Professional Documents
Culture Documents
2 2
9. Analysing data
3 3 (DS2, DS3)
2. Algebra and equations
4 (AM1)
4
5 5
3. Similar figures and 10. Phone plans and
6 trigonometry
6 downloading data
(MM3) (FSCo1, FSCo2)
7 7
8 8
4. Earning money and taxation 11. Investing money
9 (FM1, FM3)
9 (FM2)
10 10
Term 2 Term 4 12. Driving safely
(FSDr3)
1 1
5. Probability
2 (PB1)
2
HSC COURSE BEGINS
3 3 1. Loans and annuities
6. Measurement (FM4, FM5)
4 (MM1, MM2)
4
5 5
2. Equations and linear functions
6 6 (AM3, AM4)
7. Linear functions
7 (AM2)
7
8 8
9 9
Lost time / Exams Lost time / Exams
10 10
SYLLABUS STRANDS
FM Financial Mathematics PB Probability
DS Data and Statistics FSCo Mathematics and Communication
MM Measurement FSDr Mathematics and Driving
AM Algebra and Modelling
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 1
YEAR 12 (to be confirmed)
Week SEMESTER 1 Week SEMESTER 2
3. Area and volume 10. Non-linear functions
Term 1 (MM4) Term 3 (AM5)
1 1
2 2
3 3
4. Statistical distributions 11. Sampling and the normal
4 (DS4)
4 distribution
(DS5, DS6)
5 5
12. Energy and sustainability
6 6 (FSRe3)
5. The sine and cosine rules
7 (MM5)
7
8 8 Lost time / Revision
9 9
6. Water usage
10 (FSRe1, FSRe2)
10
Term 2
1
7. Probability
2 (PB2)
3
8. Health and medicine
4 (FSHe1, FSHe2, FSHe3)
5
6
9. Geometry of the Earth
7 (MM6)
8
9 Lost time / Exams
10
SYLLABUS STRANDS
FM Financial Mathematics PB Probability
DS Data and Statistics FSHe Mathematics and Health
MM Measurement FSRe Mathematics and Resources
AM Algebra and Modelling
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 2
1. COLLECTING AND PRESENTING DATA
Time: 3 weeks (Term 1, Week 1).
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 1, p. 1.
Syllabus reference: Data and Statistics
DS1 Statistics and society, data collection and sampling (p.32)
DS2 Displaying and interpreting single data sets (p.34)
INTRODUCTION
This Data and Statistics topic examines the different types of statistical samples and displays, consolidating
concepts and skills introduced at Stages 4 and 5. The new content includes classifying categorical data, types
of samples, bias and radar charts. The Analysing data topic will cover cumulative frequency graphs, box-and-
whisker plots and the various measures of location and spread.
CONTENT
1 Interpreting graphs DS2
• interpret the various displays of single data sets
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 3
• construct a dot plot from a small data set and interpret the dot plot
RELATED TOPICS
Preliminary: Analysing data, Probability, Buying a car, Phone plans and downloading data, Driving safely,
HSC: Statistical distributions, Sampling and the normal distribution.
EXTENSION ACTIVITIES
• Investigate the history and activities of the Australian Bureau of Statistics , the United Nations and the
World Health Organization.
ASSESSMENT ACTIVITIES
• Assignment illustrating and evaluating the use and misuse of graphs in the mass media.
• Evaluate the strengths and weaknesses of a particular type of graph.
• Conduct and report on a sampling activity or statistical investigation.
• Design a questionnaire.
TECHNOLOGY
Investigate the graphing capabilities of spreadsheet software, graphics calculators or statistical software.
Random numbers can be generated on a calculator or spreadsheet.
LANGUAGE
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 4
• ‘Data’ is the plural of ‘datum’, so it is correct to say ‘The data represent …’, not ‘The data represents
…’
• In some subjects, such as science and geography, a horizontal column graph is sometimes called a bar
graph.
• ‘Nominal’ means ‘having a name’, ‘ordinal’ means ‘having an order’.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 5
2. ALGEBRA AND EQUATIONS
Time: 2 weeks (Term 1, Week 4)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 2, p. ??
Syllabus reference: Algebra and Modelling
AM1 Algebraic manipulation (p.52)
INTRODUCTION
The aim of this revision topic is to provide a foundation in basic algebra skills. Students should appreciate
how formulas and equations are practical ways of representing the mathematical patterns that occur in nature,
society and industry. Syllabus, p.51: ‘Algebraic skills should be developed through practical and vocational
contexts … and consolidated further in Focus Studies’.
