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Heinemann Maths Zone 9 VELS Edition: Teaching and Assessment ProgramThis Teaching and Assessment Program (TAP) is presented to assist teachers in planning their school’s courses, and to demonstrate that a

program incorporating the Victorian Essential Learning Standards (VELS) may be constructed using the curriculum package of resources

published by Heinemann. There are three versions (A, B and C) provided for Years 9 and 10, while the Years 7 and 8 format involves core,

background and extension. The TAPs for the other year levels are available on this website. The Heinemann Maths Zone 9 VELS Edition fully

integrates VELS Design Tasks, graphics calculator and computer material.

The following tables contain extracts from material produced by the Victorian Curriculum and Assessment Authority, Australia. Students and teachers should consult the Victorian Essential Learning Standards website, http://vels.vcaa.vic.edu.au, for more information. This material is copyright and cannot be reproduced in any form without written permission of the VCAA.

Heinemann Maths Zone 9 VELS Edition Copyright © Pearson Australia (a division of Pearson Australia Pty Ltd)

http://vels.vcaa.vic.edu.au/

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SummaryAll units are presented at three Levels: A, B and C. In some cases the content is different at different Levels. For ease of planning, all units are

the same length.

Unit no. Unit title Length in weeks

1 Mathematical techniques 3

2 Measurement 3

3 Pythagoras' Theorem 3

4 Expanding and factorising 3

5 Trigonometry 4

6 Linear equations, graphs and inequalities 4

7 Statistics 4

8 Geometry 4

9 Quadratic functions 4

10 Probability 4


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Abbreviations

The following abbreviations have been used in the Year 9 TAP grids:

VELS standards

The appropriate part of the standards are included. The VELS correlation grid and the audit appear both on this website and at the front of

Heinemann Maths Zone 9 VELS Edition.

Standards that come from the non-discipline strands are titled in bold with the particular strand identified in italics.

Heinemann references

MZ9 refers to the textbook Heinemann Maths Zone 9 VELS Edition

Assessment

FT9 refers to questions on the Heinemann Maths Zone 9 VELS EDITION FlexiTest. Specific section references are provided.

SA stands for Short answer, MC stands for Multiple choice and A&A stands for Applications and analysis questions


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Unit 1: Mathematical techniques Level: A Dimensions: Number Time: 3 weeks

VELS standards Course Heinemann references Assessment

Ratios, fractions and

percentages

They carry out exact arithmetic computations involving fractions and

irrational numbers such as square roots (e.g., ,

) and multiples and fractions of π (e.g. ).

They use appropriate estimates to evaluate the reasonableness of the

results of calculations involving rational and irrational numbers, and

the decimal approximations for them. They carry out computations

to a required accuracy in terms of decimal places and/or significant

figures.

Fractions, decimals, percentages

and ratios

MZ9 p 3 (1.1)

p 30 (Problem solving)

FT9 1.1 SA

FT9 1.1 MC

Students choose, use and develop mathematical models and

procedures to investigate and solve problems set in a wide range of

practical, theoretical and historical contexts.

Profit and loss (percentage on cost

or selling price)

MZ9 p 8 (1.2) FT9 1.2 SA

FT9 1.2 MC




Discounts MZ9 p 8 (1.2) FT9 1.2 SA

FT9 1.2 MC




They select and use technology in various combinations to assist in

mathematical inquiry, to manipulate and represent data, to analyse

Cost of living MZ9 pxxii (Assignment 1)


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functions and carry out symbolic manipulation.

Information and communications technology/ICT for visualising

thinking Students use a range of ICT tools and data types to

visualise their thinking strategies when solving problems, and

discriminate between such tools and strategies based on their

suitability for problem solving in new situations.

Number skills

Students carry out arithmetic computations involving natural

numbers, integers and finite decimals using mental and/or written

algorithms. (one- or two-digit divisors in the case of division). They

perform computations involving very large or very small numbers in

scientific notation (e.g., 0.0045 × 0.000 028 = 4.5 × 10-3 × 2.8 × 10-5

= 1.26 × 10-7).

Multiplying and dividing in index

form

MZ9 p 17 (1.3 Q1–9) FT9 1.3 SA

FT9 1.3 MC






= 1.26 × 10-7).

Index laws MZ9 p 21 (1.4 Q1–7) FT9 1.4 SA (Q1–12)

FT9 1.4 MC (Q1–6)

Students use the Euclidean division algorithm to find the greatest

common divisor (highest common factor) of two natural numbers

(e.g., the greatest common divisor of 1071 and 1029 is 21 since 1071

= 1029 × 1 + 42, 1029 = 42 × 24 + 21 and 42 = 21 × 2 + 0).

Physical, Personal and Social Learning/Interpersonal

Euclidean division MZ9 p 16 (Investigation)


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development/Working in teams Students respect and build on the

ideas and opinions of team members, reflect on the effectiveness of

learning in a team and develop strategies for improvement.

Thinking/Creativity Students experiment with innovative

possibilities within the parameters of a task. They take calculated

risks when defining tasks and generating solutions.

Incomes






algorithms.

Earnings MZ9 p 24 (1.5)

p 31 (Maths in action)

MZ9 p 33 (VELS

Design task)

FT9 1.5 SA

FT9 1.5 MC






algorithms.

Income tax MZ9 p 34 (1.6) FT9 1.6 SA

FT9 1.6 MC

FT9 1.6 A&A

Simple interest





Calculation of interest MZ9 p 37 (1.7) FT9 1.7 SA(Q1–6)

FT9 1.7 MC(Q1–9)


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algorithms.






algorithms.

Deposit account interest MZ9 p 37 (1.7)

p 45 (Graphics calculator

investigation)

FT9 1.7 SA (Q1–6)

FT9 1.7 MC(Q1–9)

Payment options






algorithms.




Interest-free payment methods MZ9 p 49 (1.8) FT9 1.8 SA

FT9 1.8 MC

FT9 1.8 A&A






algorithms.

Payment methods with interest MZ9 p 52 (1.9 Q1–7) FT9 1.9 SA

FT9 1.9 MC


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Unit 1: Mathematical techniques Level: B Dimensions: Number Time: 3 weeks



percentages

Students carry out exact arithmetic computations involving fractions

and irrational numbers such as square roots (e.g. ,

) and multiples and fractions of π (e.g. ).



the decimal approximations for them. They carry out computations

to a required accuracy in terms of decimal places and/or significant

figures.


and ratios

MZ9 p 3 (1.1)


FT9 1.1 SA

FT9 1.1 MC

FT9 1.1 A&A




Profit and loss (percentage on cost

or selling price)

MZ9 p 8 (1.2) FT9 1.2 SA

FT9 1.2 MC

FT9 1.2 A&A





FT9 1.2 MC

FT9 1.2 A&A







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thinking Students use a range of ICT tools and data types to

visualise their thinking strategies when solving problems, and

discriminate between such tools and strategies based on their

suitability for problem solving in new situations.

