YEAR 11 ADVANCED MATHEMATICS

TASK NOTIFICATION

Faculty/Subject: Advanced Mathematics Issued: Term 1,Week 8, 17/03/22

Task: Take Home Assessment Task Assessment Task Weighting: 30%

Assessment Task Number: 1 Due Date: Term 1,Week 11, 4/04/22

In-Class Work ☐ Test ☐ Take-Home Task ☒

Outcomes Assessed:
MA11-1 Uses algebraic and graphical techniques to solve, and where appropriate, compare alternative
solutions to problems.
MA11-2 Uses the concepts of functions and relations to model, analyse and solve practical problems.
MA11-8 Uses appropriate technology to investigate, organise, model and interpret information in a
range of contexts.
MA11-9 Provides reasoning to support conclusions which as appropriate to the context.
Success Criteria:
In this task, you will be assessed on how well you:

• use index laws and surds

• factorise monic and non-monic quadratics
• use the quadratic formula
• identify special quadratics including perfect squares and the difference of two squares
• solve quadratic equations
• rearrange algebraic equations to make a special pronumeral the subject
• solve algebraic equations that use multiple steps
• add, subtract, multiply and divide algebraic fractions
• solve algebraic equations that involve fractions
• identify and define a relation as any set of ordered pairs (x,y) of real numbers
• identify and define a function as a set of ordered pairs (x,y) of real numbers such that no
two ordered pairs have the same first component (or x-component)
• understand and use interval notation as a way of representing domain and range
• understand and calculate the domain and range
• sketch functions and relations
• communicate what features should be included in a sketch
• classify and identify a variety of different functions
• know what is meant by one-to-one, one-to-many, many-to-one, and many-to-many
• use the vertical line test to identify a function
• determine if a function is one-to-one
• identify graphically, calculate/prove if a function is odd, even or neither
• add, subtract, multiply and divide functions together
• calculate the domain and range of two functions that have been operated on each other
• identify the domain and range of a composite function
• interpret the notation 𝑓(𝑔(𝑥)) or 𝑓 ∘ 𝑔
• calculate the resulting composite function when given two or more individual functions
 • calculate the x-intercepts of a given function.
• model, analyse and solve problems involving linear functions
• recognise that a direct variation relationship produces a straight-line graph
• explain the geometrical significance of m and c in the equation f(x)=mx+c
• derive the equation of a straight line passing through a fixed point (𝑥1 , 𝑦1 ) and having a given gradient
𝑚 using the formula 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
• understand and use the fact that parallel lines have the same gradient and that two lines with gradient
𝑚1 and 𝑚2 respectively are perpendicular if and only if 𝑚1 𝑚2 = −1
• find the equations of straight lines, including parallel and perpendicular lines, given sufficient
information.
• calculate and derive the gradient of a line
• model, analyse and solve problems involving quadratic functions
• find the vertex and intercepts of a quadratic graph by either factorising, completing the square or
solving the quadratic equation as appropriate
• understand the role of the discriminant in relation to the position of the graph
• find the equation of a quadratic given sufficient information
• understand that solving f(x)=k corresponds to finding the values of x for which the graph y=f(x) cuts
the line y=k
• solve practical problems involving a pair of simultaneous linear and/or quadratic functions
• use substitution method to find points of intersection of simultaneous functions
• use elimination method to find points of intersection of simultaneous functions
• determining and interpreting the break-even point of a simple business problem
• graph a cubic function
• translate a cubic graph around the Cartesian Plane
• convert the graph into an algebraic equation.
• define a real polynomial 𝑃(𝑥) as the expression 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + . . . +𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0 where 𝑛 =
0,1,2, … and 𝑎0 , 𝑎1 , 𝑎2 , … , 𝑎𝑛 are real numbers
• identify the coefficients and the degree of a polynomial
• identify the shape and features of graphs of polynomial functions of any degree in factored form and
sketch their graphs
𝑘
• recognise that functions of the form 𝑓(𝑥) = 𝑥 represent inverse variation, identify the hyperbolic shape
of their graphs and identify their asymptotes
• use and apply the notation |𝑥| for the absolute value of the real number 𝑥 and the graph of 𝑦 = |𝑥|
• recognise the shape and features of the graph of 𝑦 = |𝑎𝑥 + 𝑏| and hence sketch the graph
• solve simple absolute value equations of the form |𝑎𝑥 + 𝑏| = 𝑘 both algebraically and graphically
• given the graph of 𝑦 = 𝑓(𝑥), sketch 𝑦 = −𝑓(𝑥) and 𝑦 = 𝑓(−𝑥) and 𝑦 = −𝑓(−𝑥) using reflections in the
𝑥 and 𝑦-axes
• recognise features of the graphs of 𝑥 2 + 𝑦 2 = 𝑟 2 and (𝑥 − 𝑎)2 + (𝑦 − 𝑏)2 = 𝑟 2 , including their circular
shapes, their centres and their radii

Context:
In this assessment task, you will be assessed on your knowledge and understanding of:
• Algebraic
• Linear, Quadratic, techniques
• Introduction to Functions
• and Cubic functions
• Further functions and relations

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Task – What you need to do:
Format:
• Students must create own concise notes for Algebraic techniques and Functions.
• Students complete challenge algebraic questions with full solutions.
• Students must use technology where possible to present their findings and to create their image.
• Students may present their findings in a report, slide show, portfolio or any other method.
• Students must demonstrate all their working.
Additional Information:
• Senior support is available every Tuesday in the Library for additional support.
• Students are encouraged to work together for support and consolidation of ideas, but the final
individual submission of work must be original.
• When gathering information from websites or secondary sources, students must credit these sources,
with a bibliography.

Submission – How you need to present it:

• Student absence resulting in non-attendance on the day results in a mark of zero, subject to the
Illness/Misadventure process. If unable to attend on the day of the task, a medical certificate for illness
or a statutory declaration explaining misadventure is required.
• Students should upload their final assessment by 9am of the due date and hand in a physical copy.
by 3pm on the due date.
• Students should work on this assignment as soon as possible and not leave it to the last minute.
• You may show drafts of your assignment to your teachers for feedback and guidance.

Supporting Materials:
Year 11 Advance Mathematics in Focus by Margret Grove.

Feedback
Areas of success:

Areas of and methods for improvement:

Overall comment:

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Marking Criteria
MA11-1 MA11-2 MA11-8 MA11-9
All 3 summary sheets for Part Key features and Image produced is original, Correct detail and explicit
1 are explicit, detailed and transformations of the aesthetically pleasing and working of how students
consists of relevant key equations in part 2 are uses all required functions. derived the equations and
words, original examples correctly identified and Image is created using transformations in Part 2
Grade A

and helpful hints. provided in great detail. technology are provided.

All challenge questions are A detailed list of 5 or more Transformation is created Correct detail and explicit
explicit, with correct and functions/relations used for using technology and is working of how students
outstanding solutions. part 3 is provided with key original. derived the key features in
All equations in Part 2 are features explicitly provided. Part 3 are provided.
correct and presented in
function notation
All 3 summary sheets for Part Key features and Image produced is original, Correct detail working of
1 are detailed and consists transformations of the and uses all required how students derive the
of relevant key words, equations in part 2 are functions. equations and
original examples, and correctly or mainly correctly Image and transformation is transformations in part 2
Grade B

helpful hints. identified and provided in created using technology are provided.
All challenge questions are detail Correct detail working of
Image and transformation is
thoroughly completed with A detailed list of 5 or more created using technology how students derived the
minimal errors. functions/relations used for but the readability is key features in Part 3 are
All equations in Part 2 are part 3 is provided with key intimidating. provided.
correct features provided.