CONTENT
1 Linear number patterns AM1
4 Formulas AM1
• substitute numerical values into algebraic expressions
• substitute given values for the other pronumerals in a mathematical formula to find the value of the
subject of the formula
RELATED TOPICS
Preliminary: Linear functions, HSC: Equations and linear functions.
EXTENSION ACTIVITIES
• Equations involving powers and roots
• Algebraic fractions, changing the subject of a formula, simultaneous equations (HSC course)
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 6
• Syllabus, p.53: ‘Substitution into expressions should include substitution into expressions containing
multiple variables, positive and negative values, powers and square roots’. See the syllabus for more
examples of formulas.
5 d
• Keep formulas as practical and relevant as possible [for example C = ( F − 32 ) ; S = ; perimeter,
9 t
area and volume formulas; simple and compound interest formulas, Pythagoras’ theorem, Fried’s rule
mA m
for medicine dosage D = ; and the body-mass index formula b = 2 (healthy range is 21 to 25)].
150 h
TAFE handbooks may be consulted for trade formulas.
• Students could calculate their own BMI (body-mass index) and determine their healthy mass range for
a healthy BMI.
ASSESSMENT ACTIVITIES
• Practical applications of formulas
TECHNOLOGY
Use spreadsheets to evaluate algebraic expressions and formulas.
LANGUAGE
• Common mistake in substitution: students often mistakenly believe that 2a2 means (2a)2, not 2(a2).
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 7
3. SIMILAR FIGURES AND TRIGONOMETRY
Time: 3 weeks (Term 1, Week 6)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 3, p. ??
Syllabus reference: Measurement
MM3 Similarity of two-dimensional figures, right-angled triangles (p. 44)
INTRODUCTION
This Measurement topic revises Pythagoras’ theorem, similar figures and right-angled trigonometry (the sine
and cosine rules will be taught in the HSC course). There is plenty of scope for practical and outdoor work
here. The properties of similar figures are examined, then applied to scale drawings and building plans.
Examining similarity with right-angled triangles leads to work on trigonometry. Although trigonometry was
introduced in Stage 5, this topic focuses upon applying trigonometric skills to practical situations. Spend
considerable time teaching precisely the concepts of bearings and angles of elevation/depression, as these are
areas in which students often experience difficulty.
CONTENT
1 Pythagoras’ theorem MM3
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 8
10 Angles of elevation and depression MM3
• calculate angles of elevation and depression, given the appropriate diagram
RELATED TOPICS
Preliminary: Measurement, HSC: The sine and cosine rules, Geometry of the Earth.
EXTENSION ACTIVITIES
• Constructing scale drawings and house plans. Construct an accurate floor plan of the classroom.
• Design an office, home extension, holiday apartment, granny flat or car park according to
specifications.
• Syllabus, p.45: ‘Online maps are readily available (with measurement tools) for extension activities.
• What happens to the area of a plane shape when its dimensions are doubled?
• Trigonometry problems where the diagram is not given.
• (HSC course) Problems involving two connected right-angled triangles.
• Investigate the maximum and minimum values of each trigonometric ratio.
• (HSC course) Trigonometric ratios for obtuse angles.
ASSESSMENT ACTIVITIES
• Outdoor project: calculating heights of flagpoles, trees, school buildings, etc. using angle of elevation,
angle of depression or the fact that tan 45° = 1.
• Practical assignment or test.
• Design a map or scale drawing, such as a floor plan of the classroom or school.
TECHNOLOGY
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 9
Ensure that calculators are set to degrees mode. Investigate sides, angles and areas of triangles using
GeoGebra.
LANGUAGE
• Mnemonics for trigonometry ratios: ‘Sun Over Head Caused A Huge Tan On Arm’, or ‘Only Half An
Hour Of Algebra (in the) School Certificate Test’.
• With compass bearings, stress the terminology: ‘the bearing of P from O’.
• ‘Elevated’ = feeling happy = looking up, ‘depressed’ = feeling sad = looking down.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 10
4. EARNING MONEY AND TAXATION
Time: 3 weeks (Term 1, Week 9)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 4, p. ??