Number skills






= 1.26 × 10-7).

Multiplying and dividing in index

form

MZ9 p 17 (1.3) FT9 1.3 SA

FT9 1.3 MC

FT9 1.3 A&A






= 1.26 × 10-7).

Index laws MZ9 p 21 (1.4) FT9 1.4 SA

FT9 1.4 MC

FT9 1.4 A&A


common divisor (highest common factor) of two natural numbers 9

(e.g., the greatest common divisor of 1071 and 1029 is 21 since 1071

= 1029 × 1 + 42, 1029 = 42 × 24 + 21 and 42 = 21 × 2 + 0).



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learning in a team and develop strategies for improvement.

Thinking/Creativity Students experiment with innovative

possibilities within the parameters of a task. They take calculated

risks when defining tasks and generating solutions.

Incomes






algorithms.



MZ9 p 33 (VELS

Design task)

FT9 1.5 SA

FT9 1.5 MC

FT9 1.5 A&A






algorithms.


FT9 1.6 MC

FT9 1.6 A&A

Simple interest




Calculation of interest MZ9 p 37 (1.7) FT9 1.7 SA

FT9 1.7 MC

FT9 1.7 A&A


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algorithms.






algorithms.



investigation)

FT9 1.17 SA

FT9 1.7 MC

FT9 1.7 A&A

Payment options






algorithms.





FT9 1.8 MC

FT9 1.8 A&A






Payment methods with interest MZ9 p 52 (1.9) FT9 1.9 SA

FT9 1.9 MC

FT9 1.9 A&A


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algorithms.





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Unit 1: Mathematical techniques Level: C Dimensions: Number Time: 3 weeks



percentages

They carry out exact arithmetic computations involving fractions and

irrational numbers such as square roots (e.g., , )

and multiples and fractions of π (e.g. ). They use

appropriate estimates to evaluate the reasonableness of the results of

calculations involving rational and irrational numbers, and the decimal

approximations for them. They carry out computations to a required

accuracy in terms of decimal places and/or significant figures.


and ratios

MZ9 p 3 (1.1)


FT9 1.1 SA

FT9 1.1 MC

FT9 1.1 A&A




Profit and loss (percentage on

cost or selling price)

MZ9 p 8 (1.2) FT9 1.2 SA

FT9 1.2 MC

FT9 1.2 A&A





FT9 1.2 MC

FT9 1.2 A&A


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thinking Students use a range of ICT tools and data types to visualise

their thinking strategies when solving problems, and discriminate

between such tools and strategies based on their suitability for

problem solving in new situations


Number skills

Students carry out arithmetic computations involving natural numbers,

integers and finite decimals using mental and/or written algorithms.

(one- or two-digit divisors in the case of division). They perform

computations involving very large or very small numbers in scientific

notation (e.g., 0.0045 × 0.000 028 = 4.5 × 10-3 × 2.8 × 10-5 = 1.26 × 10-

7).

Multiplying and dividing in

index form

MZ9 p 17 (1.3) FT9 1.3 SA

FT9 1.3 MC

FT9 1.3 A&A



(one- or two-digit divisors in the case of division). They perform

computations involving very large or very small numbers in scientific

notation (e.g., 0.0045 × 0.000 028 = 4.5 × 10-3 × 2.8 × 10-5 = 1.26 × 10-

7).

Index laws MZ9 p 21 (1.4) FT9 1.4 SA

FT9 1.4 MC

FT9 1.4 A&A


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common divisor (highest common factor) of two natural numbers (e.g.,

the greatest common divisor of 1071 and 1029 is 21 since

1071 = 1029 × 1 + 42, 1029 = 42 × 24 + 21 and 42 = 21 × 2 + 0).




learning in a team and develop strategies for improvement

Thinking/Creativity Students experiment with innovative possibilities

within the parameters of a task. They take calculated risks when

defining tasks and generating solutions


Incomes








MZ9 p 33 (VELS

Design task)

FT9 1.5 SA

FT9 1.5 MC

FT9 1.5 A&A







FT9 1.6 MC

FT9 1.6 A&A

Simple interest

Students choose, use and develop mathematical models and Calculation of interest MZ9 p 37 (1.7) FT9 1.7 SA


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FT9 1.7 MC

FT9 1.7 A&A








investigation)

FT9 1.7 SA

FT9 1.7 MC

FT9 1.7 A&A

Payment options










FT9 1.8 MC

FT9 1.8 A&A







Payment methods with interest MZ9 p 52 (1.9) FT9 1.9 SA

FT9 1.9 MC

FT9 1.9 A&A


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Unit 2: Measurement Level: A Dimensions: Measurement Time: 3 weeks


Units

They select and use appropriate units, converting between units as

required.

Standard metric units MZ9 p 67 (2.1)


FT9 2.1 SA

FT9 2.1 MC

FT9 2.1 A&A

Measuring

Students decide on acceptable or tolerable levels of error in a given

situation.



the decimal approximations for them. They carry out computations to a

required accuracy in terms of decimal places and/or significant figures.

Errors and approximation MZ9 p 74 (2.2) FT9 2.2 SA

FT9 2.2 MC

Students estimate and measure length, area, surface area, mass,

volume, capacity and angle. They select and use appropriate units,

converting between units as required.




Real life measurement MZ9 pxxiii (Assignment 2)

Area

They interpret and use mensuration formulas for calculating the

perimeter, surface area and volume of familiar two- and three-

dimensional shapes and simple composites of these shapes.

Area of composite shapes MZ9 p 80 (2.3) p 91 (VELS Design

Task)

FT9 2.3 SA


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FT9 2.3 MC




Area of quadrilaterals MZ9 p 85 (2.4) FT9 2.4 SA

FT9 2.4 MC




Total surface area MZ9 p 92 (2.5) FT9 2.5 SA

FT9 2.5 MC

FT9 2.5 A&A

Volume




Volume and capacity MZ9 p 96 (2.6)


investigation)

FT9 2.6 SA

FT9 2.6 MC


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Unit 2: Measurement Level: B Dimensions: Measurement Time: 3 weeks


Units


required.



