zilongwang/ReadingBank huggingface dataset:
3. Averages and Variation 3.1 Measures of Central Tendency: Mode, Median, and Mean 89-93 1-24 3.2 Measures of Variation 104-110 1-21 3.3 Percentiles and Box-and-Whisker 117-119 1-11 4. Correlation and Regression 4.1 Scatter Diagrams and Linear Correlation 144-147 1-18 4.2* Linear Regression and the Coefficient of Determination 160-165 1-18 5. Elementary Probability Theory 5.1 What is Probability? 183-186 1-18 5.2 Some Probability Compound Events 199-204 1-29 5.3* Tree Diagrams and Counting Techniques 212-214 1-27 6. The Binomial Probability Distribution and Related Topics 6.1 Introduction to Random Variables and Probability Distributions 230-234 1-16 6.2 Binomial Probabilities 243-248 1-27 6.3 Additional Properties of the Binomial Distribution 253-256 1-20 7. Normal Curves and Sampling Distributions 7.1 Graphs of Normal Probability Distribution 273-276 1-11 7.2 Standard Units and Areas Under the Standard Normal Distribution 284-286 1-50 7.3 Under any Normal Curve 296-300 1-30 7.4 Sampling Distributions 305 1-9 7.5 The Central Theorem 312-316 1-20 7.6 Normal Approximation to the Binomial Distribution 322-325 1-21 8. Estimation 8.1 Estimating μ when σ is Known 346-350 1-25 8.2 Estimating μ when σ is Unknown 357-362 1-22 8.3* Estimating p in the Binomial Distribution 370-374 1-27 9. Hypothesis Testing 9.1 Introduction to Statistical 399-403 1-24 9.2 Testing the Mean μ 414-419 1-24 9.3* Testing a Proportion p 425-429 1-24 Suggested Grading Guidelines: Homework, quizzes, oral presentations, projects, etc. (1/3 of grade); In-class tests (1/3 of grade); Final Exam (1/3 of grade). SLF 4/09/ AW 3/10/ RG 5/12 KD 3/15
3. Averages and Variation 3.1 Measures of Central Tendency: Mode, Median, and Mean 95-99 1, 2, 5-7, 12-28 3.2 Measures of Variation 111-114 1-21 3.3 Percentiles and Box-and-Whisker Plots* 127-128 1-11 4. Correlation and Regression 4.1 Scatter Diagrams and Linear Correlation 154-157 1-18 4.2* Linear Regression and the Coefficient of Determination 171-175 1-18 5. Elementary Probability Theory 5.1 What is Probability? 198-200 1-4, 7-20 5.2 Some Probability Rules– Compound Events 215-220 1-8, 11-31 5.3* Trees and Counting Techniques 229-231 1-27 6. The Binomial Probability Distribution and Related Topics 6.1 Introduction to Random Variables and Probability Distributions 248-252 1-3, 6-18 6.2 Binomial Probabilities 264-269 1-27 6.3 Additional Properties of the Binomial Distribution 274-278 1-8, 11-22 7. Normal Curves and Sampling Distributions 7.1 Graphs of Normal Probability Distribution 297-299 1-11 7.2 Standard Units and Areas Under the Standard Normal Distribution 309-311 1-50 7.3 Areas Under any Normal Curve 321-324 1-30 7.4 Sampling Distributions 331 1-9 7.5 The Central Limit Theorem 339-343 1-20 7.6 Normal Approximation to the Binomial Distribution 350-353 1-21 8. Estimation 8.1 Estimating μ when σ is Known 377-382 1-25 8.2 Estimating μ when σ is Unknown 390-395 1-22 8.3* Estimating p in the Binomial Distribution 403-407 1-27 9. Hypothesis Testing 9.1 Introduction to Statistical Tests 432-436 1-24 9.2 Testing the Mean μ 447-451 1-24 9.3* Testing a Proportion p 458-463 1-24 Suggested Grading Guidelines: Homework, quizzes, oral presentations, projects, etc. (1/3 of In-class tests (1/3 of grade); Final Exam (1/3 of grade). SLF 4/09 AW 3/10 RG 5/12 KD 3/15 KD 8/16 KD 7/17
Numerical Response: The coordinates of the image of the point (-6, 1) after the transformations described by can be expressed as (a, b). The value of a is ____ and the value of b is ___. If the point (-4, 7) is on the graph of , which point will be on the graph of ? A. B. C. D. If the point is a point on the graph of , what are the coordinates of the image of the point after the transformations described by ? A. B. C. D. When of is reflected in the y-axis, the equation of the image function will be A. B. C. D. For the graph of a function f and the graph of a function g, where , any invariant points must lie on the A. line y = 1 or the line y = -1 B. line y = x C. x-axis D. y-axis Given that and , identify the statement that is true. A. B. C. D. A restriction on the domain of , such that its inverse is also a function, could be A. B. C . D. The of is reflected about the x-axis, horizontally stretched by a factor of 2 about the y-axis, and then translated 3 units to the left and 1 unit down. The equation of the transformed graph is
Numerical Response: The maximum volume of the box, to the nearest cubic centimetre is ____. of the following represents the polynomial,, expressed in factored form? A. B. C. D. Numerical Response: The polynomial, expressed in factored form is . The of a is ____, b is ____, and c is _____. Chapter 9Rational Functions Use the following information to answer the next question. The graph of f is shown. The function equation that models the graph above is A. B. C. D. Numerical Response: The graph of the function below can be expressed in the form. The value of a is ___.
The value of b is ___. The value of c is ___. Use the following information to answer the next question. Graph 1 Graph 2 3 Graph 4 Numerical Response: Use the numbered graphs above to complete the statements. is represented by Graph ___ is represented by Graph ___ is represented by Graph ___ is represented by Graph ___
A. B. C. D. Numerical Response: Given , , and , the simplified expression for , including restrictions on the domain can be expressed as . The value of a is ___. The of b is ___. The value of c is ___. Answers for Relations and Functions Chapter 1Transformations 1. A 2. D 3. A 4. 5184 5. 115 6. 2608 7. 931 8. D 9. 3142 10. C 11. B 12. B 13. D 14. D 15. C 16. 3,3 17. B 18. C 19. B 20. C 21. A 22. B 23. B 24. D 25. 31 26. 531 27. 5 28. D 29. B 30. 4 31. 321 or 312 Chapter 2 Radical Functions 1. B 2. A 3. A 4. 2 5. 6823 or 6832 or 8623 or 8632 6. 15 7. 6.25 8. 1635 or 6135 or 1653 or 6153 9. B 10. C Chapter 3 Polynomial Functions 1. 5 2. 14 3. 4. 4 5. B 6. A 7. 4 8. 13 or 31 9. 4 10. 1155
11. 423 12. 2569 or 5269 or 2596 or 5296 13. C 14. 2.11 15. 192 16. A 17. 213 Chapter 9 Rational Functions 1. A 2. 9120 3. 3421 4. D 5. 713 6. D 7. A 8. A 9. 1.5 10. A 11. A 12. 6 Chapter 10 Function Operations 1. 312 2. 26 3. B 4. D 5. C 6. C 7. D 8. C 9. 211
Mathematical/Accounting Individual Project Rubric: Grading Criteria Percentage Deliverable requirements addressed; understanding of material and writer's message and intent are clear 40% Calculation methods, where required, are contextually appropriate, fully explained, and presented in a manner that is easy to understand. 10% External research incorporated in the paper, if any, supports the writer's position properly acknowledged and cited direct quotations may not exceed 10% of the word count of the body of the assignment deliverable (excluded title page, abstract or table of contents if used, tables, exhibits, appendices, and reference page(s). Inclusion of plagiarized content will not be tolerated and may result in adverse academic consequences. 5% Critical thinking: position is well justified; logical flow; examples provided where appropriate 20% Structure: includes introduction and conclusion; proper paragraph format and reads as a polished, academic paper or professional presentation, as appropriate for the required assignment deliverable 10% Mechanical - no spelling, grammatical or punctuation errors 10% APA - deliverable is cited properly according to the APA Publication Manual (6th Ed.) 5%
Critically Thinking & Justifying Solutions Turn 4 Thought Cards MATH 7 Dan Mulligan, flexiblecreativity.com Critically Thinking & Justifying Solutions Turn 4 Thought Cards MATH 7 Dan Mulligan, flexiblecreativity.com Critically Thinking & Justifying Solutions Turn 4 Thought Cards MATH 7 Dan Mulligan, flexiblecreativity.com Critically Thinking & Justifying Solutions Turn 4 Thought Cards MATH 7 Dan Mulligan, flexiblecreativity.com
Grade 8 (continued) Measurement and Geometry Vertical angles Nonadjacent angles Intersecting lines Congruent Vertex Complementary angles Supplementary angles Adjacent angles Ray Polyhedron Solid figure Polygon Net Two-dimensional Three-dimensional Surface area Volume Rectangular prism Parallel Bases Length Width Height Cube Faces Edges Cone Right circular cone Square-based pyramid Pyramid Cylinder Pi Transformation Translation Reflection Dilation Preimage Image Scale factor Perspective Pythagorean Theorem Right triangle Hypotenuse Leg Converse Composite plane figure Plane figure Segment Perimeter Circumference Radius Subdivide Rectangle Triangle Parallelogram Trapezoid Circle Radius Diameter Semicircle Area P Probability and Statistics Probability Independent events Dependent events Simple event Outcome Desired outcome Total possible outcomes Boxplot Single-variable (univariate) data Median Range Five-number summary Lower extreme (minimum) quartile Upper quartile Upper extreme (maximum) Interquartile range Scatterplot Best fit Two-variable (bivariate) data No relationship Positive relationship Negative relationship Linear relationship page 2 of 3
DOMAIN Standards Content Emphasis # items Expressions and operations A1.A.CED.A. 1-4 A.SSE.A.1-3 A1.APR.A.1 Major Major Major 10-12 Quantities & Number Systems A1.N.Q.1-3 A1.N.RN.A. 1-2 Major Major 7-8 Building Functions F.BF.A.1 (a, b, c) A1.F.BF.B.3 Major Supporting 7-8 Interpreting Functions A1.F.IF.A.1-3 A1.F.IF.B.4-5 A1.F.IF.C7-9 Major Major Major 10-12 Linear, Quadratic and Exponential Models A1.F.LE.A 1-3 A1.F.LE.B.5 Major Supporting 7-8 Reasoning with Equations and Inequalities A1.REI.A.1 A1.REI.B.3-4 A1.REI.C.5-7 A1.REI.D.10-12 Major Major Major Major 10-12 Total # of Items: between 50 - 60 Domains should be reported in student, class, school, and district reports to assist in determining curriculum strengths and weaknesses. Resources for detailed information can be at .
