This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, applications of measurement, the use of formulas to find an unknown quantity, and the interpretation of graphs. Teachers are encouraged to apply the content of the four topics in this unit – ‘Calculations, percentages and rates’, ‘Measurement’, ‘Algebra’ and ‘Graphs’ – in contexts which are meaningful and of interest to their students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used are Mathematics and foods and Earning and managing money. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.
It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.
By the end of this unit students:
This unit provides students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, the mathematics of finance, and time and motion. Teachers are encouraged to apply the content of the four topics in this unit – ‘Representing and comparing data’, ‘Percentages’, ‘Rates and ratios’ and ‘Time and motion’ – in a context which is meaningful and of interest to their students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used are Mathematics and cars and Mathematics and independent living. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.
It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.
By the end of this unit, students:
This unit provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs, and data collection. Teachers are encouraged to apply the content of the four topics in this unit – ‘Measurement’, ‘Scales, plans and models’, ‘Graphs’ and ‘Data collection’ – in a context which is meaningful and of interest to the students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used in this unit are Mathematics and design and Mathematics and medicine. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.
It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.
By the end of this unit, students:
This unit provides students with the mathematical skills and understanding to solve problems related to probability, Earth geometry and time zones, and loans and compound interest. Teachers are encouraged to apply the content of the three topics in this unit – ‘Probability and relative frequencies’, ‘Earth geometry and time zones’ and ‘Loans and compound interest’ – in a context which is meaningful and of interest to the students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used in this unit are Mathematics of finance and Mathematics of travelling. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.
It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.
By the end of this unit, students: