MAT Sample Unit Package 3A3B

Mathematics
Sample unit package

Units 3AMAT and 3BMAT
This sample unit package contains
a teaching program for 3AMAT
an assessment outline for 3AMAT
a teaching program for 3BMAT
an assessment outline for 3BMAT
a teaching program for 3AMAT and 3BMAT (concurrent)
an assessment outline for 3AMAT and 3BMAT (concurrent)
assessment tasks and marking keys
This sample package is provided as support for teachers. It has been
updated to reflect WACE policy expectations for 2008 and beyond.
Sample unit package 3AMAT and 3BMAT 1
2008/58119
Copyright
Curriculum Council, 2009
This documentapart from any third party copyright material contained in itmay be freely copied, or communicated on an intranet, for
non-commercial purposes by educational institutions, provided that it is not changed in any way and that the Curriculum Council is
acknowledged as the copyright owner.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the Curriculum
Council.
Copying or communication of any third party copyright material contained in this document can be done only within the terms of the
Copyright Act or by permission of the copyright owners.
Disclaimer
Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that
teachers can use to support their learning programs. Their inclusion does not imply that they are mandatory or that they are the only
resources relevant to the course.
Table of contents
Mathematics: 3AMAT sample program ......................................................................................... 4
Overview .......................................................................................................................................... 4
Program detail .................................................................................................................................. 5
Assessment outline ....................................................................................................................... 11
Mathematics: 3BMAT sample program ....................................................................................... 12
Overview ........................................................................................................................................ 12
Program detail ............................................................................................................................... 13
Assessment outline ....................................................................................................................... 21
Mathematics: 3AMAT and 3BMAT sample concurrent program ............................................... 22
Overview ........................................................................................................................................ 22
Program detail ............................................................................................................................... 23
Assessment outline ........................................................................................................................ 34
Web links for Mathematics: units 3AMAT, 3BMAT .................................................................... 35
Sample assessment itemsInvestigation ................................................................................. 36
Transformations 3AMAT ............................................................................................................. 37
Square numbers 3BMAT ............................................................................................................... 65
Sampling methods 3AMAT ........................................................................................................... 72
Space and Measurement: Areas 3BMAT .................................................................................. 77
Sample assessment itemsResponse 3AMAT ......................................................................... 95
Sample assessment itemsResponse 3AMAT Marking key ................................................... 109
Sample assessment itemsResponse 3BMAT ....................................................................... 117
Sample assessment itemsResponse 3BMAT Marking key .................................................... 127
Mathematics: 3AMAT sample program
Overview
The resources or references such as texts and websites in this document are provided as examples of resources that teachers can use to support their
teaching. Their inclusion does not imply that they are mandatory, preferred or that they are the only resources relevant to the course.
Time placement
Time allocation
(h)
Content area Topic Assessment
Week 1-3 9 Number and algebra Functions and graphs Investigation 1
Week 3-4 4 Number and algebra: Equations and inequalities
Week 4-5 4 Number and algebra Equations; Functions and graphs;(Variation) Test 1
Week 5-6 5 Number and algebra: Patterns
Week 6-7 5 Number and algebra Finance
Week 7-8 2 Space and measurement Rate Investigation 2
Week 8-9 6 Space and measurement Measurement (Trigonometry)
Week 10-11 6 Chance and data: Represent data (Location and spread) Test 2
Week 11-12 4 Chance and data Represent data (Univariate data)
Week 12 2 Chance and data:
Collect and organise data, interpret data
(Sampling)
Investigation 3
Week 13-14 5 Chance and data Quantify chance (Probability) Test 3
Week 14 3 Chance and data
Quantify and Interpret chance (Normal
distribution)
Mathematics: 3AMAT sample program
Program detail
Students will be provided with opportunities to:
plan and carry through tasks:
choose and use mathematical models and methods
choose methods of processingwritten, with a calculator.
interpret solutions:
check answers fit specifications
link solutions to contexts
generalise results.
argue to support or contest mathematical conclusions
communicate methods, reasoning and results.
The number formats for the unit are positive and negative numbers, recurring decimals, square roots, cube roots and numbers expressed with integer
powers.
Note: The program assumes that students will be familiar with linear and quadratic relationships.
Time Topic/syllabus entry Embedded content Resources Assessment
9h
Weeks 13
Number and algebra: Functions and graphs
1.2.6 use function notation
1.2.3 identify domain and range of functions
1.2.1 sketch graphs of:
n
x y , for
n
= 2, 3, , , -1
1.2.4 distinguish linear, quadratic, cubic and reciprocal
functions in algebraic and graphical forms
1.2.2 describe the effects of varying
a
, b ,
c
and d on
the graph of d c x b af y + )] ( [ where:
n
x x f ) ( , for
n
= 2, 3, ,, -1
(vary up to two parameters in any one example.)
1.2.5 describe the graphs of functions qualitatively
(calculations not required) considering:
intercepts
lines of symmetry
turning points
asymptotes
concavity
points of inflection
Estimation and calculation
1.1.3 use calculators efficiently CP300_2
CP300_3
CP300_4
CIMT_P2
CIMT_P4
Investigation 1
Take-home with In-class
extension
Number and algebra
Effects of varying
a
, b ,
c

and d on the graph of
d c x b af y + )] ( [ for
n
x x f ) (
4h
Week 34
Number and algebra: Equations and inequalities
1.3.1 rearrange algebraic expressions into forms useful
for computation, including factorising
2 2 2
b x a
and
c bx x + +
2

1.3.2 solve algebraically and graphically:
quadratic equations in factored form
cubic equations in factored form
simple power equations
c x
n

,
n
= 2, 3, , , , -1
1.3.3 solve simultaneous equations graphically, including
linear and quadratic equations
1.1.1 use mental strategies for estimation
in context
1.1.3 use calculators efficiently
round numbers to a given number of
significant figures
1.1.5 round, truncate and choose
appropriate accuracy as part of calculation
and estimation
1.1.7 use the laws of indices to simplify
numerical and algebraic expressions and
to solve equations
Functions and graphs
1.2.3 identify domain and range of
functions
CIMT_G10
10.9, 10.10, 10.11
CIMT_G13
13.10, 13.12
CIMT_G17
17.1
CP300_1.9
4h
Week 45
Number and algebra: Equations; functions & graphs
(Variation)
1.3.4 describe how one quantity varies with another by
inspecting the formula that relates them, including
quantities that are inversely proportional
1.3.5 solve inverse proportion problems
relate the ideas of inverse proportion and reciprocal
functions
. . .
x
b y , 0 > b , e b
1.2.4 distinguish . . .exponential functions in algebraic and
graphical forms
a
, b ,
c
and d on
the graph of d c x b af y + )] ( [ where:
x
k x f ) (
(Vary up to two parameters in any one example.)
exponential equations
c ab
kx

, 0 > b (logarithms not
required)
1.3.3 solve simultaneous equations graphically
1.2.3 identify domain and range of
functions
1.2.5 describe the graphs of functions
qualitatively (calculations not required)
considering:
intercepts
concavity
asymptotes
1.1.7 use the laws of indices to simplify
numerical and algebraic expressions and
to solve equations
CIMT_G15
15.5, 15.6, 15.7, 15.8
Shell
Test 1
Algebra, equations,
variation, functions and
graphs
Investigation option
In-class
Number and algebra
- Number of solutions for
simultaneous equations
5h
Week 56
Number and algebra: Patterns
1.4.1 use recursion to determine terms and sums for
sequences including arithmetic and geometric sequences
1.4.2 use recursion to study growth and decay
1.1.1 use mental strategies for estimation
in context
significant figures
and estimation
1.1.6 recognise the effects of rounding and
truncating on the accuracy of results
Take-home with In-class
extension
Number and algebra
Growth and decay in real
contexts
5h
Week 67
Number and algebra: Finance
1.5.1 Use, construct and interpret spreadsheets for
making financial decisions
1.5.2 judge adequacy of spreadsheets and make
refinements if necessary
1.5.3 calculate loans with reducible interest, including
determining the number of years for the balance to fall to
a specified amount
1.5.4 calculate annuities using a spreadsheet
interpret and make decisions about loan and repayment
amounts with reducible interest.
significant figures
and estimation
Take-home project with
In-class extension
Number and algebra
Borrowing money
comparing the alternatives
2h
Week 78
Space and measurement: Rate
2.1.1 convert between rate units such as kilometres per
hour and metres per second
2.1.2 interpret function of time relationships ) (t f y
including distance and displacement relationships
2.1.3 sketch and interpret graphs for ) (t f y
relationships
2.1.4 recognise that rate of change is constant for linear
relationships
Number
use positive and negative numbers and
recurring decimals
use mental strategies for estimation in
context
evaluate the absolute value of rational
numbers
use calculators efficiently
significant figures
round, truncate and choose appropriate
accuracy as part of calculation and
estimation
recognise the effects of rounding and
CIMT_B18
18.3, 18.4
CIMT_G13
13.6
CIMT_P8
8.0, 8.1
Shell
Investigation 2
Developing rates of change
concepts
6h
Weeks
89
Space and measurement: Measurement (Trigonometry)
2.2.1 Use the unit circle to identify sine and cosine ratios for
acute and obtuse angles (degree measure only)
2.2.2 Use the formula area ABC = C absin
2
1

