Parent Learning Group

Year 11

12th June, 2018

DHARMENDRA SINGH(HEAD TEACHER, MATHEMATICS)

Presentation Content

• Syllabus Structure

• Competitions

• Expectations

• Strategies for success

• Scope and Sequence

• Assessment Program

• Resources

• How Students Learn

• Project Mathematics

• Question time

• Quote

Mathematics

CoursesCOURSES OFFERED

2018

STANDARD

MATHEMATICS

NEW!

MATHEMATICS

CURRENT

MATHEMTICS

EXTENSION1

CURRENT

Structure

Year 11 Syllabus

Preliminary Mathematics Course

Topics

Basic arithmetic and algebra

Real functions

Trigonometric ratios

Linear functions

The quadratic polynomial and the parabola

Plane geometry – geometrical properties

Tangent to a curve and derivative of a function

HSC Mathematics Course Coordinate methods in geometry

Applications of geometrical properties

Geometrical applications of differentiation

Integration

Trigonometric functions (including applications of trigonometric ratios)

Logarithmic and exponential functions

Applications of calculus to the physical world

Probability

Series and Series applications

The 2 Unit Course

The 2 Unit course is intended to give these students an understanding of and competence in some further aspects of mathematics which are applicable to the real world.

The course has general educational merit and is also useful for concurrent studies in science and commerce. It is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences

or commerce.

Students who require substantial mathematics at a tertiary level supporting the physical sciences, computer science or engineering should undertake the 3 or 4 Unit courses.

The Extension 1 Course The Extension 1 course is intended to give these students a

thorough understanding of, and competence in, aspects of mathematics including many which are applicable to the real world.

The course has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce. It is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level, and for the study of mathematics in support of the physical and engineering sciences.

Although the Extension 1 course is sufficient for these purposes, it is recommended that students of outstanding mathematical ability should consider undertaking the 4 Unit course.

MEREWETHER HIGH SCHOOL

Competition

Name

Date and Day of

Competition

Closing date of

entry in 2018

Cost Year Coordinator Comments

Australian

Mathematics

Competition -

AMC

Thursday 9th

August 2018Monday, 15th

June, 2018

Week 7 Term 2

$6.50 7-12 Mrs Scollay Entries close Week 7 of Term 2

and Year 11 and 12 students to

pay cashier.

Year 7 and 8 is included in

their fees

ICAS UNSW

Mathematics

Competition-ICAS

Tuesday, 14

August 2018Friday, 23 June

Week 9 Term 2

$8.80 7-12 Mrs

Cocking

Y7-10 inclusive in school

fees. Optional for 11-12.

Mathematics

Challenge

4 weeks before

29th June 2018

(Term 1 and 2)

Week 10 Term 1 $25.50 7-10 Mr Singh Coordinator Mr Singh

and marked by Ms Dagg

Mathematics

Enrichment

April to

September 21st

2018

(16 week

period)

(Term 2 and 3)

End of Term 1 $42.00 7-10 Mr Singh Coordinator Mr Singh

and marked by Ms Dagg.

MATHEMATICS COMPETITIONS

Australian Informatics Olympiad (AIO) [Year 7-12] Thursday 23rd August 2018 $19.80 per student. Entries close 15/8/18* Australian Intermediate Mathematics Olympiad (AIMO) [7-10] Thursday 13th September, 2018. $19.00 per student.* Computational and Algorithmic Thinking (CAT) Tuesday 27th March 2018 - $6.50.

(Discounts apply for students who do AMC-$10.00 for both Cat and AMC instead of $13.00)-enrolling now.

ExpectationsStudents are expected to:

Show all working in examinations

Keep all written work neat and tidy

Complete homework/Assignments

Study consistently

Access past exam questions on intranet/Moodle

Regularly use a diary

Use online resources

Use of Technology-Geogebra

Refer to the assessment calendar

Strategies for success

Most math texts have chapter tests at the end

of each chapter. Try one problem from each

section. Make a note of their differences.