Mathematical Analysis – Crosswalk (Summary of Revisions): 2016 Mathematics Standards of Learning and Curriculum Framework Additions (2016 SOL) Deletions from Mathematical Analysis (2009 SOL) MA.2 EKS – Identify end behavior in exponential and logarithmic functions MA.5 EKS – Classify types of discontinuity; proving continuity at a point, using the definition of limits MA.6 EKS – Graph conic sections from equations written in vertex or standard form MA.11 EKS – Verify two matrices are inverses using matrix multiplication MA.13 EKS – Derive the formulas associated with arithmetic and geometric sequences and series MA.12 EKS – Compare and contrast traditional solution methods with parametric methods Parameter Changes/Clarifications (2016 SOL) Moves within Mathematical Analysis (2009 SOL to 2016 SOL) MA.3 – Clarified that composition of functions includes algebraic and graphical approaches MA.2 – [Moved to MA.3] MA.3 –[Moved to MA.5] MA.4 – [Moved to MA.12] MA.5 – [Moved to MA.13] MA.6 – [Moved to MA.14] MA.7 – [Moved to MA.4] MA.8 – [Moved to MA.6] MA.9 – [Moved to MA.2] MA.10 – [Moved to MA.9] MA.11 – to MA.7] MA.12 – [Moved to MA.10] MA.13 – [Moved to MA.8] MA.14 – [Moved to MA.11] EKS = Essential Knowledge and Skills, referring to the column on the far right of the Curriculum Framework EU = Essential Understandings, referring to the column on the far left of the Curriculum Framework Comparison of Mathematics Standards of Learning – 2009 to 2016 2009 SOL 2016 SOL Functions
THE MIND ERASER Age Group: Middle School & above. (This activity is viewed from the ground and therefore can be done by elementary school children). Activity: Observational: Are any of the loops or hills taller than the first hill? __________________________________________________________________ What is different about the first hill other than its height? __________________________________________________________________ How many different are the rider’s upside down? __________________________________________________________________ __________________________________________________________________ Is this ride a true coaster? __________________________________________________________________ Explain you answer:
Participation: 2.5% Participation: 2.5% Exam: 40% Evaluation of Grades Components Points Percent of Grade Participation 50 5% Assignments – includes the following: Homework Assignments 2 quizzes (Spring Semester) 450 100 45% 10% Final Exam 400 40% TOTAL 1000 100% Grading Policy Percent Grade Grade Points 93.4 – 1000 A 4.00 90.0 – 93.3 A- 3.67 86.7 – 89.9 B+ 3.33 83.4 – 86.6 B 3.00 80.0 - 83.3 B- 2.67 76.7 - 79.9 C+ 2.33 73.4 - 76.6 C 2.00 70.0 - 73.3 C- 1.67 66.7 - 69.9 D+ 1.33 63.4 – 66.6 D 1.00 60.0 – 63.3 D- 0.67 0 – 599 E 0.00 Students will receive the final grades for the course at the end of the Spring 2018 semester. During the fall semester, students will receive grades for individual
Federal Court Systems & Jurisdiction Terms & Connectors v. Natural Language Searching (located in the “Modules” tab of the course website) Osbeck pp. 5-21 (2d ed.) Week 2 1/19 class Federal Systems & Jurisdiction Terms & Connectors v. Natural Language Searching NO HOMEWORK ASSIGNED Preparation for Week 3 Class Review the “Step 2: Consult Secondary Sources: Advanced Practice” PowerPoint located in the “Modules” tab of the course website under the “Consult Secondary Sources” module. the video tutorials located in the “Modules” tab of the course website under the “Consult Secondary Sources” module. Osbeck pp. 23-34 (2d. ed.) Week 3 1/26 class Types of Florida and Federal Secondary Sources - (legal encyclopedias, treatises, law reviews & bar journals, American Law Reports, legal form books & practice guides) Complete Assignment #2 located in the “Assignments” Tab of course website. Due Tuesday, Jan. 30 by 11:59 pm. Preparation for Week 4 Class Review the “Step 3(a): Find Primary Sources (Federal): Advanced Practice” PowerPoint located in the “Modules” tab of the course website under the “Find Primary Sources” module. Watch the video tutorials located in the “Modules” tab of the course website under the “Find Primary Sources” module. Osbeck pp. 35-47 (2d. ed.) Week 4 2/2 class ▪ Federal Statutes & Legislative History NO HOMEWORK ASSIGNED Preparation for Week 5 Class Review the “Step 3(b): Find Primary Sources: Administrative Law” located
Curriculum Map Algebra 1, 2012-13 [Teacher] Functions F.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions. Prove that linear functions grow by equal differences over equal intervals and that exponential functions grow by equal factors over equal intervals. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. Students will be able to distinguish between situations that can be modeled with linear functions and with exponential functions. (1, 7) Students will be able to prove that linear functions grow by equal differences over equal intervals (additive change) and that exponential functions grow by equal factors over equal intervals (multiplicative change). (1,6, 7) 7
Curriculum Map Algebra 1, 2012-13 [Teacher] and simple rational and exponential functions. Students will be able to distinguish between linear, quadratic, and exponential A.CED.2 Create equations in relationships given numeric two or more variables to or verbal representations. (1, represent relationships 7, 8) between quantities; graph equations on coordinate Students will be able to axes with labels and scales. determine unknown parameters needed to create an equation that accurately models a situation. (1, 2, 4) A.REI.4 Solve quadratic Students will be able to solve equations in one variable. quadratic equations using various methods and b) Solve quadratic equations recognize the most efficient by inspection (e.g., for x2 = method. (1, 2, 7) 49), taking square roots, completing the square, the Students will be able to use quadratic formula, and the value of the discriminant factoring, as appropriate to to determine if a quadratic
Math Center Tutors Hours and Subjects Amanda Marsh Mon: 1 – 4 p.m. Wed: 1:30 – 5:30 p.m. Subjects: MAT 100 – 201 CHE 211, 212, 213, 323, 331, 332, 363 BIO 211, 321, 327, 453 Anando Grahovic Tues: 6 – 9 Wed: noon – 2 p.m. & 5 – 8 p.m. Subjects: MAT 100 – 201, CHE 211 -212, Organic Chemistry I & II Eugene Ofosu-Siaw Tues: 2 – 6 p.m. Thurs: 2 – 6 p.m. Subjects: MAT 100 – 144, ECN 241 Ha Tran Mon: 5 – 9 p.m. Wed: 6 – 9 p.m. Sun: 5 – 9 p.m. Subjects: MAT 100 – 201, ECN 241 Shaquille Barnes Sun: noon – 7 p.m. Subjects: MAT 100 – 201 CHE 211, 212 Christine Carpenter Tues: 2:30 – 7:30 p.m. Subjects: MAT 100 – 201, CHE 211 – 263, PHY 151 Rick Paulsen Wed: noon – 5 p.m. Thurs: 2 – 5 p.m. Subjects: MAT 100 – 302, 112, 305, 331, 334 ECN 131, 141, 241, PHY 151, 261 Hannah Johnson Tues: 12:45 – 2:30 Thurs: 12:45 – 2:30 Fri: noon – 2:15 Subjects: MAT 100 – 201 Henglong So Mon: 2 – 7 p.m. Sun: 2 – 5 p.m. Subjects: MAT 100 – 201, 143/144 ECN 241