2.2.3 Use the sine and cosine rules to determine sides and
angles of triangles (two-dimensional contexts only).
6h
Weeks 1011
Chance and data: Represent data, (Location and
spread)
3.4.3 calculate mean, median and mode for ungrouped
frequency data and recognise that averages indicate
location of frequency distributions
3.4.4 calculate weighted mean, mean for grouped data,
and median and modal classes
3.4.5 describe spread between data displayed in
frequency tables and graphs using terms such as gaps,
clusters, more dense/less dense regions, outliers,
symmetry and skewness
3.4.6 calculate cumulative frequency, quartiles and inter-
quartile range for ungrouped data and use them to
describe spread
3.4.7 determine the standard deviation, for grouped and
ungrouped data using the inbuilt facility on a calculator
3.5.5 interpret spread summaries in terms of their
mathematical definitions
3.5.10 compare scores from two or more sets of data
using number of standard deviations from the mean
(standard scores)
3.4.9 calculate outliers (values more than 1.5 inter-
quartile range beyond the upper and lower quartiles)
3.4.8 identify extreme and unexpected values
reason to include or exclude outliers
3.5.7 discern effects on summary statistics of cropping
data (including outliers)
1.1.2 evaluate the absolute value of
rational numbers
significant figures
and estimation
Test 2
Functions and graphs,
equations, patterns, finance,
rates and trigonometry
Chance and data
- Investigate the viability of
inter-quartile range, range
and standard deviation for
ranking datasets in order of
spread
- Effects on mean, median
and mode, inter-quartile
range, range and standard
deviation of cropping data
- Calculating quartiles
(Propose how to calculate
quartiles for 20, 21, 22, and
23 points, given that
quartiles divide data into
four equal-sized groups.)
- Famous outliers and
scientific discovery
(Examples given, and ask
students to explain outliers
in given sets of data in
contexts that are likely to be
familiar to them)
4h
Weeks 1112
Chance and data: Represent data (Univariate)
3.4.1 construct frequency histograms for grouped and
ungrouped data
3.5.3 discern effects of different equal-sized class intervals
on histograms
3.4.2 construct box-plots for ungrouped data, outliers not
distinguished
3.5.9 compare datasets, combining interpretation of median,
inter-quartile range and skewness or symmetry about the
median
3.5.1 discern connections between frequency histograms
and box-plots, including the shape of histograms for provided
box-plots
3.5.2 discern the advantages/ disadvantages of using
frequency histograms and box-plots to display data
3.5.4discern viability of inter-quartile range, range and
standard deviation for ranking datasets in order of spread
3.5.8 compare datasets, combining interpretation of mean,
standard deviation, and skewness or symmetry about the
mean
Investigation 3
In-class
Chance and data
- Predicting the weather
(Chance and data resources
Part 4)
- Connections between
histograms and box-plots and
use of the graphs for
comparison
2h
Week 12
Chance and data: Collect and organise data (Sampling)
3.3.1plan sampling methods (systematic, random, stratified,
self-selection, convenience) and justify choosing a sample
instead of a census.
Chance and data: Interpret data
3.5.11 Infer results for populations from samples, recognising
possible chance variation between them
show how data can be manipulated to serve different
purposes.
Take-home with in-class
extension
Chance and data
- Sampling methods (Chance
and data resources Part 4)
- Manipulation of data to serve
a purpose (examples in the
media)
5h
Week 1314
Chance and data: Quantify chance (Probability)
3.1.1 use lists, tree diagrams and two-way tables to
determine sample spaces for two- and three- stage
events
3.1.2use Venn diagrams to represent sample spaces for
two events and to illustrate subset, intersection, union and
complement
3.1.3 use sample spaces to calculate simple probabilities
and probabilities for compound events
3.1.4 Use addition and multiplication principles for
counting, and use the counts to calculate probabilities
3.1.5 Use the relationship P(A) + P(A) = 1 to calculate
probabilities for complementary events
3.1.6Use set and probability notation such as n(U), n(A),
Test 3
Location and spread,
univariate data, sampling
n(A') or n( A ), n(AB), n(AB), n(A|B) and P(A), P(A'),
P(AB), P(A' B)
3.2.1 Use probabilities to predict proportions and number
of outcomes that are likely to satisfy provided criteria in n
trials
3.2.2 Estimate population size using the
capture/recapture technique
3h
Week 14
Chance and data: Normal distribution
3.1.7 Calculate probabilities for normal distributions with
known mean and standard deviation
3.1.8 Use the 68%, 95%, 99.7% rule for data one, two
and three standard deviations from the mean
3.1.9 Use probability notation for normal random variables
such as P(X < x)
3.2.3 Calculate quantiles for normally distributed data with
known mean and standard deviation
3.2.4 Use number of standard deviations from the mean
(standard scores) to describe deviations from the mean in
normally distributed data sets
In-class
Chance and data
How normal distributions
evolve (Chance and data
Part 5)
End of semester
examination
Hours allocated
Number and algebra Space and measurement Chance and data Total
In this program
27 8 20 55
Suggested in the syllabus
27 8 20 55
Resources Key:
CIMT_Bn Practice Book 8B, Pupil Book n downloadable from http://www.cimt.plymouth.ac.uk/projects/mepres/book8/book8.htm
CIMT_Gn GCSE Course Material, Pupil Book n downloadable from http://www.cimt.plymouth.ac.uk/projects/mepres/allgcse/allgcse.htm
CIMT_Pn Pure Mathematics, Chapter n downloadable from http://www.cimt.plymouth.ac.uk/projects/mepres/alevel/alevel.htm
CP300_n How do I on the Class-Pad 300?, Section n downloadable from http://www.casioed.net.au/downloads/classpad_download.php
Shell The Language of Functions and Graphs (Red Book), Shell Centre for Mathematical Education
Assessment outline
Unit 3AMAT
The number and type of response items and Investigations and the topics covered within this sample program, are suggestions only.
The above outline adheres to the requirement that weightings given to different types of assessment should be Response 7585% and
Investigation 1525%.
* 3AMAT content may be included in an end of year examination with the weighting for examination partitioned accordingly.
Sample unit package 3AMAT and 3BMAT
Assessment
weightings
Task
weighting
Number and
algebra
Space and
measurement
Chance and
data
Response
76%
Test 1
Algebra, equations, variation, functions and graphs
10%
Test 2
Functions and graphs, equations, patterns, finance, rates and
trigonometry
16%
Test 3
Location and spread, univariate data and sampling
16%
End of unit examination * 34%
Investigation
24%
Investigation 1
Take-home with In-class validation
Number and algebra
Effects of varying
a
, b ,
c
and d on the graph of
d c x b af y + )] ( [ for
n
x x f ) (
10%
Investigation 2
In-class
Space and measurement
Developing rates of change concepts
6%
Investigation 3
In -class
Chance and data
Predicting the weather
8%
11
Mathematics: 3BMAT sample program
Overview
Time placement
Time allocation
(h)
Content area Topic Assessment
Week 1 4 Number and algebra Equations and inequalities
Week 2 4 Number and algebra Functions and graphs
Week 3 4 Number and algebra: Patterns Investigation 1
Weeks 4 15 Number and algebra Calculus 1 Test 1
Weeks 5 15 Number and algebra Calculus 1
Weeks 6 15 Number and algebra Calculus 1
Week 7 2 Space and measurement: Areas Investigation 2
Week 7-8 4 Number and algebra Calculus 2
Weeks 9 12 Chance and data Represent and interpret data
Test 2
Weeks 10 12 Chance and data Represent and interpret data
Weeks 11 12 Chance and data Represent and interpret data Investigation 3
Week 12 4 Chance and data Interpret data
Week 13 4 Space and measurement Networks Test 3
Week 14 2 Space and measurement: Reason geometrically
Mathematics: 3BMAT sample program
Program detail
generalise results.
powers.
4h
Week 1
Number and algebra: Equations and
inequalities
1.2.1 formulate and solve one variable
equations and inequalities (absolute
value terms not included)
1.2.2 formulate systems of linear equations
and inequalities in two variables from
word descriptions
1.2.3 solve systems of linear equations in
two variables by elimination
1.2.4 solve two-variable linear programming
problems graphically, without
sensitivity analysis.
Investigation Option
In-class
Number and algebra
Linear programming
application
4h
Week 2
1.1 Functions and graphs
1.1.1 apply polynomial, exponential and
power functions to practical situations
including optimisation and use
numerical and graphical
1.1.2 interpret graphs:
domain and range
intercepts and points
4h
Week 1
inequalities
word descriptions
In-class
Number and algebra
Linear programming
application
slope at a point
local and global maxima and minima
techniques
4h
Week3
Number and algebra: Patterns
1.4.1 make conjectures about numbers such
as the sum of two odd numbers is
even
1.4.2 search for counter-examples to
conjectures in order to disprove them
1.4.3 construct simple deductive proofs
using algebra such as prove that the
sum of two odd numbers is even
follow algebraic deductive arguments and
ascertain their validity.
Ref 11 Booklet on proof Investigation 1
In-class
Square Numbers
4h
Week 1
inequalities
word descriptions
In-class
Number and algebra
Linear programming
application
15h
Weeks 4-7
Number and algebra: Calculus 1
1.3.1 understand the calculus of polynomial
functions:
average rate of change
derivative as instantaneous rate of
change and slope of a curve at a
point
limit (informally)
1.3.2 differentiate
n
x y ,
n
a whole number
1.3.3 use the sum and product rules to
differentiate polynomials
1.3.4 use differentiation to determine tangent
lines at a point for polynomial functions
1.3.5 use differentiation to sketch polynomial
functions (points of inflection not
required)
1.3.6 use differentiation to solve optimisation
problems with polynomial functions
1.3.8 use notations for the derivative: y
, ' f
, ) x ( f
,
dx
dy
,
dx
df
and ) x ( f
dx
d
1.1.1 apply polynomial, exponential and power functions to
practical situations including optimisation and use numerical
and graphical techniques
domain and range
slope at a point
local and global maxima and minima.
Test 1
Equations, inequalities,
functions, graphs
In-class
Number and algebra
Slope of a curve at a
point
2h
Week 7
Space and measurement: Areas
2.1.1 estimate the area between the x-axis
and graphs of simple polynomial
1.1.1 apply polynomial functions to practical situations and use
numerical and graphical techniques
Investigation 2
(In-class)
Number and algebra;
4h
Week 1
inequalities
word descriptions
In-class
Number and algebra
Linear programming
application
functions using the areas of
circumscribed and inscribed
rectangles.
Space and
measurement
Area using rectangles
4h
Week 8
Number and algebra: Calculus 2
functions:
indefinite integral as an anti-derivative
determine and interpret the anti-
derivatives of polynomial functions
that are expressed in expanded form
Test 2
Patterns , Calculus
Areas
12h
Weeks 9-11
Chance and data: Represent and interpret
data
3.1.1 describe association (positive,
negative, weak, strong or none)
3.2.1 place expressions of association
(weak, strong etc.) on a scale from -1
to 1
3.1.2 determine Pearsons correlation
coefficient r using a calculator
3.2.2 recognise correlation does not imply
causality
3.1.3 describe properties of regression lines
(least-squares relationship and passing
through ) y , x ( )
3.1.4 calculate and graph regression models
for data with linear trends
3.1.5 calculate residuals for linear models
Refs 1-6
Datasets
Ref 7 NCTM
(Applet)
Ref 8 National
. . . (Applet)
Ref 9 Hunt et
el
(Spreadsheet)
Ref 10
Stanton
4h
Week 1
inequalities
word descriptions
In-class
Number and algebra
Linear programming
application
and construct residual plots
3.2.3 discern goodness of fit for regression
lines, using visual inspection of scatter-
plots, residual plots and correlation
coefficient
3.2.4 consider regression lines:
to include or crop outliers
effects on the lines of cropping
outliers and other data
whether intercepts are valid
variables that explain data above and
below the lines
alternative models that might fit data
better than a line including quadratic,
exponential.
3.2.5 predict from regression lines,
recognising the risks of extrapolation,
and assess reliability
3.2.6 explain why regression lines are used
for prediction, rather than data points
and why predicted and actual results
are likely to differ
3.2.7 recognise that regression lines for
samples and populations may differ
due to chance variation
(Applet)
Investigation 3
Chance and data
Predicting Weather
or
Predicting Maximum
temperature
(Chance and data
resources Part 4)
Proposing a method
for calculating a trend
line
Regression analysis
of collected data
(properties listed in
3.2.4)
4h
Week12
Chance and data: Interpret data
3.1.6 calculate moving averages, regression
lines for moving averages, and
Investigation option:
Take-home with In-
class extension
4h
Week 1
inequalities
word descriptions
In-class
Number and algebra
Linear programming
application
seasonal adjustments for periodic time-
series data
3.2.8 predict from regression lines, making
seasonal adjustments for periodic data.
Chance and data
Time series analysis
of collected data, e.g.
share prices, max/min
temperatures, traffic
flow
4h
Week 13
Space and measurement: Networks
2.2.1 analyse project networks
2.2.2 construct project networks
2.2.3 determine critical paths and minimum
completion times for projects with fixed
activity times.
Test 3
Calculus, represent and
interpret data;
Take-home with In-
class extension
Space and
Measurement
Project network /
Critical path based
activity
2h
Week 14
Space and measurement: Reason
geometrically
2.3.1 distinguish general geometric
arguments from those based on
specific cases
2.3.2 follow and ascertain the validity of
geometric arguments.
Ref 11
Booklet on
proof
4h
Week 1
inequalities
word descriptions
In-class
Number and algebra
Linear programming
application
Ref 12
College Board
Examination
questions
End of semester
examination
Hours allocated
Number and algebra Space and measurement Chance and data
In this program 31 8 16 55
Suggested in the syllabus 31 8 16 55
Web references
Ref 1 Anscombe, F. J. (1973). Graphs in statistical analysis. American Statistician, 27, 131-146. Datasets available: http://exploringdata.cqu.edu.au/
Select: Datasets, Anscombes Dataset
Ref 2 Chu, S (1996). Pricing the Cs of diamond stones, Journal of Statistics Education Data Archive. Available:
http://www.amstat.org/publications/jse/jse_data_archive.html Select: 4c.dat, 4c.txt
Ref 3 Johnson, R. Fitting Percentage of Body Fat to Simple Body Measurements. Journal of Statistics Education Data Archive. Available:
http://www.amstat.org/publications/jse/jse_data_archive.html Select: fat.dat, fat.txt
Ref 4 Heinz, G., Johnson, R., and Shoemaker, A. L. Exploring Relationships in Body Dimensions. Journal of Statistics Education Data Archive. Available:
http://www.amstat.org/publications/jse/jse_data_archive.html Select: body.dat, body.txt
Ref 5 Gestation period and average longevity data. Available: http://courses.ncssm.edu/math/CPTA/data/ Select: Gestation period and average
longevity Select: Descriptive list
Ref 6 Global temperature data. Available: http://exploringdata.cqu.edu.au/ Select: Datasets, Global Temperature 1
Ref 7 National Council of Teachers of Mathematics (NCTM). Least Squares Regression Applet. Available:
http://standards.nctm.org/document/eexamples/ Select: 9-12, Understanding the Least Squares.
Ref 8 National Library of Virtual Manipulatives Utah State University. Scatterplot (and least squares) applet. Available:
http://nlvm.usu.edu/en/nav/vlibrary.html Select: Data Analysis and Probability, Scatterplot
Ref 9 Hunt, Tyrell and Nicholson (2001). What is least squares? Available: http://www.mis.coventry.ac.uk/~nhunt/regress/listof.htm Select: What is east
squares
http://www.mis.coventry.ac.uk/~nhunt/regress/listof.htm Select: What is least squares
Ref 10 Stanton, California State University. Linear regression (and residuals) applet. Available
http://www.math.csusb.edu/faculty/stanton/m262/regress/regress.html
Ref 11 CMIT, Booklet on proof. Available: http://www.cimt.plymouth.ac.uk/projects/mepres/allgcse/unitpbk.pdf
Ref 12 College Board. College Board tests: Advanced Placement Statistics. Available: http://www.collegeboard.com/testing/ Select: AP Subjects,
Statistics, Sample questions and scoring
** Data files in most formats can be imported into Excel by selecting the toolbar commands Data, Import external data.
Assessment outline
Unit 3BMAT
The number and type of response items and Investigations and the topics covered within this sample program, are suggestions only.
Sample unit package 3AMAT and 3BMAT
Assessment
weightings
Unit3B
Task
weighting
Number and
algebra
Space and
measurement
Chance and
data
Response
76%
Test 1
Equations and inequalities, functions, graphs
10%
Test 2
Patterns, Calculus, areas
16%
Test 3
Calculus, represent and interpret data, 16%
End of unit examination 34%
Investigation
24%
Investigation 1
In-class
Square Numbers
8%
Investigation 2
In-class
Area using rectangles
8%
Investigation 3
In-class
Chance and data
Regression analysis of collected data
8%
21
Mathematics: 3AMAT and 3BMAT sample concurrent program
Overview

Each semester is based on a 15 week block.
Time placement Unit Time allocation (h) Content area Topic Assessment
Semester 1
Weeks 12 3A 6 Number and algebra Indices and exponential equations Investigation 1
Weeks 2 3 3A 5 Number and algebra Features of graphs
Weeks 45 3B 6 Number and algebra Interpret graphs Test 1
Weeks 56 3A 8 Number and algebra Solving equations
Weeks 710 3B 15 Number and algebra Calculus
Test 2
Weeks 11 3B 4 Number and algebra Conjectures and Proofs
Investigation 2
Weeks 1213 3A 7 Chance and data Quantify chance Test 3
Week 1314 3A 3 Chance and data Interpret chance Semester One Exam
Semester 2
Week 1 3A 1 Chance and data Collect and organise data Investigation 3
Weeks 12 3A 5 Chance and data Represent data 1
Week 23 3A 4 Chance and data Interpret data 1
Weeks 34 3A 3 Space and measurement Rate Test 4
Weeks 45 3B 5 Number and algebra System of equations
Week 6 3A 4 Number and algebra Recursion
Weeks 78 3A 5 Number and algebra Finance Test 5
Weeks 89 3A 5 Space and measurement Triangles Investigation 4
Week 10 3B 2 Space and measurement Area and polynomials
Weeks 1011 3B 4 Space and measurement Networks Test 6
Week 12 3B 2 Space and measurement Geometry
Weeks 1213 3B 8 Chance and data Represent data 2
Weeks 1314 3B 8 Chance and data Interpret data 2
Investigation 5
Semester Two Exam
Mathematics: Sample unit package 3A and 3B 22
Mathematics: 3AMAT and 3BMAT sample program
Program detail
generalise results.
powers.
Unit/
time
Topic/syllabus entry
Specialist Mathematics related
content
3AMAS and 3BMAS
Resources
To use the links use
'Control Click'.
Assessment
3A
6h
S1 Weeks
12
Number and algebra: Indices and exponential
Equations
Embedded content to be addressed when it arises
1.1.1 use mental strategies for estimation in context
1.1.2 evaluate the absolute value of rational
numbers
1.1.4 round numbers to a given number of significant
figures
1.1.5 round, truncate and choose appropriate
accuracy as part of calculation and estimation
1.1.7 - See 3.1 in 3AMAS
1.2.6 Link 5
1.2.1 Link 1
Investigation 1
Investigate the effect of
changing
a
, b ,
c
and d on
the graph of
d c x b af y + )] ( [ where:
n
x x f ) (
for
n
= 2, 3, ,, -1
x
k x f ) (
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
1.2.3 Link 2
1.2.2 Link 3
1.1.7 use the laws of indices to simplify numerical
and algebraic expressions and to solve
equations.
x
b y , 0 > b , e b ,
n
x y , for
n
= 2, 3, , , -1
1.2.3 identify domain and range of functions
a
, b ,
c
and
d on the graph of d c x b af y + )] ( [ where:
n
x x f ) ( , for
n
= 2, 3, ,, -1
x
k x f ) (
(vary up to two parameters in any one
example)
3A
5h
S1 Weeks
23
Number and algebra: Features of graphs
1.2.4 distinguish linear, quadratic, cubic, exponential
and reciprocal functions in algebraic and
graphical forms
1.2.5 describe the graphs of functions qualitatively
(calculations not required) considering:
intercepts
lines of symmetry
turning points
asymptotes
concavity
points of inflection.
1.2.1, 1.2.2 See 3.2 in 3AMAS
1.2.4 Link 4 Investigation option
Graph functions to determine
features of graphs and
determine any rules or patterns
associated with these features
and the rules for the functions.
3B
6h
S1 Weeks
45
Number and algebra: Interpret graphs
1.1.1 apply polynomial, exponential and power
functions to practical situations including
optimisation and use numerical and graphical
techniques
domain and range
Interpreting graphs to solve
practical situations.
Test 1
Indices and exponential
equations
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
slope at a point
local and global maxima and minima.
Features of graphs
3A
8h
S1 Weeks
56
Number and algebra: Solving equations
1.3.1 rearrange algebraic expressions into forms
useful for computation, including factorising
2 2 2
b x a
and
c bx x + +
2

quadratic equations in factored form
cubic equations in factored form
exponential equations
c ab
kx
, 0 > b
(logarithms not required)
simple power equations
c x
n
,
n

= 2, 3, , , -1.
1.3.3 solve simultaneous equations graphically,
including linear and quadratic equations
1.3.4 describe how one quantity varies with another
by inspecting the formula that relates them,
including quantities that are inversely
proportional
1.3.5 solve inverse proportion problems
1.3.6 relate the ideas of inverse proportion and
reciprocal functions.
1.3.2 - See 3.4, 3.5 in 3AMAS 1.3.1 Link 6
1.3.3 Link 7
Investigation Options
Using the calculator, investigate
different functions graphical
features and associate patterns
with the factored and expanded
form.
Gather practical data to
investigate quantities which are
inversely proportional to each
other.
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
3B
15h
S1
Weeks 710
Number and algebra: Calculus
functions:
average rate of change
derivative as instantaneous rate of change
and slope of a curve at a point
limit (informally)
indefinite integral as an anti-derivative.
1.3.8 differentiate
n
x y ,
n
a whole number
1.3.9 use the sum and product rules to differentiate
polynomials
1.3.10 use differentiation to determine tangent lines at
a point for polynomial functions
1.3.11 use differentiation to sketch polynomial
functions (points of inflection not required)
1.3.12 use differentiation to solve optimisation
problems with polynomial functions
1.3.13 determine and interpret the anti-derivatives of
polynomial functions that are expressed in
expanded form
1.3.14 use notations for the derivative: y
, ' f ,
) x ( f
,
dx
dy
,
dx
df
and ) (x f
dx
d
1.3.1 Link 10
1.3.4 Link 11
1.3.5 Link 12
Test 2
Interpret Graphs
Solving Equations
Calculus
Using a calculator investigate
the gradient of different
functions at various points to
develop patterns which lead to
the process for differentiating
simple functions.
3B
4h
S1 Week 11
Number and algebra: Conjectures and proofs
1.4.4 make conjectures about numbers such as the
1.4.5 search for counter-examples to conjectures in
order to disprove them
1.4.6 construct simple deductive proofs using
algebra such as prove that the sum of two odd
numbers is even
1.4.7 follow algebraic deductive arguments and
ascertain their validity.
Link 13
Investigation 2
Square Numbers:
Constructing proofs.
Test 3
Calculus
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
3A
7h
S1 Weeks
1213
Chance and data: Quantify Chance
3.1.1 use lists, tree diagrams and two-way tables to
determine sample spaces for two- and three-
stage events
3.1.2 use Venn diagrams to represent sample
spaces for two events and to illustrate subset,
intersection, union and complement
3.1.3 use sample spaces to calculate simple
probabilities and probabilities for compound
events
3.1.4 use addition and multiplication principles for
counting, and use the counts to calculate
probabilities
3.1.5 use the relationship P(A) + P(A) = 1 to
calculate probabilities for complementary
events
3.1.6 use set and probability notation such as n(U),
n(A), n(A') or n( A ), n(AB), n(AB), n(A|B),
and P(A), P(A'), P(AB), P(A' B)
3.2.1 use probabilities to predict proportions and
number of outcomes that are likely to satisfy
provided criteria in n trials
3.2.2 estimate population size using the

Estimation using the
Analysis of simple games,
leading to sample spaces and
probabilities
3A
3h
S1 Weeks
1314
Chance and data: Interpret chance
3.1.7 calculate probabilities for normal
distributions with known mean and standard
deviation
3.1.8 use the 68%, 95%, 99.7% rule for
data one, two and three standard deviations
from the mean
3.1.9 use probability notation for normal
random variables such as P(X < x) .
3.2.3 calculate quantiles for normally
distributed data with known mean and standard
deviation
3.2.4 use number of standard deviations
from the mean (standard scores) to describe
Semester 1 examination
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
deviations from the mean in normally
distributed data sets.
3A
1h
S2 Week 1
Chance and data: Collect and organise Data
3.3.1 plan sampling methods (systematic, random,
stratified, self-selection, convenience) and
justify choosing a sample instead of a census.
Investigation 3
Sampling methodsinvestigate
various sampling methods
given actual data.
3A
5h
S2
Weeks 12
Chance and data: Represent data 1
3.4.1 construct frequency histograms for grouped
and ungrouped data
3.4.2 construct boxplots for ungrouped data, outliers
not distinguished
3.4.3 calculate mean, median and mode for
ungrouped frequency data and recognise that
averages indicate location of frequency
distributions
3.4.4 calculate weighted mean, mean for grouped
data, and median and modal classes
3.4.5 describe spread between data displayed in
frequency tables and graphs using terms such
as gaps, clusters, more dense/less dense
regions, outliers, symmetry and skewness
3.4.6 calculate cumulative frequency, quartiles and
interquartile range for ungrouped data and use
them to describe spread
3.4.7 determine the standard deviation for grouped
and ungrouped data using the inbuilt facility on
a calculator
3.4.8 identify extreme and unexpected values
3.4.9 calculate outliers (values more than
1.5 interquartile range beyond the upper and
lower quartiles).
Use various statistical
measures to summarise actual
data and express findings
based on these measures.
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
3A
4h
S2
Weeks 23
Chance and data: Interpret data 1
3.5.1 discern connections between frequency
histograms and boxplots, including the shape of
histograms for provided boxplots
3.5.2 discern the advantages/disadvantages of
using frequency histograms and boxplots to display
data
3.5.3 discern effects of different equal-sized class
intervals on histograms
3.5.4 discern viability of interquartile range, range
and standard deviation for ranking datasets in order of
spread
3.5.5 interpret spread summaries in terms of their
mathematical definitions
3.5.6 reason to include or exclude outliers
3.5.7 discern effects on summary statistics of
cropping data (including outliers)
3.5.8 compare datasets, combining interpretation of
mean, standard deviation, and skewness or symmetry
about the mean
3.5.9 compare datasets, combining interpretation of
median, interquartile range and skewness or
symmetry about the median
3.5.10 compare scores from two or more sets of data
using number of standard deviations from the mean
(standard scores)
3.5.11 infer results for populations from samples,
recognising possible chance variation between them
3.5.12 show how data can be manipulated to serve
different purposes.
Represent data in a variety of
ways and investigate the
advantages and disadvantages
of the different approaches.
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
3A
3h
S2
Weeks 34
Space and measurement: Rate
2.1.1 convert between rate units such as kilometres
per hour and metres per second
2.1.2 interpret function of time relationships
) (t f y including distance and displacement
relationships
2.1.3 sketch and interpret graphs for
) (t f y

relationships
2.1.4 recognise that rate of change is constant for
linear relationships.
2.1 Link 9 Test 4
Collect and organise data
Represent data
Interpret data
3B
5h
S2
Weeks 45
Number and algebra: Systems of Equations
1.2.5 formulate and solve one-variable equations
and inequalities (absolute value terms not
included)
1.2.6 formulate systems of linear equations and
inequalities in two variables from word
descriptions
1.2.7 solve systems of linear equations in two
variables by elimination
problems graphically, without sensitivity
analysis.
Introduce linear programming
by using a step by step
approach to a practical
situation.
3A
4h
S2 Week 6
Number and algebra - Recursion
1.4.1 use recursion to determine terms and sums for
sequences including arithmetic and geometric
sequences
1.4.2 use recursion to study growth and decay.
1.4.2 Link 8
A task involving sequences to
review recursion.
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
3A
5h
S2
Weeks 78
Number and algebra: Finance
1.5.1 use, construct and interpret spreadsheets for
making financial decisions
1.5.2 judge adequacy of spreadsheets and make
refinements if necessary
1.5.3 calculate loans with reducible interest,
including determining the number of years for
the balance to fall to a specified amount
1.5.4 calculate annuities using a spreadsheet
1.5.5 interpret and make decisions about loan and
repayment amounts with reducible interest.
Using a calculator, or
spreadsheets, students may be
provided with data to determine
the best loan from a sample, or
outcome for a particular
financial situation.
Test 5
Systems of equations
Rate
Patterns
3A
5h
S2
Weeks 89
Space and measurement: Triangles
2.2.1 use the unit circle to identify sine and cosine
ratios for acute and obtuse angles (degree
measure only)
2.2.2 use the formula area ABC = C absin
2
1

2.2.3 use the sine and cosine rules to determine
sides and angles of triangles (two-dimensional
contexts only).
2.2.1, 2.2.2, 2.2.3 - See 2.3, 2.5 in
3AMAS
Developing the patterns for sine
and cosine in the unit circle
Extending right angle triangle
Trigonometry to sine and
cosine rule for non-right angled
triangles.
3B
2h
S2 Week 10
Space and measurement: Area and polynomials
2.1.2 estimate the area between the x-axis and
graphs of simple polynomial functions using
the areas of circumscribed and inscribed
rectangles.
Investigation 4
Using simple polynomial
functions determine the areas
between the xaxis and the
graph using rectangles.
3B
4h
S2 Weeks
1011
Space and measurement: Networks
2.2.4 analyse project networks
2.2.5 construct project networks
2.2.6 determine critical paths and minimum
completion times for projects with fixed activity
times.
Test 6
Finance
Measurement
Networks
Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
3B
2h
S2 Week 12
Space and measurement: Geometry
2.3.3 distinguish general geometric arguments from
those based on specific cases
2.3.4 follow and ascertain the validity of geometric
arguments.
Link 13
3B
8h
S2 Weeks
1213
Chance and Data: Represent data 2
3.1.2 describe association (positive, negative, weak,
strong or none)
3.1.3 determine Pearsons correlation coefficient r
using a calculator
3.1.4 describe properties of regression lines (least-
squares relationship and passing through
) y , x ( )
3.1.5 calculate and graph regression models for data
with linear trends
3.1.6 calculate residuals for linear models and
construct residual plots
3.1.7 calculate moving averages, regression lines for
moving averages, and seasonal adjustments
for periodic time-series data.

Unit/
time
content
3AMAS and 3BMAS
Resources
'Control Click'.
Assessment
3B
8h
S2 Weeks
1314
Chance and data: Interpret data 2
3.2.1 place expressions of association (weak, strong
etc.) on a scale from -1 to 1
3.2.2 recognise correlation does not imply causality
3.2.3 discern goodness of fit for regression lines,
using visual inspection of scatterplots, residual
plots and correlation coefficient
3.2.4 consider regression lines:
to include or crop outliers
effects on the lines of cropping outliers and
other data
whether intercepts are valid
variables that explain data above and below
the lines
alternative models that might fit data better
than a line including quadratic, exponential.
3.2.5 predict from regression lines, recognising the
risks of extrapolation, and assess reliability
3.2.6 explain why regression lines are used for
prediction, rather than data points and why
predicted and actual results are likely to differ
3.2.7 recognise that regression lines for samples and
populations may differ due to chance variation
3.2.8 predict from regression lines, making seasonal
adjustments for periodic data.
Investigation 5
Predicting maximum
temperature.
Semester 2 examination
Hours allocated
Number and
Algebra
Space and
Measurement
Chance and
Data
Total
In this program* 58 16 36 110
Suggested in the syllabus 58 16 36 110
* Includes suggested time for Mathematical Reasoning
Assessment outline
Unit 3AMAT/3BMAT
Assessment
weightings
3A 3B
Task
Weighting
Number
and
Algebra
Space and
Measureme
nt
Chance
and Data
Response
75%
Test 1
Indices and exponentials, Features of graphs
3A 5%
Test 2
Interpret graphs, Solving equations, Calculus
3A 3B 6%
Test 3
Calculus
3B 6%
Test 4
Collect and organise data, Represent data, Interpret data
3A 6%
Test 5
Systems of equations, Rate, Pattern
3A 3B 6%
Test 6
Finance, Measurement, Networks
3A 3B 6%
End of semester one examination 3A 3B 15%
End of semester two examination 3A 3B 25%
Investigation
25%
Investigation 1
Transformations Graphing af[b(x c)] + d
3A 5%
Investigation 2
Patterns: Square numbers
3B 5%
Investigation 3
Sampling methods
3A 5%
Investigation 4
Using simple polynomial functions determine the areas
between the xaxis and the graph using rectangles.
3B 5%
Investigation 5
Predicting maximum temperature
3B 5%
*The number and type of response items and investigations and the topics covered within this sample program, are suggestions only.
Web links for Mathematics: units 3AMAT, 3BMAT
Link 1: http://nlvm.usu.edu/en/nav/frames_asid_118_g_3_t_2.html?open=instruction...
Link 2: http://www.analyzemath.com/DomainRange/domain_range_functions.html
http://www.hippocampus.org/?select-browse-topics-alphabetical
Link 3: http://seeingmath.concord.org/sms_interactives.html
Link 4: http://www.home.earthlink.net:80/~fossmountdesign/Algebra.html
Link 5: http://www.hippocampus.org/?select-browse-topics-alphabetical
Link 6: http://nrich.maths.org/public/viewer.php?obj_id=1394
Link 7: http://www.waldomaths.com/Simul2NL.jsp
Link 8: http://pumas.jpl.nasa.gov/PDF_Examples/01_30_00_1.pdf
Link 9: http://nrich.maths.org/public/viewer.php?obj_id=4803
http://nrich.maths.org/public/viewer.php?obj_id=4851&part=
Link 10: http://www.intmath.com/Calculus/Calculus-intro.php
http://www.vias.org/simulations/simusoft_difftangent.html
http://jersey.uoregon.edu/AverageVelocity/
http://mathplotter.lawrenceville.org/mathplotter/mathPage/secant.htm
http://mathplotter.lawrenceville.org/mathplotter/mathPage/derivative.htm
Link 11: http://www.waldomaths.com/Tangent1N.jsp
Link 12: http://clem.mscd.edu/~talmanl/MTH1410F07/Pictures_091007/
http://www.waldomaths.com/Diff2N.jsp
Link 13: http://www.cimt.plymouth.ac.uk/projects/mepres/allgcse/unitpbk.pdf
Sample assessment itemsInvestigation
Assessment type Unit
Transformations Investigation 3AMAT
Square numbers Investigation 3BMAT
Sampling methods Investigation 3AMAT
Space and measurement: Areas Investigation 3BMAT
Predicting maximum temperature Investigation 3BMAT
The Chance and data investigations are selected from Chance and Data Resources Part 4:
Weather data, Stage 3, published in the Mathematics assessment support materials on the
Curriculum Council website.
The Square numbers investigation is selected from the Assessment support package: Proof and
mathematical reasoning, published in the Mathematics assessment support materials on the
Curriculum Council website.
Transformations 3AMAT
Investigation Information for teachers
Students should be able to substitute into formulae, complete tables from rules and plot
corresponding points. They should have some prior knowledge of this type of activity from working
with transformations of graphs of quadratics in unit 2DMAT, or the equivalent in Year 10, making.
informal observations such as the graph of y = x
2
+ 4 is the graph of y = x
2
with a vertical shift of 4.
Students should be able to use a calculator to set up tables and draw graphs.
Syllabus entries
x
b y , 0 > b , e b
n
x y , for n= 2, 3, , , -1
1.2.2 1.2.1 describe the effects of varying
a
, b ,
c
and d on the graph
of
d c x b af y + )] ( [
where:
n
x x f ) ( , for
n
= 2, 3, ,, -1
x
k x f ) (
(vary up to two parameters in any one example)
1.2.5 describe the graphs of functions qualitatively (calculations not
required) considering:
intercepts
lines of symmetry
turning points
asymptotes
concavity
points of inflection.
Parts 1 and 2 form the preparation for an in-class investigation. They should be worked on in class
and students should be encouraged to discuss their findings and view solutions.
The in-class investigation consists of Parts 3, 4 and 5. This should be attempted without access to
notes from the preparation.
Preparation
Part 1: Quadratic functions
1. Complete the table shown below for y = x
2
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y 9 25
2. Complete the table below for y = x
2
+ 1.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x
2
25
y= x
2
+1 17 2
3. How do the y values for Question 2 compare to the y values for Question 1?
2
1.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x
2
25
y= x
2
1 15 0
5. How do the y values for Question 4 compare to the y -values for Question 1?
6, Plot these 3 graphs on the axis shown below.
x
- 4 - 2 2 4
y
- 5
5
1 0
1 5
2 0
2 5
7. Using your calculator, graph the following equations and complete the table shown below.
Set the axes on the calculator as follows:
xmin -5xmax 5 ymin -10 ymax 30
equation value of c
in
y = x
2
+ c
turning
point
minimum
or
maximum
point?
line of
symmetry
congruent
to y = x
2
?
A y = x
2
y = 0
B y = x
2
+ 2 (0,2) yes
C y = x
2
+ 5
D y = x
2
+ 8
E y = x
2
2 c = -2 minimum
F y = x
2
3
G y = x
2
6
8. Given the equation y = x
2
+ c, how does changing the value of c affect the following
features of the graph? Consider values for c > 0 and c < 0.
(i) the line of symmetry
(ii) the turning point
(iii) the shape of the parabola
9. Using your calculator, graph the following equations and complete the table shown below.
xmin -10 xmax 10 ymin -10 ymax 30
equation value of a
in
y = a x
2
turning
point
minimum
or
maximum
point?
line of
symmetry
congruent
to y = x
2
?
A y = x
2
B y = 2x
2
y = 0
C y = 3x
2
minimum
D y = 05x
2
a = 0.5
E y = 025x
2
no
F y = - x
2
(0,0)
G y = -2x
2
H y = -0.5x
2
10. Given the equation y = ax
2
, how does changing the value of 'a' affect the following features
of the graph?
(iv) whether the turning point is a maximum or minimum
11. Complete the table shown below for
y = x
2
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y 9 4
12. Complete the table below for
y = (x + 1)
2
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x +1 -4 3
y = (x + 1)
2
16 9
14. Complete the table below for y = (x 1)
2
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x 1 -6 1
y=(x 1)
2
36 1
16. Plot these 3 graphs on the axes drawn below
x
-4 -2 2 4
y
5
10
15
20
25
30
17. Using your calculator, graph the following equations and complete the table shown below:
equation value of p
in
y = (x p)
2
turning
point
minimum
or
maximum
point?
line of
symmetry
congruent
to y = x
2
?
A y = x
2
B y = (x 1)
2
(1,0) yes
C y = (x 2)
2
p = 2
D y = (x 4)
2
x = 4
E y = (x + 1)
2
minimum
F y = (x + 2)
2
G y = (x + 4)
2
18. Given the equation y = (x p)
2
, how does changing the value of p, affect the following
features of the graph. Consider values for p <0 and p > 0.