FT9 2.1 SA

FT9 2.1 MC

FT9 2.1 A&A

Measuring


situation.






FT9 2.2 MC

FT9 2.2 A&A








Area





Task)

FT9 2.3 SA


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FT9 2.3 MC

FT9 2.3 A&A





FT9 2.4 MC

FT9 2.4 A&A

Total surface area





FT9 2.5 MC

FT9 2.5 A&A

Volume






investigation)

FT9 2.6 SA

FT9 2.6 MC

FT9 2.6 A&A


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Unit 2: Measurement Level: C Dimensions: Measurement Time: 3 weeks


Units


required.



FT9 2.1 SA

FT9 2.1 MC

FT9 2.1 A&A

Measuring


situation.






FT9 2.2 MC

FT9 2.2 A&A








Area





Task)

FT9 2.3 SA

FT9 2.3 MC


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FT9 2.3 A&A





FT9 2.4 MC

FT9 2.4 A&A

Total surface area





FT9 2.5 MC

FT9 2.5 A&A

Volume






investigation)

FT9 2.6 SA

FT9 2.6 MC

FT9 2.6 A&A


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Unit 3: Pythagoras’ Theorem Level: A Dimensions: Space Time: 3 weeks


Theorem of Pythagoras

Students use Pythagoras’ theorem and trigonometric ratios (sine,

cosine and tangent) to obtain lengths of sides, angles and the area of

right-angled triangles.

Introduction to the theorem and

right-angled triangles

MZ9 p 115 (3.1) FT9 3.1 SA

FT9 3.1 MC

Students comprehend the set of real numbers containing natural,

integer, rational and irrational numbers. They represent rational

numbers in both fractional and decimal (terminating and infinite

recurring) forms (e.g., , ). They comprehend

that irrational numbers have an infinite non-terminating decimal form.

They specify decimal rational approximations for square roots of

primes, rational numbers that are not perfect squares, the golden ratio

φ , and simple fractions of π correct to a required decimal place

accuracy.

Squares, square roots, surds and

approximations

MZ9 p 122 (3.2) FT9 3.2 SA

FT9 3.2 MC




Pythagorean triads MZ9 p 126 (Maths in action)




They carry out computations to a required accuracy in terms of

decimal places and/or significant figures.

Finding unknown sides in right-

angled triangles, using the

theorem—both the hypotenuse

and a shorter side

MZ9 p 128 (3.3, 3.4) FT9 3.3 SA

FT9 3.3 MC

FT9 3.3 A&A (Q1–6)

FT9 3.4 SA

FT9 3.4 MC


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FT9 3.4 A&A (Q1–3)








Using Pythagoras’ theorem MZ9 p 138 (3.5) MZ9 p 143 (VELS

Design task)

FT9 3.5 SA

FT9 3.5 MC


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Unit 3: Pythagoras’ Theorem Level: B Dimensions: Number, Measurement, Algebra Time: 3 weeks


Theorem of Pythagoras






MZ9 p 115 (3.1) FT9 3.1 SA

FT9 3.1 MC

FT9 3.1 A&A

Students form and test mathematical conjectures; e.g., ‘What

relationship holds between the lengths of the three sides of a triangle?’.

Students formulate and test conjectures, generalisations and arguments

in natural language and symbolic form (e.g., ‘if m2 is even then m is

even, and if m2 is odd then m is odd’). They follow formal

mathematical arguments for the truth of propositions (e.g., ‘the sum of

three consecutive natural numbers is divisible by 3’).

Proof of the theorem MZ9 p 120 (Investigation)









accuracy.


approximations

MZ9 p 122 (3.2) FT9 3.2 SA

FT9 3.2 MC

FT9 3.2 A&A

Students use Pythagoras’ theorem and trigonometric ratios (sine, Pythagorean triads MZ9 p 126 (Maths in action)


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and a shorter side

MZ9 p 128 (3.3, 3.4) FT9 3.3 SA

FT9 3.3 MC

FT9 3.3 A&A

FT9 3.4 SA

FT9 3.4 MC

FT9 3.4 A&A









Design task)

FT9 3.5 SA

FT9 3.5 MC

FT9 3.5 A&A


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Unit 3: Pythagoras’ Theorem Level: C Dimensions: Number, Measurement, Algebra Time: 3 weeks







MZ9 p 115 (3.1) FT9 3.1 SA

FT9 3.1 MC

FT9 3.1 A&A

Students form and test mathematical conjectures; e.g., ‘What

relationship holds between the lengths of the three sides of a triangle?’

Students formulate and test conjectures, generalisations and arguments

in natural language and symbolic form (e.g., ‘if m2 is even then m is

even, and if m2 is odd then m is odd’). They follow formal

mathematical arguments for the truth of propositions (e.g., ‘the sum of

three consecutive natural numbers is divisible by 3’).

Proof of the theorem MZ9 p 120 (Investigation)









accuracy.


approximations

MZ9 p 122 (3.2) FT9 3.2 SA

FT9 3.2 MC

FT9 3.2 A&A


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Pythagorean triads MZ9 p 126 (Maths in action)









and a shorter side

MZ9 p 128 (3.3, 3.4) FT9 3.3 SA

FT9 3.3 MC

FT9 3.3 A&A

FT9 3.4 SA

FT9 3.4 MC

FT9 3.4 A&A









Design task)

FT9 3.5 SA

FT9 3.5 MC

FT9 3.5 A&A


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Unit 4: Expanding and factorising Level: A Dimensions: Structure Time: 3 weeks


Substitution






Substituting into expressions MZ9 p 153 (4.1 Q1–9)

p 156 (Maths@Work)

FT9 4.1 SA

FT9 4.1 MC

Expansion

Students apply the algebraic properties (closure, associative,

commutative, identity, inverse and distributive) to computation with

number, to rearrange formulas, rearrange and simplify algebraic

expressions involving real variables. They verify the equivalence or

otherwise of algebraic expressions (linear, square, cube, exponent, and

reciprocal, (e.g., 4x − 8 = 2(2x − 4) = 4(x − 2); (2a − 3)2 =

4a2 − 12a + 9; (3w)3 = 27w3; ; ).




Expanding of the type a(b + c) MZ9 p 157 (4.2 Q1–8) FT9 4.2 SA

FT9 4.2 MC

FT9 4.2 A&A


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4a2 − 12a + 9; (3w)3 = 27w3; ; ).