All 3 summary sheets for Part Key features of the equations Image produced uses all Working of how students
1 consists of relevant key and transformations in part 2 required functions. derive the equations and
words, original examples, are mainly correctly identified Image and transformation is transformations in part 2
and helpful hints. but are limited created using technology. are provided and are
Grade C

All challenge questions are A list of 5 functions/relations mainly correct.

Image and transformation is
completed to a sound level used for part 3 is provided with created using technology Mainly correct working of
with some errors. key features provided. with limited or no how students derived the
Some of the equations in formatting. key features in Part 3 are
Part 2 are correct and provided.
presented in function
notation.
Most of the 3 summary Only a limited amount of key Image produced does not Limited working of how
sheets for Part 1 consists of features and transformations use all required functions. students derive the
relevant key words, original of the equations in part 2 are Image and transformation equations and
examples, and helpful hints. stated. transformations in part 2
Grade D

are created using

All challenge questions are A list of 5 or less technology and some are provided.
completed to a basic level functions/relations used for drawn by hand Limited and some correct
with many errors. part 3 is provided with limited working of how students
Some of the equations in key features provided. derived the key features in
Part 2 are correct. Part 3 are provided.

Section not completed / No Key features and Image and transformation is No working of how
equations are incorrect/or transformations in part 2 are created by hand or is not students derive the
challenge questions all identified. completed. Equations and
incorrect. A list of less than 5 Image and transformation is transformations in part 2
Grade E

Some of the 3 summary functions/relations used for not completed. are provided.
sheets for Part 1 consists of part 3 is provided or this No working of how
relevant key words, original section is not attempted. students derived the key
examples, and helpful hints. features in Part 3 are
Or this section is provided.
uncompleted or not
attempted.

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 Mathematics Advanced
Year 11

Assessment Task 1

FUNCTIONAL LIFE

According to the NSW Mathematics Advance Glossary:

A function (𝑓) is a rule that associates each element (𝑥) in a set (𝑆) with a unique
element [𝑓(𝑥)] from a set (𝑇).

The set 𝑆 is called the domain of 𝑓 and the set 𝑇 is called the co-domain of𝑓. The
subset of 𝑇 consisting of those elements of which occur as values of the function
is called the range of 𝑓. The functions most commonly encountered in
elementary mathematics are real functions of real variable, for which both the
domain and co-domain are subsets of the real numbers.

If we write 𝑦 = 𝑓(𝑥), then we say that 𝑥 is the independent variable and 𝑦 is the
dependent variable.

There are many functions and relations that occur around us daily. The stroke of a
paintbrush on canvas or the bends of the letters on a logo may be a function with a
restricted domain or range.

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Part 1: Consolidate the Content (Print and attach)

a) Make detailed and explicit notes on the following topics

(1 double-sided A4 sheet for each topic)

- Algebraic techniques
- Introduction to Functions
- Linear, Quadratic, and Cubic functions
It should include key words, formulas, original worked examples and helpful hints. The
worked examples must be original and those that have not been presented in class.

b) Show full working out to complete the challenging algebraic questions.

√5
1) Rationalised the denominator
√10−1

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2) Solve for the value of k. If 𝑘√𝑦 × 𝑘√𝑦 × 𝑘√𝑦 = 𝑦 2

279𝑥−6 × 816𝑥−1
3) Simplify 96+9𝑥

5 𝑥+1
4) Solve the equation +7=
𝑥(𝑥+2) 𝑥

5) Find the values of m and n such that: (√𝑚 + 𝑛)2 = 83 − 18√2

8𝑥 2 +35𝑥+12 64𝑥 2 −9
6) Factorise and simplify ÷ 64𝑥 2 −24𝑥
𝑥 2 −16

4 5 9
7) Simplify the following expression − 𝑧 2−𝑧−12 + 𝑧 2−9
𝑧 2 +𝑧−6

8) Complete the square for the quadratic 𝑦 = −3𝑥 2 − 9𝑥 + 3, and find the vertex.