Preparation
Part 2: Cubic functions
3
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y -8 64
2. Complete the table below for y = (x + 1)
3
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x1 4 0
y=(x+1)
3
64 1
3
+1.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x
3
-125
y=x
3
+1 -124
6. Graph as many points as you can from each table in on the axes shown below. Show each
graph in a different colour.
x
-4 -2 2 4
y
-40
-30
-20
-10
10
20
30
40
Check these findings using your calculator to graph various examples.
Sketch these pairs of graphs on the separate axes given below.
7. (i) y = (x 2)
3
(ii) y = (x + 1)
3
8. (i) y = x
3
+ 2
(ii) y = x
3
6
9. (i) y = 2x
3
(ii) y = -05x
3

x
-4 -2 2 4
y
-40
-20
20
40
x
-4 -2 2 4
y
-40
-20
20
40
10. Consider your findings from parts 1 and 2 with the results above to describe your predictions
for the following cases.
Consider the graph y = x
3
(i) What effect will altering p have on the graph y = (x p)
3
?
(ii) What effect will altering q have on the graph y = x
3
+ q?
(iii) What effect will altering a have on the graph y = ax
3
?
Preparation Solutions
Part 1 : Quadratic functions
2
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y 25 16 9 4 1 0 1 4 9 16 25
Complete the table below for y = x
2
+ 1.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x
2
25 16 9 4 1 0 1 4 9 16 25
y=x
2
+1 26 17 10 5 2 1 2 5 10 17 26
3. Each value is one greater.
2
1.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x
2
25 16 9 4 1 0 1 4 9 16 25
y= x
2
1 24 15 8 3 0 -1 0 3 8 15 24
5. Each value is one smaller.
6.
x
-4 -2 2 4
y
-5
5
10
15
20
25
7.
equation value of c
in
y = x
2
+ c
turning
point
minimum or
maximum
point?
line of
symmetry
congruent
to y = x
2
?
A y = x
2
0 (0, 0) minimum x = 0 yes
B y = x
2
+ 2 2 (0, 2) minimum x = 0 yes
C y = x
2
+5 5 (0, 5) minimum x = 0 yes
D y = x
2
+ 8 8 (0, 8) minimum x = 0 yes
E y = x
2
2 -2 (0, -2) minimum x = 0 yes
F y = x
2
5 -5 (0, -5) minimum x = 0 yes
G y = x
2
6 -6 (0, -6) minimum x = 0 yes
8. (i) no change
(ii) turning point is (0, c)
(iii) The parabola is congruent to y = x
2
in each case.
9.
equation value of a
in
y = ax
2
turning
point
minimum
or
maximum
point?
line of
symmetry
congruent
to y = x
2
?
a y = x
2
b y = 2x
2
2 (0, 0) minimum x = 0 no
c y = 3x
2
3 (0, 0) minimum x = 0 no
d y = 0.5x
2
0.5 (0, 0) maximum x = 0 no
e y = 0.25x
2
0.25 (0, 0) minimum x = 0 no
f y = -x
2
-1 (0, 0) maximum x = 0 yes
g y = -2x
2
-2 (0, 0) minimum x = 0 no
h y = -0.5x
2
-0.5 (0, 0) minimum x = 0 no
10. (i) no change
(ii) no change
(iii) a > 1 or a < -1 causes the parabola to dilate by a factor a parallel to the y-axis and it
looks steeper
-1 < a < 1 causes the parabola to dilate by a factor a parallel to the y-axis so it looks
shallower since a is 'a fraction'.
(iv) a > 0 indicates that the turning point is a minimum.
a < 0 indicates that the turning point is a maximum.
11. y = x
2
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y 25 16 9 4 1 0 1 4 9 16 25
12. y = (x + 1)
2
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x +1 -4 -3 -2 -1 0 1 2 3 4 5 6
y= (x +1)
2
16 9 4 1 0 1 4 9 16 25 36
13. All the y values from the first table have moved 1 place to the left.
14. y = (x 1)
2
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x 1 -6 -5 -4 -3 -2 -1 0 1 2 3 4
y =(x1)
2
36 25 16 9 4 1 0 1 4 9 16
15. All the y values from the first table have moved 1 place to the right.
16.
x
-4 -2 2 4
y
5
10
15
20
25
17.
equation value of p
in
y = (x p)
2
turning
point
minimum
or
maximum
point?
line of
symmetry
congruent
to y = x
2
?
A y = x
2
B y = (x 1)
2
C y = (x 2)
2
D y = (x 4)
2
E y = (x + 1)
2
-1 (-1, 0) minimum x = -1 yes
F y = (x + 2)
2
-2 (-2, 0) minimum x = -2 yes
G y = (x + 4)
2
-4 (-4, 0) minimum x = -4 yes
18. (i) x = p
(ii) (p, 0)
(iii) the graph is congruent to the graph of y = x
2
in each case.
Preparation Solutions
Part 2: Cubic Functions
1. y = x
3
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y -125 -64 -27 -8 -1 0 1 8 27 64 125
y = (x + 1)
3
.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x +1 -4 -3 -2 -1 0 1 2 3 4 5 6
y -64 -27 -8 -1 0 1 8 27 64 125 216
3. All the y-values from the first table have moved 1 place to the left.
4.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
x
3
-125 -64 -27 -8 -1 0 1 8 27 64 125
y= x
3
+1 -124 -62 -28 -7 0 1 2 9 28 65 126
5. Increase by one
6. Graphs
x
-4 -2 2 4
y
-15
-10
-5
5
10
15
7.
x
-4 -2 2 4
y
-15
-10
-5
5
10
15
8.
x
-4 -2 2 4
y
-15
-10
-5
5
10
15
9.
x
-4 -2 2 4
y
-15
-10
-5
5
10
15
10. (i) The graph y = (x p)
3
moves p units to the right if p > 0, or to the left if p < 0,
from the original y = x
3
.
(ii) The graph y = x
3
+ q moves q units up if q > 0 and q units down if q < 0, from the
original y = x
3
.
(iii) a > 1 or a < -1 causes the graph to dilate by a factor a parallel to the y-axis and
it looks steeper.
-1 < a < 1 causes the graph to dilate by a factor a parallel to the y-axis so it looks
Transformations: 3AMAT
In-class investigation
Part 3: Reciprocal functions
Part 4: Square root functions
Part 5: Exponential functions
Time allowed: 50 minutes (52 marks)
1. Complete the table shown below for y =
1
x
. (2 marks)
x
-4
-2 -1
-
1
2
-
1
4
0 1
4
1
2
1 2 4
y -4 2
y =
1
x + 1
(2 marks)
x
-4
-2 -1
-
1
2
-
1
4

0

1
4

1
2

1 2 4
y
3. Graph as many points as you can from each table on the axes shown below. Show each
graph in a different colour. (4 marks)
x
-4 -2 2 4
y
-5
5
4. Consider your findings from Part 1and 2 and describe your predictions for the following
cases. (9 marks)
Consider the graph
y =
1
x
.
(ii) What effect will altering p have on the graph
y =
1
x p
?
(ii) What effect will altering 'q' have on the graph y =
1
x
+ q ?

(iii) What effect will altering a have on the graph
y =
a
x
?
5. Describe the transformation that occurs for the graph of y =
1
x

to become the graph of:
(4 marks)
(i)
y =
1
x + 4
+ 3

(ii)
y =
1
2x
(Hint:
y =
1
2x
is equivalent to
y =
1
2
x
)
Transformations 3AMAT
1. Complete the table shown below for
y = x
(2 marks)
x -1 0

1
4

1
2

1 4 9 12 16
y
y = x + 1
(2 marks)
x -1 0

1
4

1
2

1 4 9 12 16
y
3. Graph
y = x
and
y = x + 1
on the axes shown below. Show each graph in a different
colour. (4 marks)
x
-5 5 10 15
y
-1
1
2
3
4
4. Consider the graph
y = x
(6 marks)
Describe in detail the effect of altering:

(i) p' on the graph
y = x p
,
0 < p
(ii) q on the graph,
y = x + q
0 > q
(iii) a' on the graph y = x a , 1 0 < < a
5. Describe what transformation occurs from the graph
y = x
to the graph of (5 marks)
(i)
y = x + 2

(ii)
y =
1
2
x 3

With the aid of an appropriate calculator, apply all the transformations considered in parts 1 to 4 to
the graph of
y = 2
x

Discuss and summarise your findings making use of sketch graphs as
appropriate to illustrate your summaries. (12 marks)
x
-4 -2 2 4
y
-40
-30
-20
-10
10
20
30
40
Transformations: 3AMAT
Marking scheme
1.
y =
1
x
x -4 -2 -1
2
1
4
1
0
4
1
2
1
1 2 4
y
4
1
2
1
-1 -2 -4

(undefined)
4 2 1
2
1
4
1

3 for correct numbers3 for recognition function is undefined at x=0
2.
y =
1
x + 1

x -4 -2 -1
2
1
4
1
0
4
1
2
1
1 2 4
y
3
1
-1

(undefined)
2
3
4
1
5
4
3
2
2
1
3
1
5
1
3 for correct numbers3 for recognition function is undefined at x = -1
3.
33 for each graph in correct position and good shape based on
accurate plotting of points or use of template
4. (i) The graph
y =
1
x p
moves p units 3 to the right if p >0, 3 or
to the left if p<0 3 from the original
y =
1
x
(ii) The graph y =
1
x
+ q

moves q units up if q>0, 3 or q units down if q<0 from the
original
y =
1
x
(iii)
a < 0 puts the branches of the hyperbola in quadrants II and IV.
(iii) a > 1 or a < -1 causes the graph to dilate by a factor a parallel to the y-axis and
it looks steeper.
-1 < a < 1 causes the graph to dilate by a factor a parallel to the y-axis so it looks
5 (i) The graph is moved 4 units to the left 3 and 3 units vertically upwards. 3
(ii) The graph is reflected about the x-axis and stretched vertically by a factor of one
half. i.e. it is compressed by a factor of 2 towards the x-axis.
1.
y = x
x -1 0
4
1
2
1
1 4 9 12 16
y

(undefined)
0
2
1
0.71 1 2 3 3.46 4
3 for correct numbers3 for recognition function is undefined at x = -1
y = x + 1
x -1 0
4
1
2
1
1 4 9 12 16
Y 0 1 1.12 1.22 1.41 2.24 3.16 3.61 4.12
3 for correct numbers3 for appropriate rounding
3.
x
-5 5 10 15
y
-1
1
2
3
4

33 for each graph, taking into account shape and intercepts
4. (i) The graph of
y = x p
moves p units 3 to the left (since, 0 < p ) 3 from the
Original the graph
y = x
(ii) The graph of y =
y = x + q
moves q units 3 vertically upwards (since,
0 < q
)
original the graph
y = x
(iii) 0<a<1the graph is dilated by a factor a parallel to the y-axis.
Since a is 'a fraction' the graph will look shallower.
5. (i) The graph is translated horizontally 2 units (3 ) to the left (3 ) and is reflected about
the x-axis (3 ).The (0,0) end-point moves to (-2, 0).
(ii) The graph is dilated (along the y-axis) (3 ) by a factor of 1/2 (3 )and vertically
translated downwards 3 units (3 ). The (0,0) end-point moves to (0, -3).
Part 5 : Exponential functions
The graph of
y = 2
x + 1
is a horizontal translation of
y = 2
x

by 1 unit to the left.
for considering one or more appropriate examples and showing a sketch to illustrate the
transformation.
for drawing an appropriate conclusion from the example(s).
x
-2 -1 1 2 3 4 5
y
10
20
30
1 uni t
1 uni t
1 uni t
y = 2
x + 1
y = 2
x
for an appropriate generalization
e.g. The graph of
y = 2
x p
moves p units (3 ) to the right (3 ) from the
original graph
y = 2
x
.if p is positive.
Considering
y = 2
x
and
y = 2
x
3
it can be seen that
y = 2
x
3

is a vertical translation
y = 2
x
of
3 units downwards.
transformation.
for drawing an appropriate conclusion from the example(s).
x
-2 -1 1 2 3 4 5
y
10
20
30
3 uni ts
3 uni ts
3 uni ts
y = 2
x + 1
y = 2
x
for an appropriate generalization
e.g. The graph of
y = 2
x
+ q
moves p units vertically (3 )from the
original graph
y = 2
x
.
Considering
y = 2
x
and y = 5(
2
x
) it can be seen that y = 5(
2
x
) is a vertical dilation of
y = 2
x

by a
factor of 5.
transformation.
x
-2 -1 1 2 3 4 5
y
10
20
30
6 x 5 = 30 units
4 x 5 = 20 units
2 x 5 = 10 units
y = 2
x
y = 5(2
x
)
for each of the following generalizations or correct statements with appropriate
illustrations (maximum of 3 marks)
e.g.
a < 0 puts the graph in quadrants III and IV.
a > 1 or a < -1 causes the graph to dilate by a factor a parallel to the y-axis and
it looks steeper.
-1 < a < 1 causes the graph to dilate by a factor a parallel to the y-axis and it looks
Square numbers 3BMAT
This in-class investigation addresses the following syllabus entries:
1.4 Patterns
1.4.1
make conjectures about numbers such as the sum of two odd numbers
is even
1.4.2 search for counter-examples to conjectures in order to disprove them
1.4.3
construct simple deductive proofs using algebra such as prove that the
1.4.4 follow algebraic deductive arguments and ascertain their validity.
Square numbers 3BMAT
In-class investigation Total marks: 34
(4 + 1 + 3 + 2 = 10 marks)
(a) Calculate the missing values in the following table and continue the pattern for three more
lines:
(4 marks)
(b) Comment on what you noticed in the table in question 1.
(1 mark)
(c) State the two algebraic expressions in the n
th
row of the table.
(3 marks)
(d) Show clearly that these two algebraic expressions must be equal.
(2 marks)
(3 + 1 + 1 + 2 + 3 = 10 marks)
A Pythagorean triple is an ordered set of three positive integers (a, b, c) such that
2 2 2
c b a +
.
The best-known example of a Pythagorean triple is the set ( ) 5 4 3 , , which satisfies
2 2 2
5 4 3 +
(e) The following table consists of sets of Pythagorean triples which follow a particular pattern.
Fill in the gaps in the table and continue the pattern for three more rows:
(3 marks)
a b c
1 3 4 5
2 12 13
3 7 24
4 9 41
5
6
7
(f) State the equation which connects b and c in the table.
(1 mark)
(g) State a rule for the value of a in the n
th
Pythagorean triple of this type.
(1 marks)
(h) Determine rules for values of b and c in the n
th
Pythagorean triple of this type.
(2 marks)
(i) Use your calculator to help you to demonstrate clearly that, in the n
th
row,
2 2 2
c b a +
(3 marks)
Mathematics: Sample unit package 3A and 3B
1
2
= 0
2
+ 0 + 1 =
2
2
= 1
2
+ 1 + 2 =
3
2
= 2
2
+ 2 + 3 =
4
2
= 3
2
+ 3 + 4 =
66
(4 + 4 + 4 + 2 = 14 marks)
Listed below are the first twelve terms of the Fibonacci sequence:
1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144
Using subscript notation we can rewrite this sequence as:
5 3 2 1 1
5 4 3 2 1
F F F F F ; ; ; ;

etc
(j) Investigate the following pattern. Complete as many rows as necessary to determine a
link between each result and a pair of terms in the Fibonacci sequence. At least four
results should be calculated.
(4 marks)
(k) WITHOUT calculating a numerical answer, determine an expression for:
(i)
( ) ( ) ( )
2
10
2
2
2
1
F F F + + + .........
(2 marks)
(ii) ( ) ( ) ( )
2 2
2
2
1 n
......... F F F + + + , where n is any positive integer.
(2 marks)
Sum of squares of successive terms
in the Fibonacci sequence
Result
2
1
F 1
2
2
2
1
F F +
2
3
2
2
2
1
F F F + +
2
4
2
3
2
2
2
1
F F F F + + +
67
(l) Investigate this further pattern involving the squares of terms of the Fibonacci sequence.
Again, at least four results should be calculated.
(4 marks)
Sum of squares of consecutive pairs
of terms in the Fibonacci sequence
Result
2
2
2
1
F F + 2
2
3
2
2
F F +
2
4
2
3
F F +
(m) Determine an expression for
2 2
1 n n
F F +
(2 marks)
Solutions:
(4 + 1 + 3 + 2 = 10 marks)
(n)
Mark Description
4
(1 mark for the first

four lines, 1 mark each
for the last three lines.)