Expanding two factors of the

type (a + b)(c + d)

MZ9 p 163 (4.3 Q1–6)

p 165 (Investigation)

FT9 4.3 SA

FT9 4.3 MC

FT9 4.3 A&A


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Unit 4: Expanding and factorising Level: B Dimensions: Structure Time: 3 weeks


Substitution






Substituting into expressions MZ9 p 153 (4.1 )

p 156 (Maths @Work)

FT9 4.1 SA

FT9 4.1 MC

FT9 4.1 A&A

Expansion







4a2 − 12a + 9; (3w)3 = 27w3; ; ).




Expanding of the type a(b + c) MZ9 p 157 (4.2) FT9 4.2 SA

FT9 4.2 MC

FT9 4.2 A&A




Expanding two factors of the

type (a + b)(c + d)

MZ9 p 163 (4.3)


FT9 4.3 SA

FT9 4.3 MC


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4a2 − 12a + 9; (3w)3 = 27w3; ; ).




FT9 4.3 A&A







4a2 − 12a + 9; (3w)3 = 27w3; ; ).

Perfect squares and difference

of two squares

MZ9 p 166 (4.4) p 171 VELS Design

Task

FT9 4.4 SA

FT9 4.4 MC

FT9 4.4 A&A

Factorisation






reciprocal, (e.g., 4x − 8 = 2(2x − 4) = 4(x − 2); (2a − 3)2 = 4a2 − 12a +

Factorising using common

factors

MZ9 p 171 (4.5) FT9 4.5 SA

FT9 4.5 MC

FT9 4.5 A&A


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9; (3w)3 = 27w3; ; ).







4a2 − 12a + 9; (3w)3 = 27w3; ; ).

Factorising by grouping MZ9 p 177 (4.6) FT9 4.6 SA

FT9 4.6 MC

FT9 4.6 A&A







9; (3w)3 = 27w3; ; ).

Factorising using difference of

two squares

MZ9 p 178 (4.7) FT9 4.7 SA

FT9 4.7 MC

FT9 4.7 A&A







Factorising using the perfect

square rule

MZ9 p 181 (4.8) FT9 4.8 SA

FT9 4.8 MC

FT9 4.8 A&A


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9; (3w)3 = 27w3; ; ).







4a2 − 12a + 9; (3w)3 = 27w3; ; ).

Factorising quadratic trinomials MZ9 p 184 (4.9 Q1–3, 5–8) FT9 4.9 SA

FT9 4.9 MC


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Unit 4: Expanding and factorising Level: C Dimensions: Structure Time: 3 weeks


Substitution



algorithms



practical, theoretical and historical contexts

Substituting into expressions MZ9 p153 (4.1 )

p 156 (Maths @Work)

FT9 4.1 SA

FT9 4.1 MC

FT9 4.1 A&A

Expansion





otherwise of algebraic expressions (linear, square, cube, exponent,

and reciprocal, (e.g., 4x − 8 = 2(2x − 4) = 4(x − 2); (2a − 3)2 = 4a2 −

12a + 9; (3w)3 = 27w3; ; ).




Expanding of the type a(b + c) MZ9 p 157 (4.2) FT9 4.2 SA

FT9 4.2 MC

FT9 4.2 A&A



Expanding two factors of the type

(a + b)(c + d)

MZ9 p 163 (4.3)


FT9 4.3 SA

FT9 4.3 MC


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12a + 9; (3w)3 = 27w3; ; ).




FT9 4.3 A&A







12a + 9; (3w)3 = 27w3; ; ).

Perfect squares and difference of

two squares

MZ9 p 166 (4.4) p171 VELS Design

Task

FT9 4.4 SA

FT9 4.4 MC

FT9 4.4 A&A

Factorisation







Factorising using common factors MZ9 p 171 (4.5) FT9 4.5 SA

FT9 4.5 MC

FT9 4.5 A&A


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12a + 9; (3w)3 = 27w3; ; ).







12a + 9; (3w)3 = 27w3; ; ).

Factorising by grouping MZ9 p 177 (4.6) FT9 4.6 SA

FT9 4.6 MC

FT9 4.6 A&A







12a + 9; (3w)3 = 27w3; ; ).

Factorising using difference of

two squares

MZ9 p 178 (4.7) FT9 4.7 SA

FT9 4.7 MC

FT9 4.7 A&A







Factorising using the perfect

square rule

MZ9 p 181 (4.8) FT9 4.8 SA

FT9 4.8 MC

FT9 4.8 A&A


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12a + 9; (3w)3 = 27w3; ; ).






and reciprocal, (e.g., 4x − 8 = 2(2x − 4) = 4(x − 2); (2a − 3)2 =

4a2 − 12a + 9; (3w)3 = 27w3; ; ).

Factorising quadratic trinomials MZ9 p 184 (4.9)


FT9 4.9 SA

FT9 4.9 MC

FT9 4.9 A&A


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Unit 5: Trigonometry Level: A Dimensions: Measurement Time: 4 weeks


Looking at triangles




Identifying sides and angles in

triangles

MZ9 p 197 (5.1) FT9 5.1 SA

FT9 5.1 MC

FT9 5.1 A&A

Trigonometric ratios




Introduction to sin, cos, tan MZ9 p 201 (5.2, 5.3) FT9 5.2 SA

FT9 5.2 MC

FT9 5.3 SA

FT9 5.3 MC

FT9 5.3 A&A




The use of sin, cos or tan for

finding lengths of sides of right-

angled triangles (using angles

given in whole degrees)

MZ9 p 212 (5.4 Q1–4) FT9 5.4 SA

FT9 5.4 MC




Use of sin, cos or tan for finding

angles (to the nearest degree, or

decimal degrees only)

MZ9 p 218 (5.5) FT9 5.5 SA

FT9 5.5 MC






Angles of elevation and

depression, found using

trigonometric methods

MZ9 p 226 (5.6 Q 1–4) FT9 5.6 SA

FT9 5.6 MC


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Unit 5: Trigonometry Level: B Dimensions: Measurement Time: 4 weeks







triangles

MZ9 p 197 (5.1) FT9 5.1 SA

FT9 5.1 MC

FT9 5.1 A&A






FT9 5.2 MC

FT9 5.2 A&A

FT9 5.3 SA

FT9 5. 3 MC

FT9 5.3 A&A








MZ9 p 212 (5.4)


FT9 5.4 SA

FT9 5.4 MC

FT9 5.4 A&A







MZ9 p 218 (5.5)


FT9 5.15 SA

FT9 5.5 MC

FT9 5.5 A&A







MZ9 p 226 (5.6 Q 1–7)

p 231 (Maths@Work)

MZ9 p 230 (VELS

Design Task)

FT9 5.6 SA


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FT9 5.6 MC


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Unit 5: Trigonometry Level: C Dimensions: Measurement Time: 4 weeks







triangles

MZ9 p 197 (5.1) FT9 5.1 SA

FT9 5.1 MC

FT9 5.1 A&A






FT9 5.2 MC

FT9 5.2 A&A

FT9 5.3 SA

FT9 5.3 MC

FT9 5.3 A&A








MZ9 p 212 (5.4)


FT9 5.4 SA

FT9 5.4 MC

FT9 5.4 A&A







MZ9 p 218 (5.5)


FT9 5.5 SA

FT9 5.5 MC

FT9 5.5 A&A







MZ9 p 226 (5.6)

p 231 (Maths@Work)

MZ9 p 230 (VELS

Design Task)

FT9 5.6 SA


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FT9 5.6 MC

FT9 5.6 A&A


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Unit 6: Linear equations, graphs and inequalities Level: A Dimensions: Structure Time: 4 weeks


Linear relationships

Students identify and represent linear, quadratic and exponential

functions by table, rule and graph (all four quadrants of the Cartesian

coordinate system) with consideration of independent and dependent

variables, domain and range.

Linear relationships, recognising

and plotting from points

MZ9 p 245 (6.1 Q 1–6) FT9 6.1 SA

FT9 6.1 MC

They recognise and explain the roles of the relevant constants in the

relationships f(x) = ax + c, with reference to gradient and y axis

intercept, f(x) = a(x + b)2 + c and f(x) = cax.

Understanding gradient MZ9 p 248 (6.2 Q 1–6) FT9 6.2 SA

FT9 6.2 MC





Sketching straight line graphs

using a table

MZ9 p 258 (6.3 Q 1–6) FT9 6.3 SA

FT9 6.3 MC









using y-intercept and gradient

MZ9 p 262 (6.4 Q 1–8) FT9 6.4 SA

FT9 6.4 MC

FT9 6.4 A&A




Sketching linear graphs using the

x- and y-intercepts

MZ9 p 267 (6.5 Q 1–2) FT9 6.5 SA

FT9 6.5 MC


of 84







Sketching lines parallel to axes

and other graphs

MZ9 p 270 (6.6 Q 1, 4, 5) FT9 6.6 SA

FT9 6.6 MC

Solving linear equations




expressions involving real variables.

Using backtracking to solve

linear equations

MZ9 p 275 (6.7 Q1–5) FT9 6.7 SA

FT9 6.7 MC

FT9 6.7 A&A








Solving word problems MZ9 p 288 (6.10 Q 1–3) FT9 6.10 SA

FT9 6.10 MC

Inequalities

Level 5 They recognise and use inequality symbols. They solve

simple inequalities such as y ≤ 2x + 4 and decide whether inequalities

such as x2 > 2y are satisfied or not for specific values of x and y.

Representation of simple

inequalities on number lines

MZ9 p 293 (6.12) FT9 6.12 SA

FT9 6.12 MC

FT9 6.12 A&A




Solving linear inequalities MZ9 p 296 (6.13 Q1–3) FT9 6.13 SA

FT9 6.13 MC


of 84

Unit 6: Linear equations, graphs and inequalities Level: B Dimensions: Structure Time: 4 weeks









MZ9 p 245 (6.1) FT9 6.1 SA

FT9 6.1 MC

FT9 6.1 A&A




Understanding gradient MZ9 p 248 (6.2 Q 1–8)


p 256 (CAS investigation)

FT9 6.2 SA

FT9 6.2 MC






using a table

MZ9 p 258 (6.3 Q 1–10) FT9 6.3 SA

FT9 6.3 MC

FT9 6.3 A&A










MZ9 p 262 (6.4) FT9 6.4 SA

FT9 6.4 MC

FT9 6.4 A&A





x- and y-intercepts

MZ9 p 267 (6.5 Q 1–3) FT9 6.5 SA

FT9 6.5 MC


of 84








and other graphs

MZ9 p 270 (6.6 Q 1–5) FT9 6.6 SA

FT9 6.6 MC

FT9 6.6 A&A






They solve equations of the form f(x) = k, where k is a real constant

(e.g., x(x + 5) = 100) and simultaneous linear equations in two

variables (e.g., {2x − 3y = −4 and 5x + 6y = 27} using algebraic,

numerical (systematic guess, check and refine or bisection) and

graphical methods.

Solving linear equations MZ9 p 275 (6.7, 6.8 Q 1–3)

p 281 (Maths in Action)

p 283 (6.9 Q 1–9)

p 277 (VELS Design

Task)

FT9 6.7 SA

FT9 6.7 MC

FT9 6.7 A&A

FT9 6.8 SA

FT9 6.8 MC

FT9 6.9 SA

FT9 6.9 MC


of 84









Solving word problems MZ9 p 288 (6.10 Q 1–11) FT9 6.10 SA

FT9 6.10 MC

FT9 6.10 A&A





Formulae MZ9 p 290 (6.11 Q 1–4) FT9 6.11 SA

FT9 6.11 MC

Inequalities






MZ9 p 293 (6.12) FT9 6.12 SA

FT9 6.12 MC

FT9 6.12 A&A




Solving linear inequalities MZ9 p 296 (6.13 Q1–5)


investigation)

FT9 6.13 SA

FT9 6.13 MC

FT9 6.13 A&A


of 84

Unit 6: Linear equations, graphs and inequalities Level: C Dimensions: Structure Time: 4 weeks









MZ9 p 245 (6.1) FT9 6.1 SA

FT9 6.1 MC

FT9 6.1 A&A




Understanding gradient MZ9 p 248 (6.2)




FT9 6.2 SA

FT9 6.2 MC

FT9 6.2 A&A






using a table

MZ9 p 258 (6.3)


FT9 6.3 SA

FT9 6.3 MC

FT9 6.3 A&A










MZ9 p 262 (6.4) FT9 6.4 SA

FT9 6.4 MC

FT9 6.4 A&A




x- and y-intercepts

MZ9 p 267 (6.5) FT9 6.5 SA

FT9 6.5 MC


of 84




FT9 6.5 A&A






and other graphs

MZ9 p 270 (6.6) FT9 6.6 SA

FT9 6.6 MC

FT9 6.6 A&A










graphical methods.

Solving linear equations MZ9 p 275 (6.7, 6.8)


p 283 (6.9 )

p 277 (VELS Design

Task)

FT9 6.7 SA

FT9 6.7 MC

FT9 6.7 A&A

FT9 6.8 SA

FT9 6.8 MC

FT9 6.8 A&A

FT9 6.9 SA

FT9 6.9 MC

FT9 6.9 A&A


of 84









Solving word problems MZ9 p 288 (6.10) FT9 6.10 SA

FT9 6.10 MC

FT9 6.10 A&A





Formulae MZ9 p 290 (6.11)


FT9 6.11 SA

FT9 6.11 MC

FT9 6.11 A&A

Inequalities






MZ9 p 293 (6.12) FT9 6.12 SA

FT9 6.12 MC

FT9 6.12 A&A




Solving linear inequalities MZ9 p 296 (6.13)


investigation)

FT9 6.13 SA

FT9 6.13 MC

FT9 6.13 A&A


of 84

Unit 7: Statistics Level: A Dimensions: Measurement, chance and data Time: 4 weeks


Types of data




Data types MZ9 p 311 (7.1) FT9 7.1 SA

FT9 7.1 MC

Averages

They calculate summary statistics for centrality (mode, median and

mean), spread (box plot, inter-quartile range, outliers) and association

(by-eye estimation of the line of best fit from a scatter plot).

Mean, median, mode MZ9 p 313 (7.2 Q 1–4)


FT9 7.2 SA

FT9 7.2 MC

Organisation and presentation

of data




Stem-and-leaf plots MZ9 p 320 (7.3 Q 1–11) FT9 7.3 SA

FT9 7.3 MC




Box-and-whisker plots MZ9 p 325 (7.4 Q 1–7) FT9 7.4 SA

FT9 7.4 MC




Histograms and frequency

polygons

MZ9 p 340 (7.6 Q1–9) FT9 7.6 SA

FT9 7.6 MC


of 84





Lines of best fit MZ9 p 347 (7.7 Q1–2) FT9 7.7 SA

FT9 7.7 MC


of 84

Unit 7: Statistics Level: B Dimensions: Measurement, chance and data Time: 4 weeks


Types of data





FT9 7.1 MC

FT9 7.1 A&A

Averages




Mean, median, mode MZ9 p 313 (7.2 Q 1–7)



FT9 7.2 SA

FT9 7.2 MC

FT9 7.2 A&A


of data




Stem-and-leaf plots MZ9 p 320 (7.3) FT9 7.3 SA

FT9 7.3 MC

FT9 7.3 A&A




Box-and-whisker plots MZ9 p 325 (7.4 Q 1–9)


investigation)

FT9 7.4 SA

FT9 7.4 MC





polygons

MZ9 p 340 (7.6 ) FT9 7.6 SA

FT9 7.6 MC

FT9 7.6 A&A


of 84





Lines of best fit MZ9 p 347 (7.7 Q1–4)


p 356 (Computer

investigation)

FT9 7.7 SA

FT9 7.7 MC



(by-eye estimation of the line of best fit from a scatter plot). They

distinguish informally between association and causal relationship in

bi-variate data, and make predictions based on an estimated line of

best fit for scatter-plot data with strong association between two

variables.

Comparing data MZ9 p 333 (7.5 Q1–13) p 339 (VELS Design

task)

FT9 7.5 SA

FT9 7.5 MC


of 84

Unit 7: Statistics Level: C Dimensions: Measurement, chance and data Time: 4 weeks


Types of data





FT9 7.1 MC

FT9 7.1 A&A

Averages




Mean, median, mode MZ9 p 313 (7.2)



FT9 7.2 SA

FT9 7.2 MC

FT9 7.2 A&A


of data




Stem-and-leaf plots MZ9 p 320 (7.3) FT9 7.3 SA

FT9 7.3 MC

FT9 7.3 A&A




Box-and-whisker plots MZ9 p 325 (7.4 )


investigation)

FT9 7.4 SA

FT9 7.4 MC

FT9 7.4 A&A





polygons

MZ9 p 340 (7.6 ) FT9 7.6 SA

FT9 7.6 MC

FT9 7.6 A&A


of 84





Lines of best fit MZ9 p 347 (7.7)


p 356 (Computer

investigation)

FT9 7.7 SA

FT9 7.7 MC

FT9 7.7 A&A



(by-eye estimation of the line of best fit from a scatter plot). They

distinguish informally between association and causal relationship in

bi-variate data, and make predictions based on an estimated line of

best fit for scatter-plot data with strong association between two

variables.

Comparing data MZ9 p 333 (7.5) p 339 (VELS Design

task)

FT9 7.5 SA

FT9 7.5 MC

FT9 7.5 A&A


of 84

Unit 8: Geometry Level: A Dimensions: Space Time: 4 weeks


Angle relations

Students represent two- and three-dimensional shapes using lines,

curves, polygons and circles.

Polygons MZ9 p 373 (8.1)


FT9 8.1 SA

FT9 8.1 MC

FT9 8.1 A&A

They recognise and describe boundaries, surfaces and interiors of

common plane and three-dimensional shapes, including cylinders,

spheres, cones, prisms and polyhedra.




Angles in triangles, external

angles of triangles

MZ9 p 377 (8.2 Q1–4, 8.3

Q1–4)

FT9 8.2 SA

FT9 8.2 MC

FT9 8.3 SA

FT9 8.3 MC







Quadrilaterals, angles in

quadrilaterals

MZ9 p 385 (8.4 Q1–9, 8.5

Q1–5)

FT9 8.4 SA

FT9 8.4 MC

FT9 8.5 SA

FT9 8.5 MC

Tessellations and

constructions

Students use the conditions for shapes to be congruent or similar. They

apply isometric and similarity transformations of geometric shapes in

the plane.

Tessellations of shapes MZ9 p 392 (8.6) FT9 8.6 SA

FT9 8.6 MC

FT9 8.6 A&A


of 84




the plane.




Use tessellations in designs and

Escher-type drawings

MZ9 p 394 (Investigation)



Compass constructions MZ9 p 395 (8.7) FT9 8.7 SA

FT9 8.7 MC

Enlargement (or reduction)

They apply isometric and similarity transformations of geometric

shapes in the plane.

Using scale factors and scale

diagrams to solve problems

MZ9 p 397 (8.8 Q1–3) FT9 8.8 SA

FT9 8.8 MC





Enlarging or reducing shapes MZ9 p 402 (8.9 Q1–3) FT9 8.9 SA

FT9 8.9 MC

Congruent and similar

triangles

Students use the conditions for shapes to be congruent or similar. Congruent triangles MZ9 p 404 (8.10 Q1–3) FT9 8.10 SA

FT9 8.10 MC

Students use the conditions for shapes to be congruent or similar. Similar triangles MZ9 p 407 (8.11 Q1–4)

p 412 (Computer

investigation)

FT9 8.11 SA

FT9 8.11 MC


of 84


Investigating shapes



the plane.

Design, creativity and technology/ Investigating and designing They

seek information to help their design thinking and identify the needs of

a variety of client groups. When designing, they generate a range of

alternative possibilities and justify their preferred option, explaining

how it provides a solution to the problem, need or opportunity.

Design, creativity and technology/Producing They make

products/systems that meet the quality, aesthetic, functionality and

performance requirements outlined in the design brief.

Design, creativity and technology/Analysing and evaluating They use

a range of suitable testing methods to analyse and evaluate their

products/systems.

Investigation of shapes MZ9 p 412 (VELS Design

Task)


of 84

Unit 8: Geometry Level: B Dimensions: Space Time: 4 weeks


Angle relations






FT9 8.1 SA

FT9 8.1 MC

FT9 8.1 A&A








angles of triangles

MZ9 p 377 (8.2 , 8.3 Q1–6)

p 384 (Computer

investigation)

FT9 8.2 SA

FT9 8.2 MC

FT9 8.2 A&A

FT9 8.3 SA

FT9 8.3 MC








quadrilaterals

MZ9 p 385 (8.4 Q1–9, 8.5

Q1–5)

FT9 8.4 SA

FT9 8.4 MC

FT9 8.5 SA

FT9 8.5 MC




Exterior angle sum of a polygon MZ9 p 390 (Investigation)

Tessellations and

constructions


of 84




the plane.


FT9 8.6 MC

FT9 8.6 A&A



the plane.




Use in designs and Escher-type

drawings





FT9 8.7 MC

FT9 8.7 A&A






MZ9 p 397 (8.8 Q1–6)

p 400 (Maths@Work)

FT9 8.8 SA

FT9 8.8 MC





Enlarging or reducing shapes MZ9 p 402 (8.9) FT9 8.9 SA

FT9 8.9 MC

FT9 8.9 A&A


triangles


of 84


Students use the conditions for shapes to be congruent or similar. Congruent triangles MZ9 p 404 (8.10) FT9 8.10 SA

FT9 8.10 MC

FT9 8.10 A&A

Students use the conditions for shapes to be congruent or similar. Similar triangles MZ9 p 407 (8.11 Q1–7)

p 412 (Computer

investigation)

FT9 8.11 SA

FT9 8.11 MC




the plane.





how it provides a solution to the problem, need or opportunity.






products/systems.


Task)


of 84

Unit 8: Geometry Level: C Dimensions: Space Time: 4 weeks


Angle relations






FT9 8.1 SA

FT9 8.1 MC

FT9 8.1 A&A








angles of triangles

MZ9 p 377 (8.2 , 8.3)

p 384 (Computer

investigation)

FT9 8.2 SA

FT9 8.2 MC

FT9 8.2 A&A

FT9 8.3 SA

FT9 8.3 MC

FT9 8.3 A&A








quadrilaterals

MZ9 p 385 (8.4, 8.5) FT9 8.4 SA

FT9 8.4 MC

FT9 8.4 A&A

FT9 8.5 SA

FT9 8.5 MC

FT9 8.5 A&A




Exterior angle sum of a polygon MZ9 p 390 (Investigation)

Tessellations and

constructions


of 84




the plane.


FT9 8.6 MC

FT9 8.6 A&A



the plane.




Use in designs and Escher-type

drawings





FT9 8.7 MC

FT9 8.7 A&A






MZ9 p 397 (8.8)

p 400 (Maths@Work)

FT9 8.8 SA

FT9 8.8 MC

FT9 8.8 A&A





Enlarging or reducing shapes MZ9 p 402 (8.9) FT9 8.9 SA

FT9 8.9 MC

FT9 8.9 A&A


triangles

Students use the conditions for shapes to be congruent or similar. Congruent triangles MZ9 p 404 (8.10) FT9 8.10 SA


of 84


FT9 8.10 MC

FT9 8.10 A&A

Students use the conditions for shapes to be congruent or similar. Similar triangles MZ9 p 407 (8.11)

p 412 (Computer

investigation)

FT9 8.11 SA

FT9 8.11 MC

FT9 8.11 A&A




the plane





how it provides a solution to the problem, need or opportunity






products/systems


Task)


of 84

Unit 9: Quadratic functions Level: A Dimensions: Structure Time: 4 weeks


Basic introduction to

parabolas and quadratics





Quadratic relationships MZ9 p 423 (9.1 Q1–5) FT9 9.1 SA

FT9 9.1 MC





Plotting parabolas MZ9 p 428 (9.2 Q1–6) FT9 9.2 SA

FT9 9.2 MC




Using a parabolic nomogram MZ9 p 433 (Investigation)



practical, theoretical and historical contexts (e.g., exact and

approximate measurement formulas for the volumes of various three

dimensional objects such as truncated pyramids). They generalise from

one situation to another, and investigate it further by changing the

initial constraints or other boundary conditions.

Thinking/Reflection, evaluation and metacognition When reviewing

information and refining ideas and beliefs, students explain conscious

Parabolas by locus means (e.g.

folding)



of 84


changes in their own and others’ thinking and analyse alternative

perspectives and perceptions. They use explicit terms to discuss their

thinking, select and use thinking processes and tools appropriate to

particular tasks, and evaluate their effectiveness

They identify points that are invariant under a given transformation

(e.g., the point (2, 0) is invariant under reflection in the x-axis, so the x

axis intercept of the graph of y = 2x − 4 is also invariant under this

transformation).




Parabolas and transformations MZ9 p 434 (9.3 Q1–6) FT9 9.3 SA

FT9 9.3 MC


of 84

Unit 9: Quadratic functions Level: B Dimensions: Structure Time: 4 weeks








Quadratic relationships MZ9 p 423 (9.1 Q1–7) FT9 9.1 SA

FT9 9.1 MC





Plotting parabolas MZ9 p 428 (9.2) FT9 9.2 SA

FT9 9.2 MC

FT9 9.2 A&A















folding)



of 84






Solving quadratic equations





graphical methods.