Syllabus reference: Financial Mathematics
FM1 Earning money (p. 24)
FM3 Taxation (p. 28)
INTRODUCTION
This Financial Mathematics topic examines the mathematics of earning an income and paying taxes. Some of
the content has been met in Stage 5 but it is revised here in greater detail. Students will become competent in
calculating wages, salaries, overtime, allowances, income tax and GST. Aim to use current pay rates, tax rates
and prices in this topic. As well as the mathematics, pay attention to the amount of financial terminology to be
learned, especially related to taxation. The other Financial mathematics topic for this year is Investing money.
CONTENT
1 Wages, salaries and overtime FM1
• calculate monthly, fortnightly, weekly, daily and hourly pay rates from a given salary
• calculate wages involving hourly rates and penalty rates, for example overtime
6 Budgeting FM1
• prepare a budget for a given income, taking into account fixed and discretionary spending
• evaluate a prepared budget
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 11
• calculate income tax payable and Medicare levy (basic levy only)
RELATED TOPICS
Preliminary: Buying a car, Phone plans and downloading data, Investing money, HSC: Loans and annuities.
EXTENSION ACTIVITIES
• Double-time-and-a-half and triple time.
• Investigate the GST and which essential items are exempt from it.
ASSESSMENT ACTIVITIES
• Research assignment or case study of a particular type of income or on calculating income tax.
• Students could survey and compare incomes of different occupations. Collect advertisements from
newspapers and categorise according to ways of earning.
• Prepare a personal or business budget on paper or using a spreadsheet.
TECHNOLOGY
Use a spreadsheet to calculate incomes (gross and net), taxes and budgets. Investigate the effects of changing
values in the cells of the spreadsheet. Syllabus, p.29: ‘Students use an online tax calculator’.
LANGUAGE
• Pay attention to the amount of terminology involved in this topic, especially related to taxation.
Promote literacy activities and word puzzles.
• A group certificate is now called a ‘PAYG payment summary’.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 12
5. PROBABILITY
Time: 2 weeks (Term 2, Week 2)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 5, p. ??
Syllabus reference: Probability
PB1 Relative frequency and probability (p. 48)
INTRODUCTION
This topic revises and extends chance concepts learned in Stage 5. More formal treatment of probability
theory, such as tree diagrams and counting techniques for ordered and unordered selections, will be examined
in the HSC topic Probability next year. The practical component of this topic allows for comparisons to be
made between experimental and theoretical probability. Probability is often a difficult concept for students to
grasp. Better understanding can be reinforced through careful practice with a variety of applied problems.
Reliance upon formal theory and formulas should be kept to a minimum.
CONTENT
1 Probability of simple events PB1
• identify events with equally likely outcomes
• use the following definition of the probability of an event where outcomes are equally likely:
number of favourable outcomes
P (event) =
total number of outcomes
• recognise that 0 ≤ P (event) ≤ 1
• express probabilities as fractions, decimals and percentages
• comment critically on the validity of simple probability statements
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 13
RELATED TOPICS
Preliminary: Collecting and presenting data, HSC: Probability.
EXTENSION ACTIVITIES
• Factorial notation
• (HSC) Tree diagrams, ordered and unordered selections
ASSESSMENT ACTIVITIES
• Plan, implement and report on a probability experiment.
• Vocabulary test.
TECHNOLOGY
Use computers to simulate probability situations. Random numbers can be generated on a calculator, graphics
calculator and spreadsheet.
LANGUAGE
• Syllabus, p. 49: ‘Investigate expressions used in other disciplines and in everyday life to describe likely
or unlikely events, for example ‘once in a blue moon,’ ‘a one in 300-year flood.’ Or ‘a 75% chance of
recovery following a medical operation’.
• What is the everyday meaning of the word ‘complement’? How does this relate to its meaning in
probability?
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 14
6. MEASUREMENT
Time: 3 weeks (Term 2, Week 4)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 6, p. ??
Syllabus reference: Measurement
MM1 Units of measurement and applications (p. 40)
MM2 Applications of perimeter, area and volume (p. 42)
INTRODUCTION
This topic extends concepts in measurement and number, including significant figures, percentage error,
repeated percentage change, converting rates and offset surveys. This is not a revision topic but the application
of measurement skills to practical problems. Students will be exposed to a variety of situations in which they
will rely upon their measurement knowledge. There will be a more advanced ‘Area and volume’ topic in Year
12.
CONTENT
1 Metric units MM1
• use standard prefixes in the context of measurement
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 15
• determine the overall change in a quantity following repeated percentage changes, for example an
increase of 20% followed by a decrease of 20%
RELATED TOPICS
Preliminary: Similar figures and trigonometry, Phone plans and downloading data, Driving safely, HSC: Area
and volume, The sine and cosine rules, Water usage, Health and medicine
EXTENSION ACTIVITIES
• Research the use of ratios, rates and percentage change in careers such as nursing or veterinary science.
• Engineering notation as an extension of scientific notation.
• Syllabus, p. 43: ‘Investigate the dimensions that maximise the area for a given shape and perimeter,
such as in the design of playpens and stock paddocks.’
• Radial surveys (HSC course) and other types of land surveying.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 16
• Encourage students to develop a ‘number sense’ rather than rely on the calculator too much. Check that
answers make sense. Estimate first.
• Rate problems should include meaningful applications, for example filling a water tank, population
growth, speed, birth and death rates, telephone charges, typing speed, heartbeat rate, cricket strike and
run rates, and population density.
• Applications of concentration: nursing and medicine, agriculture, pesticides, feed additives, vitamin
supplements, and fertiliser.
• Syllabus, p. 41: ‘A patient needs 3 litres of fluid per day. One millilitre of fluid contains approximately
15 drops. Find the rate at which the intravenous drip must run, expressing the answer in the form:
number of drops fed to the patient per minute.’
• Syllabus, p. 41: ‘Calculate rates of application of chemicals used in agriculture, such as rates for
pesticides and feed additives.’
• When calculating areas and volumes, it is easier to convert scaled lengths from millimetres to metres
first rather than convert areas and volumes from mm2 or mm3 to m2 or m3 respectively.
• Applications of area, volume and surface area should involve realistic problems (for example the cost
of materials needed [paint, wood, carpet, fencing, soil] for a home renovation or gardening job).
• Field diagrams are new to students, so spend considerable time going over the detail and processes.
Survey an irregular area using offsets and then calculate its approximate area.
ASSESSMENT ACTIVITIES
• Practical test or assignment (for example offset survey).
• Research assignment.
TECHNOLOGY
Ratios can be entered into the calculator using the fraction key. However, when simplifying ‘improper
ratios,’ to avoid having mixed numeral answers, use the key to convert them.
LANGUAGE
• Syllabus, p. 41: ‘Standard prefixes need to include nano-, micro-, milli-, centi-, kilo-, mega-, giga- and
tera-.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 17
7. LINEAR FUNCTIONS
Time: 2 weeks (Term 2, Week 7)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 7, p. ??
Syllabus reference: Algebra and Modelling
AM2 Interpreting linear relationships (p. 46)
INTRODUCTION
This Algebra and Modelling topic involves much graphing work and analysis of practical situations that can
be modelled by linear functions. Students should appreciate how formulas and graphs are practical ways of
describing the mathematical patterns that occur in society, industry and nature. Algebra can be a difficult topic
for Mathematics General students, so spend considerable time covering each concept and skill precisely.
CONTENT
1 Graphing linear functions AM2
• generate tables of values from a linear equation
• graph linear functions with pencil and paper, and with technology, given an equation or a table of
values
• determine the y-intercept for a given graph
• sketch graphs of linear functions expressed in the form y = mx + b without the use of tables
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 18
• use stepwise linear functions to model and interpret practical situations, for example parking charges,
taxi fares, tax payments and freight charges
RELATED TOPICS
Preliminary: Algebra and equations, Buying a car, Phone plans and downloading data. Driving safely, HSC:
Health and medicine, Non-linear functions.
EXTENSION ACTIVITIES
• (HSC) Inverse linear variation, solving simultaneous equations algebraically.
ASSESSMENT ACTIVITIES
• Practical graphing test or assignment, with or without technology.
TECHNOLOGY
Investigate the features of graphing software, a graphics calculator or spreadsheet to graph a line, to locate
points and intercepts, and to find the point of intersection of two lines.
LANGUAGE
• Students should not only know the meanings of gradient and vertical intercept as they relate to a linear
graph, but also their meanings with respect to a linear function. Gradient = rate of change of y, vertical
intercept = (initial) value of y when x = 0.