Mark Description
1 (b) Both columns give the same results.
Mark Description
3 (c)
2
n
and ( ) ( ) n n n + + 1 1
2

Mark Description
2
(d) ( ) ( ) n n n + + 1 1
2
=
n n n n + + + 1 1 2
2

=
n n n 2 2
2
+
=
2
n

Both expressions simplify to
2
n
.

(3 + 1 + 1 + 2 + 3 = 10 marks)
(o)
Mark Description
3
a b c
1 3 4 5
2 5 12 13
3 7 24 25
4 9 40 41
5 11 60 61
6 13 84 85
7 15 112 113
(1 mark each for the columns headed a, b and c)
Mark Description
1 (b) 1 + b c (Or 1 c b )
1
2
= 1 0
2
+ 0 + 1 = 1
2
2
= 4 1
2
+ 1 + 2 = 4
3
2
= 9 2
2
+ 2 + 3 = 9
4
2
= 16 3
2
+ 3 + 4 = 16
25 5
2
25 5 4 4
2
+ +
36 6
2
36 6 5 5
2
+ +
49 7
2
49 7 6 6
2
+ +
Mark Description
1 (c) n
th
value of a = 1 2 + n
Mark Description
2
(d) n
th
value of b =
n n 2 2
2
+
(Or ( ) 1 2 + n n )
n
th
value of c =
1 2 2
2
+ + n n

Mark Description
3
(e) ( ) 1 4 4 1 2
2 2 2
+ + + n n n a

( )
2 3 4
2
2 2
4 8 4 2 2 n n n n n b + + +

1 4 8 8 4
2 3 4 2 2
+ + + + + n n n n b a

( ) 1 4 8 8 4 1 2 2
2 3 4
2
2 2
+ + + + + + n n n n n n c

Hence result.
(4 +4 + 4 + 2 = 14 marks)
(p)
Mark Description
4
Sum of squares of successive terms
in the Fibonacci sequence
Result
2
1
F 1
2
2
2
1
F F + 2

2
3
2
2
2
1
F F F + + 6
2
4
2
3
2
2
2
1
F F F F + + + 15
2
5
2
4
2
3
2
2
2
1
F F F F F + + + + 40
2
6
2
5
2
4
2
3
2
2
2
1
F F F F F F + + + + + 104

( One mark for each of four correctly calculated results. If, in
addition, there are other results which are not correctly calculated, deduct
1 mark.)
Mark Description
4
(b) (i) ( ) ( ) ( )
11 10
2
10
2
2
2
1
F F F F F + + + .........
(ii) ( ) ( ) ( )
1
2 2
2
2
1 +
+ + +
n n n
......... F F F F F
(q)
Mark Description
4
Sum of squares of consecutive pairs
of terms in the Fibonacci sequence
Result
2
2
2
1
F F + 2
2
3
2
2
F F + 5
2
4
2
3
F F + 13
2
5
2
4
F F + 34
2
6
2
5
F F + 89
2
7
2
6
F F + 144
2
8
2
7
F F + 233

( One mark for each of four correctly calculated results. If, in
addition, there are other results which are not correctly calculated, deduct
1 mark.)
Mark Description
2
(d)
1 2
2 2
1
+
n n n
F F F

Sampling methods 3AMAT
The task
This investigation is in two parts
- a take-home part which leads students through self-selection, systematic, random and stratified
random sampling.
- a validation test.
Marks could be awarded to the take-home part at the teachers discretion. 12 marks have been
assigned to the test.
The sampling is from rainfall data for Australia.
It would be appropriate to have class discussion on question 5 of the investigation before
administering the validation test.
The validation test requires different thinking than the investigation. Note, for validation tests to
contribute to the investigation component of students assessment marks, they should go beyond
the associated investigation. If validation tests call for exactly the same knowledge and skills as
investigations, then they are response items.
Prior knowledge and skills
Understand the terms sample and population.
Know how to use a calculator to generate random integers in a given interval e.g. between 10 and
20 inclusive
Materials
Handout and CAS calculator
Suggested time
Validation 20 minutes
A priori classification of part questions as simple or complex
Validation A priori classification Syllabus entry
1 simple link solutions to contexts
2a argue to contest
conclusions
2b complexexplanation 3.3.1
Note: All students should be partially successful on the complex question.
Sampling methods 3AMAT Investigation
The table below shows Australia's annual mean rainfall during the 20
th
century. The figures are
area-weighted averages of the rainfall from approximately 370 locations around the country.
Your task is to estimate the average annual rainfall in Australia in the 20
th
century. That is, the
average rainfall which could be compared to the average for the 21
st
century. The questions below
the table will lead you through different methods for making the estimate.
Year Rainfall (mm) Year Rainfall (mm) Year Rainfall (mm)
1901 401.7 1934 441.6 1967 434.7
1902 317.1 1935 347.3 1968 552.5
1903 518.5 1936 398.7 1969 416.1
1904 504.6 1937 384.3 1970 384.5
1905 320.3 1938 361.7 1971 493.6
1906 485.2 1939 489 1972 364.6
1907 451 1940 392.7 1973 661.3
1908 446.9 1941 477.3 1974 784.1
1909 436.1 1942 537.4 1975 603.4
1910 523.3 1943 392.9 1976 527.7
1911 427.3 1944 378.6 1977 471.8
1912 377.9 1945 407.8 1978 525.6
1913 442.1 1946 403.3 1979 455.6
1914 425.2 1947 509.3 1980 433
1915 386.5 1948 384.2 1981 535.1
1916 533.8 1949 480.4 1982 421.3
1917 579.5 1950 633.2 1983 499.2
1918 433.1 1951 366 1984 555.2
1919 361.1 1952 380.7 1985 398.8
1920 513.6 1953 427.8 1986 391.9
1921 548 1954 460.1 1987 453.4
1922 420.9 1955 581.8 1988 459.8
1923 411.6 1956 604.4 1989 483.7
1924 402.4 1957 384.9 1990 417.6
1925 425.3 1958 421.5 1991 469.2
1926 422.9 1959 415.5 1992 452.4
1927 422.8 1960 472.1 1993 499.3
1928 356.9 1961 336.3 1994 340.6
1929 372 1962 439 1995 522.8
1930 493 1963 484.8 1996 469.9
1931 435.5 1964 427.2 1997 527.2
1932 386.9 1965 347.6 1998 565.5
1933 442.1 1966 404.6 1999 584.1
2000 727.3
Data source: Australian Bureau of Meteorology
1. Self-selection
(a) Select the rainfall for one year or a few years that you think are suitable for estimating the
average rainfall. Make your selection without any counting. Write down the rainfall figure(s).
(b) Explain why you chose the figure(s).
(c) Estimate the average annual rainfall for the 20
th
century using the figures.
2. Systematic sampling
This method involves selecting data at even intervals in the list (e.g. every five years), after using a
random number generator to select a starting point. Hence:
(a) use your calculator to generate a random number between 1901 and 1905 inclusive and circle
the year in the table.
(b) circle every fifth year after the starting year.
(c) use the sample to estimate the average annual rainfall for the 20
th
century.
3. Random sampling
This method involves using a random number generator to select a data set with suitable size.
Hence:
(a) set up your calculator to generate numbers between 1901 and 2000 inclusive, then generate
40 numbers and write them in the first column of the table on the next page. Numbers can be
repeated or not repeatedthat is your choice.
(b) record the rainfall figures in the second column of the table.
(c) estimate the average annual rainfall for the 20
th
century using the rainfall for the first 10 entries.
(d) estimate the average annual rainfall for the 20
th
century using the first 20 entries, first 30 entries
and all 40 entries.
4. Stratified sampling
This method involves random sampling according to specified criteria, for example, that half the
data is selected from years in the first half of the century, and half are selected from years in the
second half of the century. Hence:
(a) set up your calculator to generate random numbers between 1901 and 1950 inclusive,
generate 15 numbers, enter them into the table and enter the rainfall figures.
(b) set up your calculator to generate random numbers between 1951 and 2000 inclusive,
generate 15 numbers, enter them into the table, enter the rainfall figures.
(c) estimate the average annual rainfall for the 20
th
century using all 30 rainfall figures.
5. The average annual rainfall for the 20
th
century is 456.8 mm. Knowing this, review your
estimates from each method and write down ways to improve the methods.
6. Make sure that you understand the processes involved in each sampling method by reading
your textbook. Information is also available on the Australian Bureau of Statistics website:
www.abs.gov.au Search for Sampling methods and select the article Sampling Methods
Random Sampling. Read Simple Random Sampling and Systematic Sampling and Stratified
Sampling.
.
Table for question 3 Table for question 4
Random
number
Rainfall
(mm)
Average
Estimated
average
annual rainfall
Random
number
Rainfall
(mm)
Estimated
average annual
rainfall
Sampling methods 3AMAT Validation
Total marks: 12
1. You used sampling to estimate the average annual rainfall in Australia in the 20
th
century. In that
case, sampling was not really necessary as all the rainfall figures were available. Name two
estimates for which sampling would be necessary.
(2 marks)
2. A Year 9 Maths class was set an assignment to find out if students at their school were in favour
of lunchtime being lengthened. 704 students attended the school.
Josh surveyed anyone who was willing to be surveyed during one lunch time and got 47
responses.
Ann surveyed the 12 girls who always played netball at lunchtime.
(a) Comment on weaknesses and/or strengths of each sampling method. (4 marks)
(b) Suppose that you can obtain the name of every student at the school from the school records.
Describe the processes you would use for selecting a random sample for the survey. Your answer
must include how to generate random numbers on your calculator.
(6 marks)

Solutions
1. The average height of 13-year old students. The average weight of 2-year old children. Yield of
a wheat crop. Preference for a political party. Preference for food products. (1 each
suggestion)
(2 marks)
2.
(a) Josh: The number of responses is sufficient (for reliability)
(comment on sample size)
and could have come from different Year groups but even so might not reflect views of all students
and students responses might have been influenced by their friends
(source of possible bias)
Ann: Anns sample is too small (comment on sample size)
and could be biased being from girls only and one particular group of girls
(source of possible bias)
(4 marks)
(b) To select the random sample I would number the students from 1 to 704.
I would generate 40 random numbers on my calculator (30 or more) using
INT(RANDOM*704+1) (or randInt(1,704,40) or other function, depending on the brand of
calculator) and record the numbers.
I would take out repeated numbers and make sure I ended up with a sample of at least 30
students. (removing repeats is not necessary)
Next to each random number I would record the name of the student with the matching
Number. (6 marks)
Space and Measurement: Areas 3BMAT
This task is intended as an in-class investigation. No special preparation is required prior to
students attempting the task, except that students have the appropriate background to attempt the
unit 3BMAT.
It develops the ideas of using a partition of upper and lower rectangles to estimate the area under
a curve.
It would not be appropriate to use this task to access student investigative skills on this topic once
these ideas have been discussed in class.
Relevant syllabus dot point
2.1.1 Estimate the area between the x-axis and graphs of simple polynomial functions using the
areas of circumscribed and inscribed rectangles.
Investigation
Time allowed: (35 marks)
Introduction:
Glenn wanted to work out the area of a landscaped surface around a swimming pool.
Unfortunately the area had lots of curves and did not resemble any geometric shape with which he
was familiar. He approximated the area, but was not satisfied with the accuracy of the result, as he
needed to purchase some very expensive paving bricks to cover this surface. Glenns older
brother, Hugh, was a capable Mathematics student, and was able to show him how to determine
areas of curved shapes, with a high degree of accuracy. The steps in this investigation were what
Hugh showed Glenn to enable him to understand this concept.
1. In each case below determine the area below the given function, the x-axis and the vertical
lines, x = 0 and x = 5. (5 marks)
(a) y =1
x
2 4 6
y
2
4
6
A B
E
F
y = 1
x = 5
Area of rectangle ABEF = units
2
(b) y = 4
x
2 4 6
y
2
4
6
A B
C
D
x = 5
y = 4
Area of rectangle ABCD = units
2
(c) y =

3
5
x +1
x
2 4 6
y
2
4
6
A B
C
D
F
y =
3x
5
+ 1
x = 5
y=1 E
Area of trapezium ABCF = units
2
(b) Complete the following statement to express the area of the trapezium in terms of
the areas of the rectangles
Area of trapezium ABCF =
1
1
1
1
1
]
1
+
______
ABCD rectangle of Area ABEF rectangle of Area

2.(a)On the diagram below mark the following points. (9 marks)
x
2 4 6
y
2
4
6
A B
C
F
E
D
M the mid point of AB
N the mid point of FC
P the mid point of DC
G the mid point of FD
H the mid point of FE
I - the mid point of EC
Evaluate the areas of the following shapes in the diagram above;
(hint: you may wish to shade the rectangles)
(b) Area of rectangle AMHF = ___________________
Area of rectangle AMNG = ___________________
Area of trapezium AMNF = ___________________
Complete the statement below:;
Area of trapezium AMNF =
1
1
1
1
1
]
1
+
______
AMNG rectangle of Area AMHF rectangle of Area
(c) Area of rectangle MBIN = ___________________
Area of rectangle MBCP = ___________________
Area of trapezium MBCN = ___________________
Complete the statement below:
Area of trapezium MBCN =
1
1
1
1
1
]
1
+
______
MBCP rectangle of Area MBIN rectangle of Area
3. Consider the graph of the cubic function 1 6 . 0 1 . 0 02 . 0 ) (
2 3
+ + x x x x f , 0 x 5 .
By drawing the vertical lines, x = 1, x = 2, x = 3, x = 4 and x = 5 the area under the
graph (and above the x-axis) can be divided into 5 smaller areas.
Each area below the curve, above the x-axis and between vertical lines,
approximates the shape of a trapezium. By calculating these areas as shown in
questions 1 and 2 we can approximate the total area under the curve, above the x-
axis and between the vertical lines x=0 and x=5. (12 marks)
x
2 4 6
y
2
4
6
(a) Complete the following table for the function
1 6 . 0 1 . 0 02 . 0 ) (
2 3
+ + x x x x f
Where necessary, give your answers to 2 decimal place accuracy.
x 0 1 2 3 4 5
f(x)
(b) On the graph below, draw the remaining 4 rectangles whose areas fit below the
area of the trapezium. Each rectangle is of width 1 unit on the x-axis, starting at x =
0, with height of each rectangle being given by the appropriate f(x)-value in the
table above.
x
2 4 6
y
2
4
6
(c) On the graph above, draw 5 rectangles whose areas fit above the area of the
trapezium. Each rectangle is of width 1 unit on the x-axis, starting at x = 1, with
height of each rectangle being given by the appropriate f(x)-value in the table
below.