Null factor law MZ9 p 442 (9.4 Q1–8) FT9 9.4 SA

FT9 9.4 MC





graphical methods.

Finding the solution to quadratic

equations

MZ9 p 446 (9.5 Q1–6) FT9 9.5 SA

FT9 9.5 MC







initial constraints or other boundary conditions. They judge the

reasonableness of their results based on the context under

consideration.

Solving problems involving

quadratics

MZ9 p 457 (9.7Q1–8) FT9 9.7 SA

FT9 9.7 MC


of 84






graphical methods.

Graphing quadratics




transformation).




Parabolas and transformations MZ9 p 434 (9.3)


FT9 9.3 SA

FT9 9.3 MC

FT9 9.3 A&A








Sketching parabolas MZ9 p 449 (9.6 Q1–7)


investigation)

p 460 (VELS Design

Task) p 461

(Maths@Work)

FT9 9.6 SA

FT9 9.6 MC


of 84

Unit 9: Quadratic functions Level: C Dimensions: Structure Time: 4 weeks








Quadratic relationships MZ9 p 423 (9.1 ) FT9 9.1 SA

FT9 9.1 MC

FT9 9.1 A&A





Plotting parabolas MZ9 p 428 (9.2) FT9 9.2 SA

FT9 9.2 MC

FT9 9.2 A&A






of 84
















folding)


Solving quadratic equations





graphical methods.

Null factor law MZ9 p 442 (9.4) FT9 9.4 SA

FT9 9.4 MC

FT9 9.4 A&A





graphical methods.

Finding the solution to quadratic

equations

MZ9 p 446 (9.5) FT9 9.5 SA

FT9 9.5 MC

FT9 9.5 A&A


of 84








initial constraints or other boundary conditions. They judge the

reasonableness of their results based on the context under

consideration.





graphical methods.

Solving problems involving

quadratics

MZ9 p 457 (9.7) FT9 9.7 SA

FT9 9.7 MC

FT9 9.7 A&A

Graphing quadratics




transformation).




Parabolas and transformations MZ9 p 434 (9.3)


FT9 9.3 SA

FT9 9.3 MC

FT9 9.3 A&A



Sketching parabolas MZ9 p 449 (9.6)


p 460 (VELS Design

Task)


of 84







investigation) p 461

(Maths@Work)

FT9 9.6 SA

FT9 9.6 MC

FT9 9.6 A&A


of 84

Unit 10: Probability Level: A Dimensions: Measurement, chance and data Time: 4 weeks


Probability

Students estimate probabilities based on data (experiments, surveys,

samples, simulations) and assign and justify subjective probabilities in

familiar situations.

Use of long-run relative

frequency to estimate

proportion and probability,

expressed as fraction, decimal

or percentage

MZ9 p 371 (10.1 Q1–7) FT9 10.1 SA

FT9 10.1 MC

They list event spaces (for combinations of up to three events) by lists,

grids, tree diagrams, Venn diagrams and Karnaugh maps (two-way

tables).

One-step experiments and

equally likely outcomes:

listing outcomes

MZ9 p 474 (10.2) FT9 10.2 SA

FT9 10.2 MC



tables). They calculate probabilities for complementary, mutually

exclusive, and compound events (defined using and, or and not).

Theoretical probability MZ9 p 478 (10.3) FT9 10.3 SA

FT9 10.3 MC

FT9 10.3 A&A





Complementary events MZ9 p 478 (10.3) FT9 10.3 SA

FT9 10.3 MC

FT9 10.3 A&A





Multiple events MZ9 p 485 (10.4 Q1–4), FT9 10.14 SA

FT9 10.4 MC

They list event spaces (for combinations of up to three events) by lists, Mutually exclusive events MZ9 p 491 (10.5 Q1–8) MZ9 p 496 (VELS


of 84





Design Task)

FT9 10.5 SA

FT9 10.5 MC

They generate data using surveys, experiments and sampling

procedures.

Simulation MZ9 p 500 (10.6 Q1–3) FT9 10.6 SA

FT9 10.6 MC


of 84

Unit 10: Probability Level: B Dimensions: Measurement, chance and data Time: 4 weeks

Course Heinemann references Assessment








or percentage

MZ9 p 371 (10.1 Q1–11) FT9 10.1 SA

FT9 10.1 MC



tables).



listing outcomes

MZ9 p 474 (10.2) FT9 10.2 SA

FT9 10.2 MC

FT9 10.2 A&A





Theoretical probability MZ9 p 478 (10.3)

p 483 (Computer

investigation)

FT9 10.3 SA

FT9 10.3 MC

FT9 10.3 A&A






FT9 10.3 MC

FT9 10.3 A&A





Multiple events MZ9 p 485 (10.4 Q1–8)


investigation)

FT9 10.4 SA

FT9 10.4 MC




Mutually exclusive events MZ9 p 491 (10.5 Q1–9)


MZ9 p 496 (VELS

Design Task)

FT9 10.5 SA


of 84

Course Heinemann references Assessment

exclusive, and compound events (defined using and, or and not). FT9 10.5 MC


procedures.

Simulation MZ9 p 500 (10.6 ) FT9 10.6 SA

FT9 10.6 MC

FT9 10.6 A&A


of 84

Unit 10: Probability Level: C Dimensions: Measurement, chance and data Time: 4 weeks









or percentage

MZ9 p 371 (10.1) FT9 10.1 SA

FT9 10.1 MC



tables).



listing outcomes

MZ9 p 474 (10.2) FT9 10.2 SA

FT9 10.2 MC

FT9 10.2 A&A





Theoretical probability MZ9 p 478 (10.3)

p 483 (Computer

investigation)

FT9 10.3 SA

FT9 10.3 MC

FT9 10.3 A&A






FT9 10.3 MC

FT9 10.3 A&A





Multiple events MZ9 p 485 (10.4)


investigation)

FT9 10.4 SA

FT9 10.4 MC

FT9 10.4 A&A



Mutually exclusive events MZ9 p 491 (10.5)


MZ9 p 496 (VELS

Design Task)


of 84




p 503 (Problem solving) FT9 10.5 SA

FT9 10.5 MC

FT9 10.5 A&A


procedures.

Simulation MZ9 p 500 (10.6 ) FT9 10.6 SA

FT9 10.6 MC

FT9 10.6 A&A


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