathematical mathematical models in structured
contexts ● selects and applies mathematical routine and non-routine problems in models to routine problems in limited contexts
● constructs, selects and applies models to routine and non-routine some contexts contexts
● uses digital technologies to solve
complex mathematical models to problems to a variety of contexts
● uses digital technologies ● uses digital technologies routine problems in structured
routine and non-routine problems in a
● uses digital technologies effectively appropriately to solve routine and appropriately to solve routine contexts
variety of contexts
to solve routine and non-routine non-routine problems in some problems in limited contexts
● uses digital technologies efficiently problems in a variety of contexts contexts
to solve routine and non-routine
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, using arguments in oral, written and/or limited use of appropriate language
written and/or multimodal forms, which are clear and reasoned, using appropriate and accurate language multimodal forms, with some use of
● identifies solutions to routine
which are succinct and well-reasoned, appropriate and accurate language appropriate language
● explains the reasonableness of problems in structured contexts
using appropriate and accurate
● analyses the reasonableness of solutions to some routine and non- ● describes the appropriateness of ● reflects on their own thinking with
language
solutions to routine and non-routine routine problems solutions to routine problems little or no reference to planning, time
● evaluates the reasonableness of problems ● reflects on their own thinking and ● reflects on their own thinking with management, use of appropriate
solutions to routine and non-routine ● reflects on their own thinking and explains planning, time management, some reference to planning, time strategies to work independently and
problems in a variety of contexts analyses planning, time management, use of appropriate strategies to work management, use of appropriate collaboratively
● reflects with insight on their own use of appropriate strategies to work independently and collaboratively strategies to work independently and
● identifies some ways in which
thinking and that of others and independently and collaboratively collaboratively
● explains the potential of Mathematics is used to generate
evaluates planning, time
● analyses the potential of Mathematics to generate knowledge ● describes the potential of knowledge in the public good
management, use of appropriate
Mathematics to generate knowledge in the public good Mathematics to generate knowledge
strategies to work independently and
in the public good in the public good
collaboratively
● evaluates the potential of
Mathematics to generate knowledge
in the public good
Student Weekly Planner
Semester 1, 2024
Year 11 Specialist Methods
Week Content Mathspace Topics
1-2 Mathspace Introduction
Algebra
Pupil Free Day- Algebra Review
Mon 29th Jan Diagnostic Test Week 2 Tues/Wed (non-assessable)
Topic 1: Combinations and probability
Combinations SM 11 Combinations
Pascal’s triangle & Binomial expansions SM 11 Probability
Language of events and sets
2-4 Probability introduction
Complementary, replacement, AND/OR
events
Independent, dependent, mutually exclusive
& conditional probability events
5-8 Topic 2: Functions & graphs
Functions SM 11 Functions
Moderation Day Linear relationships SM 11 Linear Relationships
Tue, 5th March Parallel & perpendicular lines SM 11 Inequalities
Distance and midpoint
Canberra Day Inequalities
Mon 11th March
TASK 1 WEEK 5 (15%)
9 Revision
Easter Friday – TEST 1 (30%) & Meshing Test (5%)
Fri 29th March 26th March – 28th March
10-11 Quadratic relationships SM 11 Quadratic Equations
Easter Monday – Factorising and solving quadratic equations SM 11 Polynomials
Mon 1 April Powers and polynomials SM 11 Power, Cubic & Root Functions
Parent teacher
night- Tue 9th April
Term Break
12 Topic 2: Functions & graphs (continued)
Pupil Free Day- Inverse proportion SM 11 Hyperbolas & Rational Functions
Mon 29th April Graphs of relations
Topic 3: Trigonometric functions
13-15 Review: Sine, cosine & tangent ratios SM 11 Trigonometric Graphs
Angles of any magnitude SM 11 Trigonometric Functions
Reconc. Day -
Sine and Cosine rules SM 11 Trigonometric Identities
Mon 27th May
Area of Triangle
Trig functions and exact values
TASK 2 (15%)
16-18 Radians, arcs, sectors and segments SM 11 Trigonometric Graphs
King’s B’day – Trigonometric graphs, functions & identities SM 11 Trigonometric Functions
Mon 10th June SM 11 Trigonometric Identities
19 Revision TEST 2 (35%) 19th June – 21th June
Thursday 27th June – Assessment Feedback Day