• Syllabus, p. 51: ‘Students should develop an understanding of a function as input, processing, output.
(It is not intended that students learn a formal definition of a function).’
• With variation, students are sometimes confused that x and y can take on different values while k stays
the same. Stress that, for different problems, x and y are variable but k is a constant.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 19
8. BUYING A CAR
Time: 2 weeks (Term 3, Week 1)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 8, p. ??
Syllabus reference: Mathematics and Driving
FSDr1 Costs of purchase and insurance (p. 64)
FSDr2 Running costs and depreciation (p. 66)
INTRODUCTION
This focus study looks at the costs of purchasing and maintaining a car, applying skills from the Financial
Mathematics, Data and Statistics, and Measurement strands. Linear modelling is also examined again in the
context of stamp duty and straight-line depreciation. This is a practical topic in which students can role-play
the processes and decisions involved in buying a car. The financial and statistical data to be used should be as
authentic as possible—there is much opportunity for visiting websites and online calculators.
CONTENT
1 Motor insurance FSDr1
• describe the different types of insurance available, including compulsory and non-compulsory third-
party insurance, and comprehensive insurance
• compare regional theft statistics and the related cost of insurance
• analyse theft and accident statistics in relation to insurance costs
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 20
• calculate the percentage decrease in the value of a new vehicle after one year
• calculate the depreciation of a vehicle using the straight-line method S = V0 – Dn
• create a depreciation graph based on the straight-line method of depreciation (graphs to be produced
from formulas and tables)
• use prepared graphs and tables of straight-line depreciation to solve problems
RELATED TOPICS
Preliminary: Measurement, Linear functions, Analysing data, Investing money, Driving safely, HSC: Credit
and annuities, Equations and linear functions.
EXTENSION ACTIVITIES
• Investigate insurance, the role of actuaries, and the probabilities of accidents and thefts.
• Investigate the cost of petrol in other states or other countries. Where can the cheapest fuel be found?
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 21
• The declining balance formula for depreciation is actually a ‘negative’ version of the compound
interest formula. The graph of this formula shows the rapid drop in the value of the car straight after it
is bought.
ASSESSMENT ACTIVITIES
• See the syllabus, p.65, for possible investigations involving insurance premiums or the costs of buying
a car.
TECHNOLOGY
Use spreadsheets to calculate stamp duty, car loans, purchasing costs and depreciation. The MAA website
www.maa.nsw.gov.au features a calculator for the CTP insurance premiums of all the major insurance
companies.
LANGUAGE
• Be wary of the amount of jargon related to insurance, for example premium, excess, no-claim discount,
third party.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 22
9. ANALYSING DATA
Time: 3 weeks (Term 3, Week 3)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 9, p. ??
Syllabus reference: Data and Statistics
DS2 Displaying and interpreting single data sets (p. 34)
DS3 Summary statistics (p. 36)
INTRODUCTION
This topic examines statistical calculations and the measures of location and spread. Students will use pen-and
paper techniques and the calculator’s statistical functions to determine the summary statistics of data sets
presented in different forms. New content includes interquartile range, box-and-whisker plots, cumulative
frequency graphs, deciles, percentiles and standard deviation. This is a fairly technical topic, so spend a
considerable amount of teaching time going over the detail and statistical skills.
CONTENT
1 The mean DS3
• calculate the mean for grouped data presented in table or graphical form
• determine the mean for larger data sets of either ungrouped or grouped data using the statistical
functions of a calculator
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 23
• establish a five-number summary for a data set (lower extreme, lower quartile, median, upper quartile
and upper extreme)
• determine the five-number summary from a stem-and-leaf plot
• develop a box-and-whisker plot from a five-number summary
RELATED TOPICS
Preliminary: Collecting and presenting data, Buying a car, Phone plans and downloading data, Driving safely,
HSC: Statistical distributions, Water usage, Health and medicine, Sampling and the normal distribution,
Energy and sustainability.
EXTENSION ACTIVITIES
• The formula and method for calculating standard deviation. A spreadsheet could be set up to calculate
standard deviation.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 24
ASSESSMENT ACTIVITIES
• Statistical investigation.
• Spreadsheet or graphics calculator test.
TECHNOLOGY
Investigate the statistical functions of a calculator, graphics calculator, spreadsheet or statistical software. The
STDEVP() function on a spreadsheet calculates σ n . Be wary of the individual differences in the statistical
modes of calculators, especially when inputing data from a frequency table.
LANGUAGE
• Reinforce the collective terms ‘measures of location’ and ‘measures of spread’.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 25
10. PHONE PLANS AND DOWNLOADING
DATA
Time: 3 weeks (Term 3, Week 6)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 10, p. ??
Syllabus reference: Mathematics and Communication
FSCo1 Mobile phone plans (p. 58)
FSCo2 Digital download and file storage (p. 60)
INTRODUCTION
This focus study looks at the measurement and financial mathematics behind downloading data from the
Internet and using a mobile phone plan. It is a practical topic that is extremely relevant and useful to young
people today, examining issues such as download times, illegal downloading and the usage and costs of
mobile phones. The Internet is a rich source of up-to-date information for this topic, from online calculators
that calculate download times to comparison websites that allow you to find the best mobile phone plan.
CONTENT
1 Bits and bytes FSCo2
• use prefixes to describe the size of units of storage, for example mega-, giga-, tera-
• convert units of storage from bits to bytes, and vice-versa
• convert between units for measuring memory size, file size and secondary storage on devices such as
USB drives and external hard drives
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 26
• determine a suitable mobile phone plan using calculations based on a typical usage pattern
RELATED TOPICS
Preliminary: Collecting and presenting data, Measurement, Linear functions, Analysing data.
EXTENSION ACTIVITIES
• Investigate other types of phone calls (for example video calls) and downloadable apps, and their costs.
• Syllabus, p.61: ‘As an extension activity, students could consider the costs and calculations associated
with integrated plans that bundle landline services, mobile phones and Internet access’.
ASSESSMENT ACTIVITIES
• Assignment on selecting the best mobile phone plan.
TECHNOLOGY
Online calculators and comparison websites, statistical and graphing software.
LANGUAGE
• Be wary of the amount of jargon associated with mobile phones and downloading data. The class could
generate a glossary of terminology as a project.
• ‘Bits’ and ‘bytes’ are easy to confuse because they sound so similar, but keep in mind that ‘bit’ is
abbreviated with a lower-case ‘b’, while ‘byte’ is abbreviated by an upper-case ‘B’.
• Syllabus, p.61: ‘In this course, the kilobyte is taken to be synonymous with kibibyte’. A kibibyte (KiB)
is 1024 bytes where ‘kibi’ stands for ‘kilo-binary’. This word was invented because the kilobyte is
often interpreted ambiguously as being either 1000 bytes or 1024 bytes. However, ‘kibibyte’ has not
achieved widespread acceptance.
• Explain what the phrase ‘or part thereof’ means when it comes to describing phone call or data
charges.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 27
11. INVESTING MONEY
Time: 2 weeks (Term 3, Week 9)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 11, p. ??
Syllabus reference: Financial Mathematics
FM2 Investing money (p. 26)
INTRODUCTION
This topic investigates the mathematics of investing money in financial institutions and the share market. The
methods and formulas for calculating simple and compound interest introduced in Stage 5 are analysed,
followed by the costs and procedures involved in buying shares. There will be many opportunities for students
to perform financial calculations, learn new terminology and interpret information presented in tables and
graphs.
CONTENT
1 Simple interest FM2
• calculate simple interest using I = Prn
• calculate monthly, quarterly and six-monthly interest rates based on quoted rates per annum (pa)
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 28
9 Revision and mixed problems
RELATED TOPICS
Preliminary: Earning money and taxation, Buying a car, HSC: Loans and annuities.
EXTENSION ACTIVITIES
• Investigate the share market and the figures involved, such as P/E ratio.
ASSESSMENT ACTIVITIES
• Investigate the different types of investments in financial institutions.
• Simulate investing in a share portfolio and tracking the changes in share prices.
• Vocabulary test.
TECHNOLOGY
Use the graphing capabilities of a spreadsheet or graphics calculator to chart the growth of an investment
under compound interest. Variables: interest rate, compounding period, length of term, size of principal. There
is much scope for using spreadsheets and graphics calculators to calculate and graph simple and compound
interest. The Internet is a valuable source of interest rates and share prices.
LANGUAGE
• What does ‘compound’ mean?