x 0 1 2 3 4 5
f(x)
(d) Determine the area of each rectangle and complete the table below:
Area (lower rectangles) Area (upper rectangles)
1 x 1.52 = 1.52
1 x 2.44 = 2.44
(e) Using the results from above, estimate the area of each trapezium under the graph,
above the x-axis and between the vertical lines as in the table.
Show all of your working.
Area required Estimated Area Actual Area
Trapezium 1
x = 0 to x = 1
Trapezium 2
x = 1 to x = 2
74 . 1
2
96 . 1 52 . 1
+
Trapezium 3
x = 2 to x = 3
Trapezium 4
x = 3 to x = 4
Trapezium 5
x = 4 to x = 5
Total of all trapeziums
x = 0 to x = 5
11.85333
(f) In part (e) the actual area is given. Explain why your answer is different.
By using a similar method, show how Glenn could estimate the shaded area (to be paved)
which is between the pool and the curved garden bed on his yard, as represented by the
function indicated in the diagram below. The function representing the garden bed is given
by
) 100 40 24 5 . 8 ( 08 . 0 ) (
2 3 4
+ + x x x x x f
The pool edge is along the x-axis and the other two boundaries are represented by the
y-axis and the line x = 5. (9 marks)
x
1 2 3 4 5 6
y
2
4
6
8
10
(b) Explain how you could improve the accuracy of your estimates.
Investigation Suggested marking scheme.
1. (5 marks)
(a) Area of rectangle ABEF = 5 units
2
(b) Area of rectangle ABCD = 20 units

2
(c)
Area of trapezium ABCF = Area of rectangle ABEF +Area of triangle FECD
= 5 +
( ) 3 5
2
1
x
= 12.5 units
2
(c) Area of trapezium ABCF =

1
1
1
1
1
]
1
+
___ ___
ABCD rectangle of Area ABEF rectangle of Area
2

(Note:
5 . 12
2
20 5
1
]
1
+
)
2. (9 marks)
(a)
x
2 4 6
y
2
4
6
A B
C
F
E
D
M
N
P
G
H
I
M the mid point of AB
N the mid point of FC
P the mid point of DC
G the mid point of FD
H the mid point of FE
I - the mid point of EC
if points are marked
correctly
(b) Area of rectangle AMHF = 2.5 sq units
Area of rectangle AMNG = 2.5 x 2.5 = 6.25 sq units
Area of trapezium AMNF = 2.5 +
( ) 5 . 1 5 . 2
2
1
x
= 4.375 sq units
(Note:
375 . 4
2
6.25 2.5
1
]
1
+
)
Area of trapezium AMNF =
1
1
1
1
1
]
1
+
___ ___
AMNG rectangle of Area AMHF rectangle of Area
2

(c) Area of rectangle MBIN = 2.5 x 2.5 = 6.25 sq units
Area of rectangle MBCP = 2.5 x 4 = 10.0 sq units
Area of trapezium MBCN = 2.5 x 2.5 +
( ) 5 . 1 5 . 2
2
1
x
= 8.125 sq units
Area of trapezium MBCN =
1
1
1
1
1
]
1
+
___ ___
MBCP rectangle of Area MBIN rectangle of Area
2

3. (12 marks)
(a)
Easily done with a calculator
for numbers
for correct rounding (eg. 1.00)
x 0 1 2 3 4 5
f(x) 1.00 1.52 1.96 2.44 3.08
(b) and (c)
for placing the lower for placing the
rectangles correctly rectangles correctly
(d)
Easily done with a calculator
for numbers
for correct rounding (eg. 4.00)

x 0 1 2 3 4 5
f(x) 1.52 1.96 2.44 3.08 4.00
x
1 2 3 4 5 6
y
1
2
3
4
5
6
x
1 2 3 4 5 6
y
1
2
3
4
5
6
86
(d)
1 x1 = 1 1 x1.52 = 1.52
1 x 1.52 = 1.52 1 x 1.96 =1.96
1 x 1.96 =1.96 1 x 2.44 = 2.44
1 x 2.44 = 2.44 1 x 3.08 = 3.08
1 x 3.08 = 3.08 1 x 4.00 = 4.00
for lower rectangle areas for upper rectangle areas
(e) Using the results from above, estimate the area of each trapezium under the graph,
above the x-axis function and between the vertical lines as in the table.
Show all of your working.
Area required Estimated area Actual area
Trapezium 1
x = 0 to x = 1
26 . 1
2
52 . 1 1
+
Trapezium 2
x = 1 to x = 2
74 . 1
2
96 . 1 52 . 1
+
Trapezium 3
x = 2 to x = 3
2 . 2
2
44 . 2 96 . 1
+
Trapezium 4
x = 3 to x = 4
76 . 2
2
08 . 3 44 . 2
+
Trapezium 5
x = 4 to x = 5
54 . 3
2
00 . 4 08 . 3
+
Total of all trapeziums
x = 0 to x = 5
units sq 5 . 11
54 . 3 76 . 2 2 . 2 74 . 1 26 . 1
+ + + +
11.458333
for use of averaging process
for correct areas for each of the trapeziums
for the correct total estimate
(f) These are approximations to trapeziums, but the upper bound is a curve rather
than a straight line
4. (9 marks)
In the first instance use 5 partitions. If you have time you may like to attempt to use 10
partitions and see by how much the accuracy improves.
Showing the appropriate partition:

for the upper bounds + for the lower bounds + for graphical representation.
Calculating the areas of the upper and lower rectangles:
1 x 6.12 = 6.12 1 x 8.00= 8.00
1 x 5.12 = 5.12 1 x 6.12 = 6.12
1 x 3.80 = 3.80 1 x 5.12 = 5.12
1 x 2.88 = 2.88 1 x 3.80 = 3.80
1 x 2.88 = 2.88 1 x 5.00 = 5.00
x
1 2 3 4 5 6
y
2
4
6
8
1 0
x
1 2 3 4 5 6
y
2
4
6
8
10
88
for the lower rectangle areas for the upper rectangle areas
Calculating the areas of the trapeziums:
Area required Estimated area Actual area
Trapezium 1
x = 0 to x = 1
06 . 7
2
00 . 8 12 . 6
+
Trapezium 2
x = 1 to x = 2
62 . 5
2
12 . 6 12 . 5
+
Trapezium 3
x = 2 to x = 3
96 . 4
2
12 . 6 80 . 3
+
Trapezium 4
x = 3 to x = 4
34 . 3
2
80 . 3 88 . 2
+
Trapezium 5
x = 4 to x = 5
94 . 3
2
00 . 5 88 . 2
+
Total of all trapeze
x = 0 to x = 5
units sq 92 . 24
94 . 3 34 . 3 96 . 4 62 . 5 06 . 7
+ + + +
23.75
for use of averaging process
for correct areas for each of the trapeziums
(b)
The approximation gets closer to the actual value as we create more partitions.
This is because the partitioned areas become closer approximations to trapeziums
.
Predicting maximum temperature 3BMAT
The task
The task involves investigation of whether or not there is a relationship between maximum
temperatures and rainfall. It is designed to be an in-class assessment.
In its present form, minimal structure is provided for the investigation, which could mean that
lower-achieving students make little progress. Also, there is high emphasis on interpretation, and
the interpretive components, in particular, could provide evidence for A and B grades.
The task has been classified as an investigation because it has minimal structure. It could be
rewritten with part questions that lead students through the analysis, in other words as a response
item. This would make the analysis accessible to more students, and might be the best approach
for lower-achieving classes.
Rainfall and temperature data are provided for Perth and Newman. For the purposes of
assessment, this data could be replaced with data from other places. The results and interpretation
will be different for different geographic conditions. Data can be retrieved from:
http://www.bom.gov.au/climate/how/
Select: Long term climate summariesClimate maps, graphs and averages
Select: WA
On the map, select the town of your choice.
Suggested time
40 to 45 minutes
Question A priori classification Syllabus entry
1 complex
- identify information from dense information
- justify answers
- explain results
3.1.1, 3.1.2, 3.1.4,
3.2.2, 3.2.3, 3.2.7
interpret soluions
Predicting maximum temperature 3BMAT Investigation
Total marks: 22
In Western Australian towns and cities, is maximum temperature for a month related to rainfall for
the month? If so:
how strong is the relationship?
what is a simple rule for the relationship?
what is it about the context that can explain the relationship?
Investigate these questions for Perth (on the coast) and Newman (inland in the northwest) and
reach a conclusion for Western Australia in general.
Remember to
justify your answers with numerical values and any other relevant information.
Mean monthly rainfall and mean maximum temperature data for Perth are as follows. The figures
are based on data for 1993-2007 from the Australian Bureau of Meteorology.
mean monthly rainfall (mm) mean monthly maximum temperature C
Jan 17.6 30.5
Feb 6.6 31.1
Mar 21.1 29.5
Apr 31.1 25.6
May 91.5 22.3
Jun 134.3 19.3
Jul 151.3 18.4
Aug 134.9 18.7
Sept 90.1 20.1
Oct 43.4 22.8
Nov 19.7 26.4
Dec 6.1 28.8
Perth weather
0
5
10
15
20
25
30
35
0 20 40 60 80 100 120 140 160
mean monthly rainfall (mm)
m
e
a
n

m
o
n
t
h
l
y

m
a
x
i
m
u
m

t
e
m
p

C
.
correlation coefficient = - 0.9304
regression line 5245 . 29 0813 . 0 + x y
Mean monthly rainfall and mean monthly maximum temperature data for Newman are as follows.
The figures are based on data for 1965-1997 from the Australian Bureau of Meteorology.
monthly rainfall (mm) monthly mean maximum temperature C
Jan 51.4 39
Feb 80.1 37.2
Mar 38.6 35.8
Apr 25.3 31.6
May 23.2 26
Jun 25 22.4
Jul 12.6 22.3
Aug 10.5 24.8
Sept 4.1 29.2
Oct 3.9 33.6
Nov 9.8 36.6
Dec 27 38.3

Solutions
Perth (8 marks)
The graph and the size of correlation coefficient (0.93) (justification)
indicate that there is a strong linear relationship
between monthly rainfall and monthly maximum temperatures in Perth. (data correctly specified)
A simple rule for the relationship is
mean maximum temperature = -0.1 mean rainfall + 30
(stating the variables) (suitable rounding)
A reason for the relationship is that the more rain falls in the winter than in the summer in Perth.
For example the mean rainfall figure for June is 134.3 mm, compared to 17.6 mm for January.
Also, the hours of sunlight are shorter in winter than in summer, and these have a major impact on
temperature. Hence the temperature goes down in winter.
For example the mean maximum temperature in June is 19.3 C and the mean maximum
temperature in January is 30.5 C.
So, reasons for the negative correlation (and gradient) are that, as rainfall goes up, temperatures
tend to go down.
(wind patterns are also relevant)
Newman (12 marks)
Newman weather
0
5
10
15
20
25
30
35
40
45
0 10 20 30 40 50 60 70 80 90
mean monthly rainfall
m
e
a
n

m
o
n
t
h
l
y

m
a
x
i
m
u
m

t
e
m
p

C
scatter plot with or without the regression line (axes labelled) (accuracy)
correlation coefficient = 0.4803
regression line
8722 . 27 1359 . 0 + x y

The graph and correlation coefficient (0.48) (justification) (correct correlation value)
indicate there is a weak linear relationship
between monthly rainfall and monthly mean maximum temperatures in Newman.
A simple rule for the relationship is
mean maximum temperature = 0.1 mean rainfall + 28
(stating the variables) (suitable rounding) (correct values)
One reason for the relationship is that more rain falls in summer than in winter in Newman.
(Cyclones are relevant and they occur in summer and not in winter). For example, the rainfall
figures for January and June are 51.4 mm and 25 mm respectively.
At the same time there are more hours of sunlight in summer than in winter so temperatures in
summer are higher than temperatures in winter. For example, the mean maximum temperatures
for January and June are 39 C and 22.4 C.
So reasons for the positive correlation and gradient are that as rainfall goes down temperatures go
up.
Generalisation (2 marks)
The results cannot be generalised for Western Australia.
Any relationship between rainfall and maximum temperature will depend on local weather
conditions and these vary tremendously across the state.
Sample assessment itemsResponse 3AMAT
Each sample question includes information linking it to the syllabus. Each is designated as suitable
for Section 1 calculator-free, Section 2 calculator-assumed, or either.
Question
number
Section 1 or 2
Syllabus entries
Content area
Content sub-heading Topic description
Question 1
Section 1
1.1.1, 1.1.4, 1.1.7, 1.3.1
Number and algebra
Equations and inequalities
Mental strategies,
algebraic
expressions
Question 2
Section 1
1.1.7
Number and algebra
Estimation and calculation Simplifying and
solving equations
Question 3
Section 1
1.2.2, 1.2.3
Number and algebra
Functions and graphs Transformations
Question 4
Section 1
1.2.2
Number and algebra
Question 5
Section 1 or 2
1.2.4
Number and algebra
Functions and graphs Distinguishing
graphs
Question 6
Section 1 or 2
1.3.2
Number and algebra
Equations and inequalities Solving graphically
Question 7
Section 1 or 2
1.3.5
Number and algebra
Equations and inequalities Inverse proportion
Question 8
Section 2
1.4.2
Number and algebra
Patterns Growth and decay
Question 9
Section 2
1.4.1
Number and algebra
Patterns Recursive functions
Question 10
Section 2
1.4.2
Number and algebra
Question 11
Section 1 or 2
1.5.1, 1.5.2, 1.5.3
Number and algebra
Finance Knowledge of loan
spreadsheets
Question 12
Section 2
1.5.3, 1.5.5
Number and algebra
Finance Reducible interest
Question 13
Section 1 or 2
2.1.1, 2.1.2, 2.1.3, 2.1.4
Rate Distance and
displacement
Question 14
Section 1 or 2
3.1.1, 3.1.3
Chance and data
Quantify chance Sample space,
simple probabilities
Question 15
Section 2
3.1.7
Chance and data
Quantify chance Normal distribution
Question 16
Section 1
3.1.7
Chance and data
Question 17.
Section 2
3.2.2
Chance and data
Interpret chance Capture-recapture
Question 18
Section 2
3.3.1
Chance and data
Collect and organise data Sampling
Question 19
Section 1
3.4.2, 3.4.3, 3.4.9
Chance and data
Represent data Box-plots, central
tendency
Question 20
Section 2
3.4.1, 3.4.4, 3.4.7
Chance and data
Represent data Grouped data
Question 21
Section 2
3.4.3, 3.4.5, 3.4.7, 3.5.8
Chance and data
Represent data Comparison of data
Question 22
Section 2
3.4.3,3.4.5, 3.4.7, 3.5.8
Chance and data
Represent data
Interpret data
Comparing data sets
Question 1
(4 marks)
Section 1
1.1.1, 1.1.4, 1.1.7,
1.3.1
Number and algebra
Estimation and
calculation
Equations and
inequalities
Mental strategies,
algebraic expressions
The acceleration due to gravity, g metres/sec
2
is related to the mass of the earth, M kg, the radius
of the earth, R metres, and the gravitational constant, G, according to the formula
.
2
R
GM
g
Estimate M

correct to the first significant figure, given that
. 10 4 . 6 and , 10 7 . 6 , 8 . 9
6 11