Level A (K-1)– Geometry and Geometric Measurement Academic Skill CCRS MWOTL Priority Topic Resources Manipulatives Analyze and compare 2 and 3 dimensional shapes, in different sizes and orientations. Compose 2 or 3 dimensional shapes to create composites. Express the length of an object as a whole number of units, by laying multiple copies of shorter objects end to end. K.G.4, 1.G.2, 1.MD.2 Geometry: Describing and reasoning about shapes and their attributes Geometry: Developing understanding of linear measurement Common Core Basic Lesson(s) 12.1 S.V. Mathematical Reasoning Workbook/ Student Book Lesson(s) 4.5 KET NSG 4.7 EdReady GED Unit 6.1, 7.1 Pattern Blocks Omnifix cubes Level B(2-3) – Geometry and Geometric Measurement Partition shapes into parts with equal areas, express the area as a unit fraction. Estimate lengths using units of inches, feet, cm, and meters. Measure to determine difference in length. Tell and write time to the nearest minute. Measure and estimate liquid volumes and masses of objects standard units of g, kg, and l. Recognize area as an attribute of plane figures and understand concepts of area measurement. Measure areas by counting unit squares. Relate area to the operations of multiplication and addition. Multiply side lengths to find areas of rectangles with whole-number side lengths. 3.G.2, 2.MD.3, 2.MD.4, 3.MD.1, 3.MD.2, 3.MD.5, 3.MD.6, 3.MD.7, 3.MD.7a, 3.MD.7b, 3.MD.7c, 3.MD.7d Geometry: standard units of measure for length, time, liquid volume, and mass Geometry: Developing understanding of area and its relationship to addition and multiplication Geometry: Analyzing and partitioning 2-dimensional shapes Common Core Basic Lesson(s) 11.1, 11.2, 12.2, 12.7 S.V. Mathematical Reasoning Workbook/ Student Book Lesson(s) 2.1 Empower Plus: Benchmarks Fractions L 6, 7, 9 EdReady GED Unit 6.2 Level C (4-5, +6) – Geometry and Geometric Measurement
CCRPW- College and Career Readiness Practice Workbook (McGraw Hill) KET NSG- KET FastForward Reasoning with Numbers, Statistics, and Geometry KET AR- KET FastForward Algebraic Reasoning Manipulatives- items that have been suggested by the resources.
Learning Contracts Readiness Learning Profile Learning contracts begin with an agreement between the teacher and the student. The teacher specifies the necessary skills expected to be learned by the student and the required components of the assignment, while the student identifies methods for completing the tasks. This strategy (1) allows students to work at an appropriate pace; (2) can target learning styles; and (3) helps students work independently, learn planning skills, and eliminate unnecessary skill practice. A student decides to follow a football team over a two-month period and make inferences about players’ performances based on their scoring patterns and physical characteristics. The student, with the teacher’s guidance, develops a plan for collecting and analyzing the data and conducting research about football. The student decides to create a PowerPoint presentation to present his or her findings to the class. Choice Boards Readiness Interest Learning Profile Choice boards are organizers that contain a variety of activities. Students can choose one or several activities to complete as they learn a skill or develop a product. Choice boards can be organized so that students are required to choose options that focus on several different skills. Students are given a choice board that contains a list of possible activities they can complete to learn about volume. For example, students can choose to complete an inquiry lesson where they measure volume using various containers, use a textbook to read about measuring volume, or watch a video in which the steps are explained. The activities are based on the following learning styles: visual, auditory, kinesthetic, and tactile. Students must complete two activities from the board and must choose these activities from two different learning styles. References & Resources Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. on Accessing the General Curriculum. Retrieved July 9, 2004 from:
Mathematically Gifted Students: How Can We Meet Their Needs? Rotigel, J. & Fello Gifted Child Today Prufrock Press Vol. 27, Issue 4, pp. 46-51 Fall 2004 This article discusses the identification of the characteristics of the gifted math student, how school districts comply with the child’s needs, and how teachers can learn the importance of differentiation of instruction. Today, as usual, Mrs. Johnson began her math class by reading aloud a thinking puzzle: Charlie, the dog, was tied to a rope. His favorite ball was lying in the grass at least 10 yards away from him. He managed to grasp the ball easily. How did he manage to do this? grade
Uses mathematical reasoning Observable indicators corresponding to level Evaluation Criteria Level 5 4 3 2 1 0 Cr3 40 32 24 16 8 0 Cr2 40 32 24 16 8 Cr4 Cr5 20 16 12 8 4 Yes, Jamie has enough money to pay for all of his purchases. No, Jamie doesn’t have enough money to pay for all of his purchases. Justification: __________________________________ __________________________________ __________________________________ __________________________________ 14. PAINTBALL TOURNAMENT You are participating in a paintball tournament. To win the tournament, you must complete a mission that consists of capturing an article located at point Y and delivering it to point Z. You start at point O. From there you must accomplish the mission without getting
Evaluation Criteria Level 5 4 3 2 1 0 Cr3 40 32 24 16 8 0 Cr2 40 32 24 16 8 Cr4 Cr5 20 16 12 8 4 Starting point O: (______, _______) ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Delivery point Z: (_____, _______) 15. TEMPERATURES ON A SKI TRIP Five friends went to Vermont on a 5-day ski trip together. John recalls that the maximum temperature on Monday was 2C. Anne remembers that the maximum temperature on Tuesday was 8C lower than Monday’s maximum. Martine figures out that the maximum temperature on Wednesday was twice as cold as Tuesday’s maximum. Darren states that the maximum temperature on Thursday was 10C higher than Wednesday’s maximum. Jennifer doesn’t remember what the maximum temperature was on Friday. She does, however, know that the mean of the maximum temperature of the 5-day trip was 3C. Monday Tuesday Wednesday Thursday Friday 2 C What was the maximum temperature on Friday?