• Syllabus, p. 27: ‘The ‘compounded’ value of a dollar is also known as the ‘future value’ of a dollar. In
the financial world, the compound interest formula A = P(1 + r)n is known as the future value formula
and is expressed as FV = PV(1 + r)n’.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 29
• Students can compile a glossary of share market jargon.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 30
12. DRIVING SAFELY
Time: 2 weeks (Term 4, Week 1)
Text: New Century Maths 11 Mathematics General (Pathway 2) Preliminary Course Chapter 12, p. ??
Syllabus reference: Mathematics and Driving
FSDr3 Safety (p. 68)
INTRODUCTION
This short focus study topic investigates road safety, in particular, the influence of speed, alcohol and driver
fatigue on road accidents, applying skills from the Data and Statistics, Algebra and Modelling, and
Measurement strands. Blood alcohol content is calculated using complex formulas, tables and graphs, then
statistical data and displays of road accidents are analysed. Finally, problems involving speed and stopping
distance are solved, using formulas, modelling and measurement.
CONTENT
1 Blood alcohol content (BAC)
• calculate and interpret blood alcohol content (BAC) based on drink consumption and body mass,
including:
- using formulas, both in word form and algebraic form, to calculate an estimate for BAC
- use tables and graphs to estimate BAC
- determining the number of hours required for a person who stops consuming alcohol to reach
zero BAC
- describing limitations of methods of estimating BAC
• construct and interpret graphs that illustrate the level of blood alcohol over time
2 Accident statistics
• construct and interpret tables and graphs relating to motor vehicles and motor vehicle accidents
• collect, represent and interpret data relating to driver behaviour and accident statistics
4 Stopping distance
• calculate stopping distance, including by substitution of values into suitable formulas
RELATED TOPICS
Preliminary: Collecting and presenting data, Algebra and equations, Measurement, Probability, Linear
functions, Buying a car, Analysing data, HSC: Health and medicine.
EXTENSION ACTIVITIES
• Syllabus, p.69: ‘Students could investigate and make comparisons of legal blood alcohol limits in
different countries’.
• Investigate the effect of road surface and other conditions on stopping distance.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 31
TEACHING NOTES AND IDEAS
• Resources: road accident statistics, the RTA and NRMA websites. Every state government has
websites and resources on road safety, covering advice and statistics on speeding, drink driving and
driver fatigue.
• Liaise with the PDHPE faculty for resources on alcohol and drink-driving.
• A BAC of 0.05 means that there is 0.05 g of alcohol in 100 mL of blood. In Australia and many other
countries, it is illegal to drive with a BAC of 0.05 or over.
• Syllabus, p.69: ‘The following are limitations to the estimation of BAC: formulas and tables are based
on average values and will not apply equally to everyone, factors (variables) that affect BAC include
gender, weight, fitness, health and liver function’.
• A ‘standard drink’ contains 10 grams of alcohol, for example a middy of beer or a small (100 mL)
glass of wine.
• Syllabus, p.69: ‘Zero BAC is an important consideration for young drivers in NSW, as the state’s laws
require a zero BAC limit for all learner and provisional drivers’.
• After drinking, the human body can only reduce the BAC by between 0.015 and 0.02 per hour. The
following formula for calculating the time taken for a BAC to return to zero, Number of hours =
BAC
, assumes the 0.015 rate.
0.015
• Syllabus, p.69: ‘Calculate by formula the difference in stopping distance if travelling 5 km/h over the
speed limit ... (investigate) stopping distances for different speeds, road conditions and weather
conditions’.
• For students who have difficulty working with rates, with speed problems you could introduce the D-
S-T triangle, where covering one of the variables gives you the formula for it involving the other two
variables. The only limitation of this method is that it does not promote conceptual understanding of
why this method works.
• Plan an itinerary for a road trip to another capital city or major town, taking road distances and
travelling times into account.
ASSESSMENT ACTIVITIES
• Research assignment.
TECHNOLOGY
Use an online calculator that measures reaction time, stopping distance and BAC.
LANGUAGE
• Emphasise the difference between stopping distance, reaction-time distance and braking distance.
• BAC stands for ‘blood alcohol content’ or ‘blood alcohol concentration,’ the 0.05 limit is called the
‘prescribed concentration of alcohol’ (PCA), DUI means ‘Driving Under the Influence of alcohol or
drugs’.
NEW CENTURY MATHS 11 MATHEMATICS GENERAL (PATHWAY 2) | Preliminary Course | Teaching program 32