R G g
Question 2
(6 marks)
Section 1
1.1.7
Number and algebra
Estimation and
calculation
Simplifying and solving
equations
Solve the equations:
(a)
3x
7
x
9
= 12 (3 marks)
(b) 3 2
7x
= 96 (3 marks)
Question 3
(6 marks)
Section 1
1.2.2, 1.2.3
Number and algebra
(a) Describe the transformation of the graph of x y so the resulting function of the graph is:
(i) 1 2 x y (2 marks)
(ii) 4 2 + x y (2 marks)
(b) What are the domain and range of 1 2 x y ? (2 marks)
Question 4
(7 marks)
Section 1
1.2.2
Number and algebra
Draw a neat sketch of the graph of the function, f (x) = x
2
- 4 on the axes below.
Find the coordinates of the points where;
(a) y =-f(x) + 2 cuts the y -axis
(b) y = f (x + 1) cuts the x -axis
(c) y = f (1 x) cuts the x -axis
(d) y = - f (x) + 3 has its local maximum
Question 5
(5 marks)
Section 1 or 2
1.2.4
Number and algebra
Functions and graphs Distinguishing graphs
Given that a, b, c, , k are all positive real numbers, match each graph with one of the equations
shown below:
y a
x
y a
x
y
1
a
_
,
x
y
b
x
y
b 1
x
xy b
y c(x d)
2
y c(x + d)
2
e y c(x d)
2
e
y fx + g y fx g y fx + g
y h(x i)(x j)(x + k)
y h(x i)(x + j)
2
y h(x i)
2
(x + j)

Question 6
(4 marks)
Section 1 or 2
1.3.2
Number and algebra
Equations and
inequalities
Solving graphically
(a) Given that the function, y = f (x), shown below, has a y-intercept of 12, and x-intercepts
of -2, 1 and 3, determine the value of f (4).
Question 7
(6 marks)
Section 1 or 2
1.3.5
Number and algebra
Equations and
inequalities
Inverse proportion
A cafeteria at a remote tourist resort has enough food for 320 people for 35 days.
(a) How long will the same amount of food last 530 people, assuming that each person eats at
the same rate as if there were 320 people? (2 marks)
(b) An Australian wide business group wants to book out the resort for intense training of its
staff. No contact is to be allowed with the outside world. The minimum duration of the
training camp is 14 days and, for safety reasons, food cannot be kept on site for more than
100 days. Considering only the time constraints stated above, what is the lowest and highest
number of people that can be accommodated by the tourist resort, assuming that the rate of
consumption of each individual is the same, and is consistent, regardless of the
circumstances? (4 marks)
Question 8
6 marks
Section 2
1.4.2
Number and algebra
The value of a certain stock changes daily. On odd-numbered days of the month it increases by
10%, and on even numbered days of the month it decreases by 10%.
(a) By how much will the value of the stock change over consecutive two days? (2 marks)
(b) At the beginning of November 1
st
the value of the stock is $50000. What will the value be at
the end of November 30
th
? (2 marks)
(c) Is there any month in which the value of the stock increases? Justify your answer. (2 marks)
Question 9
4 (marks)
Section 2
1.4.1
Number and algebra
Patterns Recursive functions
Any term of a sequence can be found by adding three to double the previous term.
(a) Which rule below matches the description given above. (1 mark)
2 3
1
+
n n
T T
3 2
1
+
n n
T T
3 ) 1 (
2
+ T n T
n
3
1
+
n n
T T
(b) If 7
1
T find the value of
(i) the seventh term (2 marks)
(ii) n, such that the sum of the first n terms exceeds 2 000. (1 mark)
Question 10
(4 marks)
Section 2
1.4.2
Number and algebra
The population of the Lake Swan is under threat due to urban development. The population of the
species, n years since data was first recorded, is given by the formula,
92 . 0
1

n n
P P
. If the
population, 5 years after the data was initially taken, is approximately 5 680, determine:
(a) what the population was when the data was initially recorded (2 marks)
(b) the year and month that the population is expected to fall below 4 000, given that the data
was initially recorded on January 1
st
, 2000. (2 marks)
Question 11
(10 marks)
Section 1 or 2
1.5.1, 1.5.2, 1.5.3
Number and algebra
Finance Knowledge of loan
spreadsheets
Mike and Mary are planning to buy a house and are exploring loan options.
They have set up a spreadsheet as shown below. Cell R53 is for the interest rate per annum. Cell
R54 is for the number of compounding periods per annum. Cell R55 is for the monthly repayment.
Cell R56 is for the amount that Mike and Mary will borrow.
Row 59 has headings for the: Month, Starting amount at the beginning of the month, Interest for
the month, Repayment for the month, and Amount owing at the end of the month.
P Q R S T
51 Loan with reducible interest
52
53 % Interest rate p.a.
54 Number of compounding periods p. a.
55 Monthly loan repayment
56 Starting amount
57
58
59 Month Starting amount Interest Repayment Amount owing
60 1
61 2
62 3
63 4
64 5
Mike and Mary are considering a loan of $250 000 at 9% p.a. compounded monthly with monthly
repayments of $2000.
(a) Enter the figures in the appropriate cells in the spreadsheet. (1 mark)
(b) Write appropriate formulae in cells Q60, R60, S60 and T60 to calculate the amount owing for
any values that are entered in cells R53 to R56. (7 marks)
(c) What other actions would you perform on the spreadsheet to calculate the amount owing until
the loan is paid off? (2 marks)
Question 12
(6 marks)
Section 2
1.5.3, 1.5.5
Number and algebra
Finance Reducible interest
Susan borrowed $15 000 to purchase a car. She decides to repay $400 at the end of each month.
The table below is incomplete.
Amount Owing Interest Repayment Balance
15 000 400 14 675
14 675 400
400
400
400
400
(a) What was the annual rate of interest for Susan to borrow her money? (2 marks)
(b) How much money will she owe at the end of the first year, if the repayments stay at $400 per
month for the first 6 months, and then increase to $600 for the last 6 months? (4 marks)
Question 13
(11 marks)
Section 1 or 2
2.1.1, 2.1.2, 2.1.3, 2.1.4
Rate Distance and
displacement
Cedric cycled from home to school on a regular basis. On one morning, he cycled to a flooded
area of road and had to walk his bike through the low lying water. Once through this section, he
was able to get back on his bike and complete his journey to school.
(a) Determine the speed, in km/h, that Cedric travelled on his bike, before he got to the
flooded section of the road? (2 marks)
(b) Cedrics sister, Celia, arrived at the school by car. She got to the school gate at the same
time as Cedric. If the car Celia was in was travelling at an average of speed of 50 km/h,
at what time did she leave the house? (2 marks)
(c) Cedrics friend, Ashtar, was always slow to get moving in the morning, but was quite an
athletic student. He started with a slow walk, had a rest for 5 minutes, then jogged, before
resting again for 5 minutes, and then finally running all the way to school. Ashtar left
Cedrics place at 8 am and then arrived at school at 8.40 am. He started walking at
1km/h, and his slow walk, jog and run were each of the same time duration. Each change
of pace increased his speed by the same amount. Draw Ashtars journey on the graph
above. (7 marks)
Question 14
(5 marks)
Section 1 or 2
3.1.1, 3.1.3
Chance and data
Quantify chance Sample space,
simple probabilities
Which is more likely:
- getting exactly 2 heads when 3 fair coins are tossed, or
- getting exactly 1 six when 2 fair die are tossed?
Justify your answer.
Question 15
(6 marks)
Section 2
3.1.7
Chance and data
The Aussie Snack company produces small packets of fruit and nuts. The label on each packet
states that it contains 150 grams of wholesome goodness. A machine is used to fill the packets.
The amount of fruit and nuts delivered by the machine varies from packet to packet.
Let C denote the weight of the contents of a packet. The weight of the packets can be modelled by
a normal distribution with a mean of 151.9 grams and a standard deviation of 0.44 grams.
(a) Determine the proportion of packets that will contain less than 152 grams of fruit and nuts.
(1 mark)
(b) Aussie Snack boasts that less than 10% of its fruit and nut packets ever have less than the
advertised amount of 150 g. Is this a valid statement? Justify your answer (2 marks)
(c) Aussie Snacks wants to keep the mean weight of the packet at 152 g and only have 0.5 %
of packets having a weight of less than 150 g. What must the new standard deviation of the
weight of the packets be to ensure that the packing machine keeps to this new standard?
(3 marks)
Question 16
(2 marks)
Section 1
3.1.7
Chance and data
The scores of 1000 students taking a test are approximately normally distributed, with a mean of
65 and a standard deviation of 15.

(a) How many students would you expect to score 50 or less? (1 mark)
(b) How many students would you expect to score 95 or more? (1 mark)
Question 17.
(2 marks)
Section 2
3.2.2
Chance and data
Interpret chance Capture-recapture
Fiona went to study the number of native mice on a small remote island off the Pilbara coast and
on the first night set a trap for the mice. The trap was harmless and allowed them to stay alive and
return to the wild the next day. A small group of 35 mice were caught and given a small marking,
so as to assist Fiona estimate the total population on the island. A month later Fiona set the same
trap as before and caught a total of 63 mice, of which 17 had the same small marking which Fiona
placed on them from a month ago. Estimate the total population of mice on the island. Show all of
your working.
Question 18
(5 marks)
Section 2
3.3.1
Chance and data
Collect and organise
data
Sampling
The Newbrook Community College consists of 244 Year 8 students, 252 Year 9 students, 286
Year 10 students, 224 Year 11 students and 177 Year 12 students. If a stratified survey of 80
students was taken, how many students from each year group took part in the survey?
Question 19
(10 marks)
Section 1
3.4.2, 3.4.3, 3.4.9
Chance and data
Represent data Box-plots, central
tendency
For the following set of data (given in ascending order)
m 5 5 7 n p 10 12 12 q 17 18
the mean is 10; the range is 16; the median is 9.5; the interquartile range is 7.
(a) Find the values of m, n, p and q. (5 marks)
(b) Draw a box-plot to display this data. (3 marks)
(c) Do any scores within this group of data fit the description of an outlier? Justify your answer.
(2 marks)
Question 20
(10 marks)
Section 2
3.4.1, 3.4.4, 3.4.7
Chance and data
Represent data Grouped Data
The table below shows the number of times, over a period of 30 working days, people at a city
financial firm, purchased a newspaper on the way to work.
Score Frequency
1 - 5 3
6 - 10 5
11 - 15 12
16 - 20 24
21 - 25 33
26 - 30 21
(a) Find the following:
(i) the mean number of newspapers purchased,
(ii) the median class for the table above,
(iii) the standard deviation of the newspapers bought.
(b) Draw a neat sketch of a frequency histogram for the data displayed in the table above.
(c) Describe the spread of data shown in the graph and comment as to possible reasons for
this result.
Question 21
(11 marks)
Section 2
3.4.3, 3.4.5, 3.4.7,
3.5.8
Chance and data
Represent data
Interpret data
Comparing data sets
The annual rainfall, measured in millimetres, at 2 sites in the Western Australian wheat belt in the
last 9 years, is shown below:
Site
A
287 353 319 308 285 294 257 341 296
Site
B
194 793 256 125 216 227 617 239 293
(a) Compare the annual rainfalls at the two sites. (6 marks)
(b) Based on these figures, what are your predictions for next years rainfall at these two sites?
(3 marks)
(c) Which of these predictions would you expect to be more reliable? Justify your answer?
(2 marks)
Question 22
(11 marks)
Section 2
3.4.3,3.4.5, 3.4.7,
3.5.8
Chance and data
Represent data Comparison of data
As part of a study on tree growth, an environmental scientist planted 50 trees on a plot of land and
monitored their height for five years.
After one year, all 50 trees were alive and their heights are summarised in the graph below. Mean
height was 0.54 m with a standard deviation of 0.20 m.
Tree height after 1 year of growth
0
5
10
15
20
25
0.3 - 0.4 0.5 - 0.6 0.7 - 0.8 0.9 - 1.0 1.1 - 1.2
height (m)
f
r
e
q
u
e
n
c
y
After five years, height was measured for a representative sample of 15 of the trees. The results in
metres are listed and graphed below:
1.32 1.4 1.64 1.77 1.87 1.88 2.02 2.11 2.16 2.41 2.50 2.52 2.56 2.60 2.95
Tree height after 5 years of growth
0
1
2
3
4
5
6
1.1 - 1.4 1.5 - 1.8 1.9 - 2.2 2.3 - 2.6 2.7 - 3.0
height (m)
f
r
e
q
u
e
n
c
y
Compare height for the trees after one year of growth and after five years of growth.
Sample assessment itemsResponse 3AMAT Marking key
Question 1 (4 marks)
G
gR
M
2

( )
11
6 6
11
2
6
10 7 . 6
10 4 . 6 10 4 . 6 8 . 9
10 7 . 6
10 4 . 6 8 . 9

11
12
10
10 4 . 6 10

11 12 1
10 4 . 6
+ +

24
10 6

Question 2 (6 marks).
(a) 12
3
9
7
x
x
12
3
2

x

2
12
3
x
4
1
2
x
5 . 0 t x
(b)
96 2 3
7

x
2
7x
32

2
7x
2
5
7x = 5
x =
5
7

(a) (i) Translate x y one unit to the right and then double the
y
coordinate of each ordered
pair i.e. transform ) , (
1 1
y x to ) 2 , (
1 1
y x causing an enlargement by a factor of 2 parallel to the y-
axis.
(ii) Halve the
x
co-ordinate of each ordered pair i.e. transform ) , (
1 1
y x to ) , 5 . 0 (
1 1
y x causing an
enlargement by a factor of
2
parallel to the y-axis.
and then a translation of the resulting graph four units in the positive
y
direction
(b) Domain 1 x , range
0 y

f(x) = x
2
- 4

(a) (0, 6)
(b) (-3, 0), (1, 0)
(c) (-1, 0), (3, 0)
(d) (0, 7)
Question 5. (5 marks)
Line graph y fx + g
Quadratic
y c(x + d)
2
e

Cubic
y h(x i)
2
(x + j)

Exponential
y a
x

Reciprocal xy b
(a) f(x) = a(x + 2)(x 1)(x 3)
12 = a(2)(-1)(-3)
12 = 6a
2 = a
f(4) = 2(6)(3)(1)
f(4) = 36
(a) Let x be the number of 'food days' for 530 people.
320 x 35 = 530 . x
11 200 = 530 x
x = 21
There is enough food for 21 days (for 530 people)
(b) Let y be the least number of people at the resort
320 x 35 = y x 100
11 200 = 100 y
112 = y
Let m be the most number of people at the resort
320 x 35 = y x 14
11 200 = 14y
y = 800
i.e. The resort can accommodate between 112 and 800 people.
(a) 110% x 90% = 1.1 x 0.9 = 0.99 So the value of the stock decreases by 1%.
(b) V = 5000 x (1.1)
15
x (0.9)
15
43 003
So at the end of November the value is $43 003.
(c) The best months are months with 31 days, because there is an extra day when the stock
increases in value. But ( ) ( ) % 6 . 94 9 . 0 1 . 1
15 16
. So even in these months the stock
decreases in value. So the answer is no.
(a) 3 2
1
+
n n
T T

(b) (i) 637
(ii) n = 8
(a) 5 680 = P (0.92)5
P = 8 618
(b) 4 000 = 8 618 (0.92)x

x = 9.21
0.21 x 12 = 2.46
i.e. The population is expected to fall
below 4 000 in March, 2009.

