St Mary MacKillop

College

Assessment Period: 2023 S2

Course: ESSENTIAL MATHEMATICS
Unit: Unit 2: Essential Mathematics (1.0)
Accreditation: A
Year: 11

Specific Unit Goals

This unit should enable students to:
understand the concepts and techniques used in representing and comparing data, percentages, rates and
ratios, and time and motion
apply reasoning skills and solve practical problems in representing and comparing data, percentages, rates
and ratios, and time and motion
communicate their arguments and strategies when solving mathematical and statistical problems using
appropriate mathematical or statistical language
interpret mathematical and statistical information and ascertain the reasonableness of their solutions to
problems

Content Descriptions
Topic 1: Representing and comparing data
identify examples of categorical data
identify examples of numerical data
display categorical data in tables and column graphs
display numerical data as frequency distributions, dot plots, stem and leaf plots, and histograms
recognise and identify outliers
compare the suitability of different methods of data presentation in real-world contexts
identify the mode
calculate measures of central tendency, the arithmetic mean and the median
investigate the suitability of measures of central tendency in various real-world contexts
investigate the effect of outliers on the mean and the median
calculate and interpret quartiles, deciles and percentiles
use informal ways of describing spread, such as spread out/dispersed, tightly packed, clusters, gaps,
more/less dense regions, outliers
calculate and interpret statistical measures of spread, such as the range, interquartile range and standard
deviation
investigate real-world examples from the media illustrating inappropriate uses, or misuses, of measures of
central tendency and spread
compare back-to-back stem plots for different data-sets
complete a five number summary for different datasets
construct box plots using a five number summary
compare the characteristics of the shape of histograms using symmetry, skewness and bimodality
Topic 2: Percentages
review calculating a percentage of a given amount
review one amount expressed as a percentage of another
determine the overall change in a quantity following repeated percentage changes; for example, an
increase of 10% followed by a decrease of 10%
 calculate simple interest for different rates and periods
Topic 3: Rates and ratios
demonstrate an understanding of the elementary ideas and notation of ratio
understand the relationship between fractions and ratio
express a ratio in simplest form
find the ratio of two quantities
divide a quantity in a given ratio
use ratio to describe simple scales
review identifying common usage of rates such as km/h
convert between units for rates; for example, km/h to m/s, mL/min to L/h
complete calculations with rates, including solving problems involving direct proportion in terms of rate.
use rates to make comparisons
use rates to determine costs; for example, calculating the cost of a tradesman using rates per hour, call-
out fees
Topic 4: Time and motion
use units of time, conversions between units, fractional, digital and decimal representations
represent time using 12-hour and 24-hour clocks
calculate time intervals, such as time between, time ahead, time behind
interpret timetables, such as bus, train and ferry timetables
use several timetables and electronic technologies to plan the most time-efficient routes
interpret complex timetables, such as tide charts, sunrise charts and moon phases
compare the time taken to travel a specific distance with various modes of transport
use scales to find distances, such as on maps; for example, road maps, street maps, bushwalking maps,
online maps and cadastral maps
optimise distances through trial-and-error and systematic methods; for example, shortest path, routes to
visit all towns, and routes to use all roads
identify the appropriate units for different activities, such as walking, running, swimming and flying
calculate speed, distance or time using the formula speed = distance/time
calculate the time or costs for a journey from distances estimated from maps
interpret distance-versus-time graphs
calculate and interpret average speed; for example, a 4-hour trip covering 250 km

Assessment Tasks
Name Due Date Weighting
Distribution: 11 August
Data Investigation Due Date & Validation (Class 2,3): 28 August 30%
Due Date & Validation (Class 1): 29 August
Time & Motion Test Term 3 Week 10: 18 September - 19 September 35%
Rates & Ratios Test Term 4 Week 14: 2 November - 3 November 35%

School Assessment Information

For penalties for late and non-submission of work
See BSSS Policy and Procedure Manual 4.3.10 for further information.

For academic integrity

See BSSS Policy and Procedure Manual 4.3.12 for further information.

For appeals processes

See BSSS Policy and Procedure Manual 7.2 for further information.

For moderation procedures (internal and external)

See BSSS Policy and Procedure Manual 5 for further information.
Other School assessment policies
College Required Signatures

Curriculum Coordinator/s Senior Studies Coordinator Date

 Achievement Standards for ESSENTIAL MATHEMATICS A - Year 11

A student who achieves an A A student who achieves a B A student who achieves a C A student who achieves a D A student who achieves an E
grade typically grade typically grade typically grade typically grade typically

● applies mathematical concepts in ● applies mathematical concepts in ● applies mathematical concepts in ● applies simple mathematical ● applies simple mathematical
a variety of complex contexts to a variety of contexts to routine and some contexts to routine and non- concepts in limited contexts to routine concepts in structured contexts
routine and non-routine problems non-routine problems routine problems problems
Concepts and
Techniques

● select and applies mathematical ● applies mathematical techniques ● applies simple mathematical ● applies simple mathematical ● applies simple mathematical
techniques to solve routine and non- to solve routine and non-routine techniques to solve routine problems techniques to solve routine problems techniques to solve routine problems
routine problems in a variety of problems in a variety of contexts in some contexts in limited contexts in structured contexts
complex contexts ● uses digital technologies ● uses digital technologies ● uses digital technologies to solve ● uses digital technologies to solve
● uses digital technologies appropriately to solve routine and appropriately to solve routine routine problems in structured routine problems in structured
effectively to solve routine and non- non-routine problems in a variety of problems in some contexts contexts contexts
routine problems in a variety of contexts
contexts
● represents some complex ● represents mathematical concepts ● represents mathematical concepts ● represents simple mathematical ● represents simple mathematical
Reasoning and Communications

mathematical concepts in numerical in numerical and graphical form in in numerical and graphical form to concepts in numerical or graphical concepts in numerical or graphical
and graphical form in routine and routine and non-routine problems for some routine and non-routine form in routine problems for routine form in routine problems for
non-routine problems for a variety of a variety of contexts problems for routine contexts contexts structured contexts
contexts ● communicates mathematical ● communicates mathematical ● communicates simple ● communicates simple
● communicates mathematical information in oral, written and/or judgements in oral, written and/or mathematical judgements in oral, mathematical information in oral,
information in oral, written and/or multimodal forms, which are clear, multimodal forms, using appropriate written and/or multimodal forms, with written and/or multimodal forms, with
multimodal forms, which are well using accurate and appropriate language some use of appropriate language limited use of appropriate language
reasoned, using accurate and language ● reflects on own thinking and ● reflects on their own thinking with ● reflects on their own thinking with
appropriate language ● reflects on own thinking and learning, explains planning, time some reference to planning, time little or no reference to planning, time
● reflects with insight on own learning, analyses inter and management, use of appropriate management, use of appropriate management, use of appropriate
thinking and learning, evaluates intrapersonal skills including strategies to work independently and strategies to work independently and strategies to work independently and
planning, time management, use of planning, time management, use of collaboratively collaboratively collaboratively
appropriate strategies to work appropriate strategies to work ● explains the potential of ● describes the potential of ● identifies some ways in which
independently and collaboratively independently and collaboratively Mathematics to generate knowledge Mathematics to generate knowledge Mathematics is used to generate
● evaluates the potential of ● analyses the potential of in the public good in the public good knowledge in the public good
Mathematics to generate knowledge Mathematics to generate knowledge
in the public good in the public good