7. Find the equation of a normal to the curve y = 2x2 – 4x + 2 at point (3, 1) (3 marks) 8. Change the subject of f = to L (4 marks) 9. Solve for the values of x where 0 x 3600 in the equation given by: 4 – 5 cos x 2 sin2 x = 0 (3 marks)
Sample assessment outline Mathematics – Preliminary Unit 1 Assessment task Notional due date Unit Outcomes Read, write, say, subitise and count whole numbers up to 10, and compare sets of different size, and describe order Use addition or subtraction to quantify up to 10 objects in simple situations Apply subitising, counting, addition and subtraction skills to money as whole numbers up to $10 Use time to sequence events, and terminology to talk about the passing of time Compare objects by length, mass or capacity Locate themselves and objects within familiar environments Use appropriate language when locating places in their real world, and interpret maps and diagrams Identify common shapes and their transformation in 2 or 3 dimensions Task 1: My birthday party project. You need to set up a table before the party and prepare some food. Week 4 Task 2: My lunch order project. Money amounts to $5 – buying items from the school canteen up to $5. Week 7 Task 3: Timetable project – think of five things you do over a school day. Week 9 Task 4: Measuring my classroom objects. Find four classroom objects and measure their lengths. Week 11 Task 5: Finding your way around the school. Week 13 Task 6: My 2D and 3D shapes project. Make models and diagrams with appropriate materials. Week 15
Sample assessment outline Mathematics – Preliminary Unit 3 Assessment task Notional due date Unit outcomes Use place value to set 2 numbers up to 100 in correct order Use addition and subtraction skills effectively, and recognise when answers are appropriate Apply counting, addition and subtraction skills to money as whole numbers up to $100 Use multiplication and division skills effectively, and recognise when answers are appropriate Apply multiplication and division skills to money as whole numbers up to $50 Choose the correct arithmetic operations on a calculator when completing a money calculation Interpret and use clocks, timetables and calendars to help manage daily life Use appropriate units to describe length, mass and volume, and read scales correctly when measuring these quantities Identify the likelihood of different outcomes for familiar events, and list the possible outcomes in such cases Task 1: Family BBQ. You are to organise a BBQ for your family. Week 4 Task 2: Party time. You plan to invite 5 friends. Week 7 Task 3: Fun day out. Your class is to plan an excursion to Adventure World. Week 11 Locate Task 4: Trip to the cinema.You plan to go to the movies with your friend. Week 13 Task 5: How heavy is it? Use supermarket catalogues to find out the mass of 10 different items. Week 14 Task 6: My daily activities. Use daily routines to predict what is likely to happen. Week 16
Sample assessment outline Mathematics – Preliminary Unit 4 Assessment task Notional due date Unit outcomes Use place value to determine the magnitude of numbers Use addition and subtraction skills effectively, and recognise when answers are appropriate Apply counting, addition and subtraction skills to money as whole numbers up to $1000 Use multiplication and division skills effectively, and recognise when answers are appropriate Apply multiplication and division skills to money as whole numbers up to $1000 Choose the correct arithmetic operations on a calculator when completing a money calculation Collect data about familiar everyday events and display this in graphs Interpret simple graphs related to familiar everyday events Identify the likelihood of different outcomes for familiar events and list the possible outcomes in such cases Task 1: What is your lucky number? A whole class game. Week 4 Task 2: My pocket money. Make a budget of your monthly expenses and savings. Week 9 Task 3: A fundraiser. Plan a sausage sizzle fundraising event. Week 14 Task 4: Birthday graphs. Construct birthday column graphs to respresent your classmates’ birthdays and answer questions. Week 16
write number sentences related to everyday addition and subtraction problems involving combinations of dollars and cents and calculating the change. Task 2 10–11 Apply skip counting to solve familiar equal group problems involving small numbers, such as 10, 20, 30 up to 100 items; use familiar basic facts, and extensions to basic facts, to solve everyday multiplication problems involving simple numbers; appropriately input the x, ÷ and = symbols on a calculator in the correct order to solve everyday equal group problems involving numbers up to 50, 100 or 1000 and beyond. Multiplication and division (4.5.1 – 4.5.10) 12–14 Apply familiar basic facts and extensions to solve everyday multiplication problems involving money; use rounding of the unit price of an item; make simple purchases of multiple items and know how much change to expect from a $100 note, or the balance on a debit card, using a calculator, if required; decide whether to use multiplication or division to solve everyday money problems. Task 3 Multiplication and division of money (4.6.1 – 4.6.6) 15–16 Carry through tasks to collect simple data about familiar everyday contexts; communicate results after sorting, classifying and organising simple data under suitable headings; read and interpret simple tallies, lists or tables related to familiar contexts; draw, read and interpret simple column graphs related to familiar contexts with axis provided, using appropriate labels and titles; compare and order categories within column graphs. Task 4 Chance and data (4.7.1 – 4.7.10)
(c) (2 marks) Question 2 (3.1.10) (6 marks) . Question 3 (3.1.11, 3.1.12) (8 marks) Determine and locate all solutions in the Argand plane to the equation . Question 4 (3.1.13, 3.1.15) (8 marks) . (3 marks) . (5 marks) Section Two – calculator-assumed section (20 marks) Question 5 (3.1.7) (10 marks) Expand and simplify the expression . (2 marks)
Sample Assessment Schedule Mathematics Standard – Year 11 AAM Sample for implementation for Year 11 from 2018 This sample assessment schedule has been designed to link with the corresponding sample Scope and Sequence Mathematics Standard Year 11 (Standard pathway through AAM units). Components Task 1 Task 2 Task 3 Weighting % Extended modelling and problem-solving task Topics A1, F1.2, M1.1, M1.3 Assignment/ Investigation Topics S1.1 Yearly Examination Topics A1, A2, S1, S2, F1.1, F1.2, M1, M2 Term 1, Week 7 Term 2, Week 4 Term 3, Week 9 Outcomes assessed MS11-1 MS11-2 MS11-3 MS11-4 MS11-5 MS11-6 MS11-9 MS11-10 Outcomes assessed MS11-2 MS11-7 MS11-9 MS11-10 Outcomes assessed MS11-1 MS11-2 MS11-3 MS11-4 MS11-5 MS11-6 MS11-7 MS11-8 MS11-9 MS11-10 Understanding, Fluency and Communicating 15 15 20 50 Problem Solving, Reasoning and Justification 20 15 15 50 Total % 35 30 35 100
Sample Assessment Schedule Mathematics Standard Year 11 Sample for implementation for Year 11 from 2018 Components Task 1 Task 2 Task 3 Weighting % Mathematical experiment and report Topics F1.2, A1 Assignment/ investigation Topics M1 Yearly Examination Topics F1.1, F1.2, A1, A2, S1, S2, M1, M2 Term 1, Week 6 Term 2, Week 4 Term 3, Week 9 Outcomes assessed MS11-1 MS11-2 MS11-3 MS11-4 MS11-6 MS11-9 MS11-10 Outcomes assessed MS11-3 MS11-4 MS11-6 MS11-8 MS11-9 MS11-10 Outcomes assessed MS11-1 to MS11-10 Understanding, Fluency and Communicating 15 15 20 50 Problem Solving, Reasoning and Justification 15 15 20 50 Total % 30 30 40 100
Sample Assessment Schedule Mathematics Standard 1 Year 12 Sample for implementation for Year 12 from Term 4, 2018 Components Task 1 Task 2 Task 3 Task 4 Weighting % In-class project or stimulus activity Topics F1.3, M5 Assignment/ investigation Topics F2, F3, S3.1 In-class test Topics A3.1, M3, S3.2 Trial HSC Examination Topics A3.1, M3, M4, M5, F2, F3, S3, N1 Term 4, Week 6 Term 1, Week 7 Term 2, Week 6 Term 3, Weeks 4–5 Outcomes assessed MS11-2 MS11-5 MS11-6 MS1-12-3 MS1-12-4 MS1-12-9 MS1-12-10 Outcomes assessed MS1-12-2 MS1-12-5 MS1-12-7 MS1-12-9 MS1-12-10 Outcomes assessed MS1-12-1 MS1-12-2 MS1-12-3 MS1-12-4 MS1-12-6 MS1-12-7 MS1-12-9 MS1-12-10 Outcomes assessed MS1-12-1 to MS1-12-10 Understanding, Fluency and Communicating 10 15 10 15 50 Problem Solving, Reasoning and Justification 10 15 10 15 50 Total % 20 30 20 30 100
Unit title Budgeting and Household Expenses F1.3 Rates and Ratio M7 Introduction to Networks N2.1, N2.2 Outcomes MS11-2, MS11-5, MS11-6, MS11-9, MS11-10 MS2-12-3, MS2-12-4, MS2-12-9, MS2-12-10 MS2-12-8, MS2-12-9, MS2-12-10 Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Financial Mathematics Measurement Algebra Unit title Investments F4.1 Depreciation and Loans F4.2 Non-right-angled Trigonometry M6 Simultaneous Linear Equations A4.1 Outcomes MS2-12-5, MS2-12-9, MS2-12-10 MS2-12-5, MS2-12-9, MS2-12-10 MS2-12-3, MS2-12-4, MS2-12-9, MS2-12-10 MS2-12-1, MS2-12-6, MS2-12-9, MS2-12-10 Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Statistical Analysis Financial Mathematics Algebra Unit title Bivariate Data Analysis S4 Annuities F5 Non-Linear Relationships A4.2 Outcomes MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10 MS2-12-5, MS2-12-9, MS2-12-10 MS2-12-1, MS2-12-6, MS2-12-9, MS2-12-10 Term 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Statistical Analysis Networks Unit title The Normal Distribution S5 Critical Path Analysis N3 Outcomes MS2-12-2, MS2-12-7, MS2-12-9, MS2-12-10 MS2-12-8, MS2-12-9, MS2-12-10
in order of ( x ; y ; z ) [ 3 ] QUESTION 6 a/ If A = 63,70 and B = 24,20 use your calculator to find the following values, correct to two decimal places: (2) tan (2A - B) (2) (2) b/ Calculate the value of x, if 0°≤ x ≤ 90°, correct to two decimal places: cosx = (2) tan (x + 4,050) = 9,44 (2) 3sin x = 0,326 (2) c/ A is the point ( 8 ; 15 ). Without finding the angle θ, use the sketch to determine: page 6
Students who are working at this level could: Investigate the behaviour of the asymptotes of hyperbolas and exponential functions under various transformations Assessment ideas Students carry out an investigation of relations arising from practical or theoretical contexts, such as the Tower of Hanoi and other recursive situations leading to exponential functions. They plot and sketch graphs with and without the aid of technology. Students respond to a set of questions requiring then to find key features of graphs of parabolas, circles, exponential functions and, for Level 10A students, rectangular hyperbolas. They sketch the corresponding graphs, labelling the key features of the graphs. Resources AMSI DET eResources nRich FUSE: Discover resources aligned to the Victorian Curriculum Level 10 Level 10A Notes
Topic 8.1.7: Algebra: expressions Strand: Number and Algebra Sub-strand: Patterns and algebra Recommended teaching time: 2 weeks (approximately 6 hours) Mapping to F–10 curriculum in Victoria Content descriptions Extend and apply the distributive law to the expansion of algebraic expressions . Factorise algebraic expressions by identifying numerical factors . Simplify algebraic expressions involving the four operations . Achievement standard (excerpt in bold) Level 7 Level 8 Level 9 Students solve problems involving the order, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving all four operations with fractions, decimals, percentages and their equivalences, and express fractions in their simplest form. Students compare the cost of items to make financial decisions, with and without the use of digital technology. They make simple estimates to judge the reasonableness of results. Students use variables to represent arbitrary numbers and connect the laws and properties of number to algebra and substitute numbers into algebraic expressions. They assign ordered pairs to given points on the Cartesian plane and interpret and analyse graphs of relations from real data. Students develop simple linear models for situations, make predictions based on these models, solve related equations and check Students use efficient mental and written strategies to make estimates and carry out the four operations