Write down the first step to each problem --

this is usually the hardest to remember. This

practice will help you to know how to

distinguish between the various types of

problems. This is the hardest part.

Strategies for success

Go back to the section in the text where you are having difficulty. Follow the examples making sure you understand each step. This takes time.

Growth mindset-, "In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work-brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment

Strategies for success

Reading a math book is not like reading a novel.

You have to practise as you go. It may take you

20 minutes to go through one example problem.

Don't leave preparing for a test to the last minute.

Make sure you leave time to ask questions in class

AFTER you have studied.

If possible, form a small study group with

members from your class.

Strategies for success

In the class session a day or so BEFORE the

test, ask the teacher to please point out any

major similarities or differences among the

various types of problems you will encounter

on the test.

Math is a cumulative subject. You REALLY

need to understand today's material to

understand the material the next day. Ask

questions immediately in class as soon as you

don't understand anything.

Strategies for success

DO AS MANY PROBLEMS AS YOU CAN UNTIL YOU FEEL COMFORTABLE WITH THE MATERIAL.

USE DIFFERENT STIMULUS MATERIALS AND TEXTS

MAKE TIME AVAILABLE TO DO CATCH UP

GET THE PHONE NUMBER OF SOMEONE IN YOUR CLASS WHO WON'T MIND IF YOU CALL THEM TO DISCUSS QUESTIONS

Strategies for success

Differentiation to avoid repetition

Practice mental computations

Spend half an hour to revise daily

Read next day’s lesson from text

Enjoy what you do!

Annotate your work

Relate your mathematics to a story

Feel confident in your ability

Appreciate your achievements

Year 11 Scope and Sequence 2018

MATHEMATICS COURSE

1. Basic Arithmetic and Algebra

2. Real Functions of a Real Variable and

their Geometrical Representation 1

3. Linear functions and Lines

4. Tangent to a curve and derivative of a

function

Include the equation of tangents and

normals

5. Trigonometric ratios - Review and

some preliminary results.

This may be just revision for most 3U

students.

6. The Quadratic polynomial and the

parabola 1

7. Real functions of a Real Variable and

their Geometrical Representation 2

8. Plane geometry

Overlaps HSC course which contains

the theoretical applications

Mathematics Course

Preliminary Higher School Certificate

Assessment Schedule Clip only

Preliminary

Course

Year 11

Components Weighting Task 1 Task 2 Task 3

Class Test

45 minutes

Mid course exam

1.5 Hours

Preliminary Final

Examination

3 hours

Outcomes

P1, P3, P4

Outcomes

P1, P3, P4, P5, P6,

P7, P8

Outcomes

P1, P3, P4, P5, P6,

P7, P8

Term 1, Week 7 Term 2, Week 5 Term 3, Week 8, 9

Concepts, skills

and techniques

50% 10% 20% 20%

Reasoning and

communication

50% 10% 20% 20%

Total 100% 20% 40% 40%

Resources Project Maths online program

Competitions- AMC, ICAS,

University links-Tutors and Enrichment

Teacher assistance

MHS Moodle-past exams, textbooks

Khans Academy online video

Peers and Peer tuition

Library space and resources

Online Competitions

Eddie Woo videos

How students learn Maths

Allowing multiple strategies, perhaps by

helping students explore and discuss their own

methods to “see what is easy and difficult

about each of them.”

By providing an instructional environment in

which there is not always a single correct

approach, students will learn to focus on the

process of problem-solving, not simply on

whether the answer is right or wrong.

• Encouraging math talk “to make students’ thinking visible.” This approach provides the teacher with better information to use when diagnosing student difficulties, and it makes more than one “teacher” available to help students make connections.

• Designing “bridging instructional activities” that “pre-emptively” address areas of misconceptions students often have.

Question Time ????

Quote of the Day

Mathematics is a great

motivator for all humans..

Because its career starts

with zero and it never end

(infinity).