9. Consider the functions𝑓(𝑥) = 𝑥 2 − 4𝑥 and 𝑔(𝑥) = √𝑥 − 1

(a) Simplify 𝑔 ∘ 𝑓(𝑥).

(b) Hence determine the natural domain of 𝑔 ∘ 𝑓(𝑥).

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Part 2: What do I look like?

For question 1 to question 2, calculate and state the equation of the function.
You are then required to provide details of key features of the functions or relations such
as, but not limited to:

• the x and y intercepts,

• the domain,
• the range,
• if it is an odd or even function
Each image tells you how many equations there are to make the image.
(Note: The x-axis is the horizontal axis for all graphs)

For example:

Equations

Features
1. The parabola is an even function (proven)
2. The parabola has x=0 as a x-intercept and y=0 as a y-intercept.
3. The parabola has a domain of (−∞, ∞) and range of (0, ∞).
4. The cubic graph 𝑓(𝑥) = (𝑥 + 4)3 is a function when the vertical line test is used.
5. The cubic graph 𝑓(𝑥) = (𝑥 + 4)3 has an x= -4 as a x-intercept.
6. The cubic graph 𝑓(𝑥) = 𝑥(𝑥 + 2)(𝑥 − 4) has x-intercepts x=0. -2 and 4.

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Question 1 Y-axis

X-axis

Equations Features

1.

2.

3.

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Question 2 Y-axis

X -axis

Equations Features

1.

2.

3. Inequality Shading

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Question 3

Transformations of a Quadratic

You may use Desmos, or Geogebra to show a detailed sketch of your

transformation.

a) (i) For 𝑃(𝑥) = 𝑘(𝑥 − 𝑎)(𝑥 − 𝑏), where 𝑎, 𝑏 ≠ 0 and 𝑘 > 0 , choose values of 𝑎, 𝑏 𝑎𝑛𝑑 𝑘 and
write
𝑃(𝑥) below.
For example: let 𝑎 = −3, 𝑏 = −2 𝑎𝑛𝑑 𝑘 = 4,

∴ 𝑃(𝑥) = 4(𝑥 + 3)(𝑥 + 2) (Do not use this as your example)

(ii) For your 𝑃(𝑥), graph 𝑦 = 𝑃(𝑥) and 𝑦 = 𝑃(𝑥) + 4 on the same number plane.

(iii) Explain in words what happens to the graph of 𝑃(𝑥) under the transformation

b) (i) For your 𝑃(𝑥), graph 𝑦 = 𝑃(𝑥) and 𝑦 = 3 𝑃(𝑥) on the same number plane.

(ii) Explain in words what happens to the graph of 𝑃(𝑥) under the transformation
𝑦 = 3 𝑃(𝑥).

c) (i) For your 𝑃(𝑥), graph 𝑦 = 𝑃(𝑥) and 𝑦 = −𝑃(𝑥 − 2) + 3 on the same number plane.

(ii) Explain the 3 steps required to transform the graph of 𝑃(𝑥) into 𝑦 = −𝑃(𝑥 − 2) + 3

Display all graphs neatly with a diagram with full explanation of the transformation
under each graph.

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Part 3: Functional Art

Using Desmos or Geogebra you are to create a piece of art demonstrating your
understanding of functions.

Some examples are illustrated below as well as shown on the front cover.

Your artwork must contain at least 1 linear, quadratic, and cubic function. ALL EQUATIONS
MUST BE DISPLAYED.

With your piece of art you must provide details of at least 5 features how you created the
piece, such as but not limited to:

• Is it a function or relation
• The equation in function notation, expanded form, and factorised form
• Any intercepts
• If it is an odd or even function)
• If it intersects any other functions
• Its domain and range.
• Does it pass the vertical line test
• What type of relation it is, ie one-to-one, many - to -one etc
• Does it have an axis of symmetry

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