with integers, and apply the index laws to whole numbers. They identify and describe rational and irrational numbers in context. Students estimate answers and solve everyday problems involving profit and loss rates, ratios and percentages, with and without the use of digital technology. They simplify a variety of algebraic expressions and connect expansion and factorisation of linear expressions. Students solve linear equations and graph linear relationships on the Cartesian plane. Students apply the index laws using integer indices to variables and numbers, express numbers in scientific notation, solve problems involving very small and very large numbers, and check the order of magnitude of calculations. They solve problems involving simple interest. Students use the distributive law to expand algebraic expressions, including binomial expressions, and simplify a range of algebraic expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment using a range of strategies including the use of digital technology. Students sketch and draw linear and non-linear relations, solve simple related equations and explain the relationship between the graphical and symbolic forms, with and without the use of digital technology.
Assessment ideas Students solve practical problems involving surface area and volume of prisms and cylinders and connect volume to capacity. For example, students investigate possible surface areas of cans and tetrahedral containers with a capacity of 1 litre (1000 cm3). Resources AMSI NCTM Illuminations NLVM (Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download) FUSE: Discover resources aligned to the Victorian Curriculum Notes Topic 9.2.5: Statistics Strand: Statistics and Probability Sub-strand: Data representation and interpretation Recommended teaching time: 3 weeks (approximately 9 hours) Strand: Number and algebra Sub-strand: Patterns and algebra Mapping to F–10 curriculum in Victoria
Specific behaviours Mark allocation Item Partitions the algebraic fraction before integrating Simplifies fractional indices when dividing Simplifies fractions accurately when integrating Shows adequate working with the substitution 1 1 1 1 simple simple simple simple Question 2 [3.2.21] (9 marks) A train is travelling on a straight track between two stations under the following conditions. It starts from rest at station A and moves with acceleration . It then maintains its speed for 60 seconds such that Finally it slows to rest at a constant rate over 10 seconds such thatand stops in station B. Sketch the Velocity V’s Time graph (5 marks) Specific behaviours Mark allocation Item classification Determines the first two velocity functions Draws each section of the graph accurately 2 3 simple simple Calculate the total distance in metres between station A and station B. (4 marks) Specific behaviours Mark allocation Item classification Uses the velocity functions/graphs to calculate the distance travelled for each leg States the correct distance travelled 3 1 simple simple
Date Assessment Descriptions Type of assessment Assessment 1 September to Number Short in class assessments Algebra Statistics Number Dec Mathematics Assessment 1 Not part of summative Assessment 2 to end of January Geometry and measures: Short in class assessments Ratio, proportion and rates of change Algebra Probability Jan Mathematics Assessment 2 Not part of summative Assessment 3 February - mid April Number Short in class assessments Geometry and measures Algebra Statistics April Mathematics Assessment 3 Not part of reporting Summative Assessment Mid-April to July End of Year Assessment: Non-calculator paper 50% Calculator paper 50% Formal 2 x 1 hour 30 min exam 100% of summative June Mathematics Summative Assessment Mathematics year 11 Assessment summary for parents
Victorian Curriculum F – 10 compared to the AusVELS Curriculum Level F to 6 Key: revised and new content descriptions are bolded. The column for new algorithms and coding content descriptions is shaded in light grey. Strand Number and Algebra Measurement and Geometry Statistics and Probability Level Number and place value Patterns and algebra Using units of measurement Location and transformation Shape Data representation and interpretation Foundation Represent practical situations to model addition and subtraction Represent practical situations to model sharing Follow a short sequence of instructions Organise answers to yes/no questions into simple data displays using objects and drawings Interpret simple data displays about yes/no questions 1 Represent practical situations that model sharing Recognise the importance of repetition of a process in solving problems Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units 2 Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction 3 Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes Measure, order and compare objects using familiar metric units of length, area, mass and capacity Identify and describe slides and turns found in the natural and built environment 4 Define a simple class of problems and solve them using an effective algorithm that involves a short sequence of steps and decisions Explain and compare the geometric properties of shapes and objects 5 Recognise, represent and order numbers to at least hundreds of thousands Follow a mathematical algorithm involving branching and repetition (iteration) 6 Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers and make estimates for these computations Design algorithms involving branching and iteration to solve specific classes of mathematical problems Investigate the effect of combinations of transformations on simple and composite shapes, including creating tessellations, with and without the use of digital technologies Construct, interpret and compare a range of data displays, including column graphs for two categorical variables Pose and refine questions to collect categorical or numerical data by observation or survey Level 7 to 10A
Sample assessment outline Mathematics Essential – General Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When/due date/start and submission date Assessment task Response 50% 7% Semester 1 Periodic/fortnightly Task 1: Short skills quizzes (10–15 minutes) based on Unit 1 syllabus content covered up to date 5% Semester 1 Week 6 Task 3: Test 1 – Linear measure, mass, capacity, rates, percentages and practical formulas 6% Semester 1 Week 10 Task 5: Test 2 – Area, volume/capacity, rates , application of fractions, decimals and percentages, reading, interpreting graphs and two way tables, ongoing revison 7% Semester 1 Week 15 Task 7: Test 3 – Finance, spreadsheets, drawing and interpreting graphs, ongoing revision 7% Semester 2 Periodic/fortnightly Task 8: Short skills quizzes (10–15 minutes) based on Unit 2 syllabus content covered up to date 8% Semester 2 Week 7 Task 10: Test 4 – Statistics, ratio and rates 10% Semester 2 Week 15 Task 12: Test 5 – Maps, timetables, speed, distance, ongoing revision Practical applications/ Statistical investigation process 50% 6% Semester 1 Week 4 Task 2: Practical application 1 – In class: Involving percentages, rates, formulas and units of energy 7% Semester 1 Week 7 Task 4: Practical application 2 – In class: Packaging 12% Semester 1 Week 14 Task 6: Practical application 3 – Budget project 13% Semester 2 Week 4 Task 9: Statistical investigation – Are males better drivers? 12% Semester 2 Week 13 Task 11: Practical application 4 – Project Travel itinerary Total 100% 100%
Provided by the Publisher Basal ISBN Provided by the Publisher Title Type - Electronic or Print Author - Copyright - Edition - Course - Grade(s) - Teacher Edition ISBN if applicable Overall Recommendation (based on specifics from pages 2 and following) Recommended? Yes____ No____ Overall Strengths, Weaknesses, Comments: District School Principal (or other Chair of SBDM) Evaluating SBDM Members/Committee Members SBDM Principal/Chair Signature Date
FAT Activity/Form Learner’s mark Learner’s % 3.1 PROJECT TOTAL Total: 60 Marks Time: 1 period in the class Instructions: Write your name and date in the spaces provided. All questions must be answered on the question paper. Show ALL calculations clearly. You may use an approved calculator. It must be your own work. Check your answers. Note: Indicate units of measurement where applicable. Round ALL the final answers off to ONE decimal place unless stated otherwise.
INSTRUCTIONS AND INFORMATION Read the following instructions carefully before answering the questions. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. This question paper consists of 12 questions. Answer ALL the questions. Number the answers correctly according to the numbering system used in this question paper. Clearly show ALL calculations, diagrams, graphs, et cetera that you have used in determining your answers. Answers only will not necessarily be awarded full marks. You may use an approved scientific calculator (non-programmable and non-graphical), unless stated otherwise. If necessary, round off answers to TWO decimal places, unless stated otherwise. Diagrams are NOT necessarily drawn to scale. An information sheet with formulae is included at the end of the question paper. Write neatly and legibly. QUESTION 1 1.1 Solve for x: 1.1.1 (2) 1.1.2 (correct to TWO decimal places) (4) 1.1.3 (3) 1.2 Solve the following equations simultaneously: (6)
CENTRE NUMBER: EXAMINATION NUMBER: DIAGRAM SHEET 1 QUESTION 2.2.1 Class Frequency Cumulative frequency 20 < x ≤ 30 1 30 < x ≤ 40 7 40 < x ≤ 50 13 50 < x ≤ 60 17 60 < x ≤ 70 9 70 < x ≤ 80 5 80 < x ≤ 90 2 90 < x ≤ 100 1 QUESTION 2.2.2 CENTRE NUMBER: EXAMINATION NUMBER: DIAGRAM SHEET 2 QUESTION 7.4 QUESTION 8.1 CENTRE NUMBER: EXAMINATION NUMBER: DIAGRAM SHEET 3
Answer the questions below. If in doubt you can use MyMaths () to look up and revise the techniques. To use MyMaths you will need to enter the BSFC Mathematics user name (Bolton6) and password (circle). Pay particular attention to the presentation of your work, making sure you show every algebraic step clearly. These algebraic skills are vital throughout the whole of A-level Mathematics Q Topic 1 Indices 2 Simultaneous Linear Equations 3. Linear Inequalities 4. Equation of a circle 5. Fractions 6. Indices 7. Expanding Brackets 8. Quadratic Graphs 9. Basic Trigonometry 10 Problem Solving 11. Problem Solving 12 Sine and Cosine Rules 13 Solving Quadratic Equations 14 Linear Inequalities 15 Indices How to present your answers You should produce hand-written solutions to the above on lined A4 paper. For Q8 you should use graph paper (if you have no graph paper, print some off at ). You should scan or photograph your work to upload it, and make sure you bring your hand written work to lessons.
Baseline Data (Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Teacher will use the Grade 3 Mathematics Pre Assessments (Fluency) to acquire baseline data. are timed tests designed to determine the degree to which a student can “quickly and accurately” demonstrate a particular procedural fluency. Performance Level (Rounded Averages) Distinguished Command (5) Solid Command (4) Moderate Command (3) Partial Command (2) Minimal Command (1) Number of Students at each Level Preparedness Level Number of Students in Each Group (Total) Target Score on (%) Number of Students Required for “Full Attainment” Tier I (Low Level) PLD 1 and 2 Tier II (Mid Level) PLD 3 Tier III (High Level) PLD 4 and 5* * It is expected that students in Performance Level 5 maintain a level of distinguished command. Scoring Plan Preparedness Group Target Score on Final Assessment Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Exceptional (4) Full (3) Partial (2) Insufficient (1)
Approval of Student Growth Objective Teacher _________________ Signature_______________ Evaluator ________________ Signature _______________ Date Submitted_______________ Date Approved _______________ Results of Student Growth Objective Preparedness Group Number of Students at Target Score Objective Attainment Level SGO Score Average Objective Attainment Level Teacher ________________________ Evaluator _________________ Date _________________ _____