(a) 9, 12, 2000, 250000 correctly entered in cells R53, R54, R55 and R56
(b) cell Q60 =R56 cell R60 =Q60*$R$53/100/$R$54 cell S60 =$R$55
cell T60 =Q60+R60-S60
(same marks can be allocated for other formulae that achieve the same results)
(c) cell Q61 =T60 fill down columns Q to T
(a) I = Prt
75 = 15000 r
1
12

r = 0.06
i.e. Interest Rate was 6% p.a.
(b) After 6 months Susan owes $ 13 025.46
After 12 months Susan owes $ 9 775.84
(a) 2 km during 10 min. = 12 km/h (b) Time in car = 50 5
= 0.1 h
= 6 min.
Arrival time is 8.34 am
(c) Let Ashtars speed increase by s km/h each time.
Speed x Time = Distance
1 x
6
1
+ (1 + s) x
6
1
+ (1 + 2 s) x
6
1
= 5
s = 9 km/h
So distance covered over each 10 minute 'moving interval' were
For the first 10 minutes,
th
6
1
of a km (
6
1
x 1)
In the second interval, 1
rd
3
2
of a km (
6
1
x 10)
In the third interval, 3
th
6
1
of a km (
6
1
x 19)

For the coin tossing the sample space is { } TTT TTH THT THH HTT HTH HHT HHH , , , , , , , .
These are equally likely outcomes so the probability of getting exactly 2 heads is 3/8.
For the die tossing the sample space is
1 2 3 4 5 6
1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)
2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)
3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6)
4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6)
5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)
6 (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)

These are equally likely outcomes so the probability of getting exactly 1 six is 11/36.
Since 3/8 > 11/36, getting 2 heads is more likely than getting 1 six.
Question 15 (6 marks
C ~ N(151.9, 0.44)
P(C < 152) = 0.59
P(C < 150) = 0.000 008
Statement is valid, as less than 1% of
packets have less than 150 g in the
packet.
P(C < 150) = 0.005
If Z ~ N(0, 1)
Let P(Z < w) = 0.005
i.e. w = -2.575
X
2.575
i.e. =
150 152
2.575

= 0.777 (to 3 decimal places)

(a) 50 is 1 standard deviation below the mean,
so we would expect about 16% of 1000, i.e. 160 students to score 50 or less.
(b) 95 is 2 standard deviations above the mean,
so we would expect about 2.5% of 1000, i.e. 25 students to score 95 or more.
Let p be the population of mice.
35
p

17
63

p = 63 x 35 17
p 129.7
i.e. There are approximately 130 mice on the island.
Total number of students = 244 + 252 + 286 + 224 + 177
= 1 183
Students from Year 8 in sample = 5 . 16 80
1183
244

1183
252

1183
286

1183
224

1183
177
Calculations
i.e. The number of students taking part in the survey would be 17 (Year 8), 17 (9), 19 (10), 15 (11)
and 12 (12).
(a) Range = 16, so m = 2
Median = 9.5, so p = 9
Inter quartile range = 7, so q = 14
Mean = 10, so sum of scores = 12 x 10
= 120
2 + 5 + 5 + 7 + n + 9 + 10 + 12 + 12 + 14 + 17 + 18 = 120
n + 111 = 120
n = 9
(b)
(c) inter-quartile range = 7

upper quartile + 1.5 x 7 = 23.5
lower quartile 1.5 x 7 = -4.5
No scores exist beyond the values -4.5 or 23, so there are no outliers.
(a) (i) mean = 20.24 (to 2 decimal places)
(ii) median class = 21 to 25
(iii) s = 6.31 (to 2 decimal places)
(b)
(c) The data is not symmetrical and is skewed to the left.

It could be that most people that work in this firm are regular readers of the newspaper, or
have a need to keep up to date with news about financial matters. Those that only
occasionally purchase a newspaper are in the minority.
(a) For site A the mean annual rainfall is 304.4 mm and the standard deviation is
28.0 mm. For site B the mean annual rainfall is 328.9 mm and the standard deviation is
209.8 mm.
So clearly, the rainfall at site A is much more consistent, and generally higher than at site
B.
The higher average value at site B is due to the two outliers.
(b) In the absence of other information the most reasonable predictions are measures of
central tendency.
A strong case could be made for using the median values, 296 for site A and 239 for site B,
since these are less affected by outliers, average values. However it would also be
reasonable to use the means, 312 mm for site A and 329 for site B.
(c) The prediction for site A is more reliable because the standard deviation is much smaller
for site A.
mean height after 5 years = 2.11m (appropriate rounding) (2.114 before
rounding)
standard deviation = 0.46 m (0.4578 before rounding)
The average height of the trees after 5 years was about 4 times the average height of the trees
after one year
or
The average height of the trees after 5 years was approximately 1.6 m more than the average
height of the trees after one year).
(descriptive comparison)
(quantification 4 times, or 1.6 m more)
The spread in height after five years was about twice the spread after one year as indicated by the
standard deviation of 0.46 m (5 years) and 0.20 m (1 year). (and range 2.9 - 1.3 = 1.6 m (5 years)
and 1.2 0.3 = 0.9 m (1 year))
or
The spread in height after five years was much greater than the spread after one year as indicated
by the standard deviation of 0.46 m (5 years) and 0.20 m (1 year)
(descriptive comparisonjudgement that spread after 5 years is twice the spread after 1 year is
optional)
(comparison of standard deviation or inter-quartile rangecomparison of range optional)

After five years the height of more than half the trees (10 out 15) was between 1.9 m and 2.6 m, in
the middle to top half of the height range, whereas after one year the height of the majority of trees
was between 0.3 m and 0.6 m, at the bottom of the height range. That is, the height data after five
years tends to be skewed to the left whereas height data after one year is skewed to the right.
(descriptive comparison)
(figures that back up the description)
(technical comparison of skewness)
units (m) mentioned appropriately throughout
Sample assessment itemsResponse 3BMAT
Question
number
Section 1 or 2
Syllabus entries Content
area
Content sub-heading Topic description
Question 1
Section 2
1.1.1
Number and algebra
Functions and Graphs Application and
graphing techniques
Question 2
Section 2
1.2.4
Number and algebra
Equations & inequalities Linear programming
Question 3
Section 1
1.3.2, 1.3.3
Number and algebra
Calculus Differentiation
Question 4
Section 1
1.3.4
Number and algebra
Calculus Tangent lines
Question 5
Section 1
1.3.5
Number and algebra
Calculus Sketch polynomials
Question 6
Section 1 or 2
1.3.1
Number and algebra
Calculus Average rate of change
Question 7
Section 2
1.1.2, 1.3.1
Number and algebra
Calculus
Polynomials
Question 8
Section 2
1.3.6
Number and algebra
Calculus Optimisation
Question 9
Section 1 or 2
1.4.2
Number and algebra
Patterns Search for counter
examples
Question 10
Section 1 or 2
1.4.3
Number and algebra
Patterns Deductive proof
Question 11
Section 2
2.2.1, 2.2.2, 2.2.3
Measurement Estimate areas
between x-axis and a
polynomial
Question 12
Section 1 or 2
2.2.3
Networks Project networks
Question 13
Section 1 or 2
2.2.3
Networks Critical paths and
minimum time
Question 14
Section 2
3.1.6
Chance and data
Represent data Periodic time series
data, moving averages
Question 1
(5 marks)
Section 2
1.1.1
Number and algebra
Functions and
Graphs
Application and
graphing techniques
Simone and Simon place $10,000 in an account which earns 12% simple interest per annum. At
the same time Collette and Colin place $10,000 in an account which earns 6% compound interest
per annum. How long will it take before Collettes and Colins investment is worth more than
Simones and Simons?
Question 2
(10 marks)
Section 2
1.2.4
Number and algebra
Equations and
inequalities
Linear programming
Hal Electronics intends to buy new computers. The 64 gigabyte and the 128 gigabyte hard drive
models are available for $600 and $1000 each respectively. Their capital is limited to $14000.
Floor space is available for, at most, 20 new computers. To get these prices, they must purchase
at least 2 of the 128 GB hard drives.
a) Let x = number of 64 GB models and y = number of 128 GB models and write appropriate
inequalities (3) defined by the constraints above.
b) On a graph draw the feasible region specified by the limitations on the number and type of
each computer bought by Hal Electronics.
b) Hal Electronics can expect to make a profit of $200 each on a 64 GB model and $280 each
on a 128 GB model. Determine the greatest profit that they can make, and the numbers of
each model that have to be bought and sold to achieve this profit.
Question 3
(5 marks)
Section 1
1.3.2, 1.3.3
Number and algebra
Calculus Differentiation
Differentiate each of the following with respect to x. Do not simplify after the first line of your
solution.
(a)
+
2 3
6 5 t t y
(2 marks)
(b) y = ) 7 3 )( 5 2 (
3
+ x x x y (3 marks)
Question 4
(5 marks)
Section 1
1.3.4
Number and algebra
Calculus Tangent lines
Determine the equation(s) of the tangent(s) to the curve
1 5 3
2
+ x x y
at the point where its
gradient is equal to 7.
Question 5
(5 marks)
Section 1
1.3.5
Number and algebra
Calculus Sketch polynomials
Sketch the graph of a function that satisfies all of the conditions stated below. (You do not
need to determine the equation of such a function).
* The function cuts the x-axis at (-2, 0) and nowhere else.
* The function has a y-intercept at (0, 10)
* The gradient of the function is zero for x = 0 and 3.
* The gradient is negative for 3 x 0 < < and positive elsewhere, except where it is zero.
* As
y x ,
and as
+ + y x ,
Question 6
(9 marks)
Section 1 or 2
1.3.1
Number and algebra
Calculus Average rate of
change
A contagious disease is spreading through a city. The number infected, P (in thousands), at
time t days after the initial infection, follows the graph below.
P
t
1 2 3 4 5 6 7 8 9 10 11 12 13 13
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15 15
0
Use your graph to answer the following questions. You should indicate in your working how you
obtained your values.
(a) Approximately (answer to nearest 100) how many people were infected after: (2 marks)
(i) 7 days?
(ii) 10 days?
(b) What was the average growth rate of the infectious disease for the first 12 days?
(Express your answer in people/day). (2 marks)
(c) What was the average growth rate of the infectious disease for the 4
th
day?
(Express your answer in people/day. (2 marks)
(d) At what rate, expressing your answer in people/day, was the disease spreading at the
start of the 7
th
day? (1 mark)
(e) When was the disease spreading at the greatest rate? How can you tell? (2 marks)
Question 7
(9 marks)
Section 2
1.1.2, 1.3.1
Number and
algebra
Calculus
Polynomials
(a) On the axes below, sketch the graph of y = x
3
3x
2
+ 4 (3 marks)
(b) Show all of the x-intercepts and y-intercepts on the graph above. (2 marks)
(c) Find
dx
dy
(1 mark)
(d) For what values of x does the tangent to y = x
3
3x
2
+ 4 have a negative slope? (1 mark)
(e) Sketch the tangents to the curve, y = x
3
3x
2
+ 4, at the points where x = 1 and x = 2.
(2 marks)
Question 8
(8 marks)
Section 2
1.3.6
Number and algebra
Calculus Optimisation
Equal-sized squares are removed from the corners of a rectangular sheet whose dimensions are
cm, 60 cm 80
and then the sides are folded up to make a tray
80 cm
50 cm
x cm
(a) If the length of the sides of the squares removed from the corners is x cm, what are the
possible values of x ? (1 mark)
(b) If the volume of the tray is V cc, show that ) 2 60 )( 2 80 ( x x x V
(2 marks)
(c) Find the maximum possible volume of the tray (5 marks)
Question 9
(8 marks)
Section 1 or 2
1.4.2
Number and algebra
Patterns Search for counter
examples
The diagonals of a rectangle are equal in length is a true statement, as can be verified
using the rectangle pictured here.
(a) Consider the conjecture:
A quadrilateral with diagonals equal in length is a rectangle.
(i) Draw a pair of intersecting lines of equal length and join their end-points to create a
quadrilateral.
(1 mark)
(ii) Repeat part (a) twice more.
(2 marks)
(iii) State whether the conjecture is true or false and justify your answer with reference to
your quadrilaterals in part (i) and (ii). (2 marks)
(b) A square has all four sides equal in length is a true statement.
Consider the conjecture: A quadrilateral with all its sides equal in length is a square.
State whether the conjecture is true or false and justify your answer. (3 marks)
Question 10
(7 marks)
Section 1
1.4.3
Number and algebra
Patterns Deductive proofs
Prove the following using algebraic techniques:
(a) Any odd number squared is also an odd number. (4 marks)
(b) The square of any number, divisible by three, is a multiple of 9. (3 marks)
Question 11
(10 marks)
Section 2
2.1.1
Space and
measurement
Measurement Estimate area between
the x-axis and graph of
a polynomial
The area between the
x
-axis and a function over a given domain can be estimated using
circumscribed rectangles each with the same width.
(a) Will the result over-estimate or underestimate the area? Explain. (3 marks)
Suppose the method is used to estimate the area between 0 x , 2 x , the
x
-axis and
2
) ( x x f
using
n
rectangles.
(b) Write down the area of the
th
r
rectangle. You may use the following diagram to help formulate
your answer. (3 marks)
f(x)
x
1 2
2
4
6
8
(c) Estimate the area using
n
= 6 and record the area of the first and sixth rectangles.
(4 marks)
Question 12
(5 marks)
Section 1 or 2
2.2.1, 2.2.2, 2.2.3
Space and
measurement
Networks Project networks
Lisa wants to renovate an old games room in a house that she has recently purchased. She
initially plans what tasks she is going to perform and estimates the time, in days, it will take for her
and her partner, Lionel, to complete each task.
Task Description Immediate
Predecessor(s)
Time (Days)
A Planning colours, furniture. - 1
B Remove furniture and any displays A 1
C Select paints and equipment A 1
D Remove wallpaper B, C 4
E Repair walls and ceiling D 3
F Paint room E 6
G Clean the room F 1
H Restore and update furniture B 12
I Return furniture and any displays G, H 1
(a) Draw a project network to represent this information. (3 marks)
(b) How many days will it take to complete the renovation? (1 mark)
(c) Lisa later finds out that the restoration of the furniture takes longer than originally thought. If
the renovation project started on the morning of 1 November, what is the maximum number
of 'extra' days allowed for Task H if the entire project must be completed by the evening of
20 November. (1 mark)
Question 13
(7 marks)
Section 1 or 2
2.2.3
Space and
measurement
Networks Critical paths and
minimum time
The following directed graph is a project network. The activity times (measured in days) are shown
on the edges.
6 14
7 8 5 6
12 15
8 6 9 10
13
Determine the critical path and the minimum completion time.
A
A
B
C
D
E
F
G
H
125
Question 14
(6 marks)
Section 2
3.1.6
Chance and data
Represent data Periodic time series
data, moving averages
The Australian Bureau of Meteorology publishes historical temperature and rainfall data. The
graph below is for annual rainfall in Australia. It shows Australian annual rainfall for 1900 to 2007.
[Australian Bureau of Meteorology (n. d). Timeseries- Australian Climate variability and change.
website.]
The Australian annual rainfall is calculated by averaging the rainfall recorded at weather stations
across all states and territories of Australia. In 1900, the annual rainfall calculated this way was
368.73 mm.
(a) What was the rainfall for 2007? (2 marks)
The black line that goes across the graph shows the 11-year moving average for Australian annual
rainfall. The 11-year average for 1974 was 517.26 mm.
(b) Which years of rainfall would have been used to calculate the 1974 figure? (1 mark)
(c) The greatest annual rainfall during the period 1900-2007 was 785.27 mm in 1974.
Explain why the 11-year moving average was greater than 517.26 mm for the four years following
1974 (1975-1979) even though the rainfall in those years was less than the peak value of
785.27 mm. (3 marks)
Sample assessment itemsResponse 3BMAT Marking key
After n years, S & Ss investment is worth
) 12 . 0 1 ( 000 , 10 $ n +

After n years, C & Cs investment is worth ( )
n
06 . 1 10000 $
Solving
n
n ) 06 . 1 ( 12 . 0 1 +
(graphically or using an equation solver) gives 4 . 22 n
So Collettes and Colins investment is worth more at the end of the 23
rd
year.
600x + 1000y 15 000
x + y . .20
y 2
( ) y x,
p y x +280 200
( ) 15 , 0
$4200
( ) 7 , 13
$4560
( ) 18 , 2
$4160
Maximum profit is $4560 by selling 13 of the

64 GB and 7 of the 128 GB hard drives.
2
x
5 10 15 20 25
y
5
10
15
20
25
(a) t t y 6 15
2
+
) 7 2 ).( 5 3 ( 2 ). 5 (
2 3
+ + + + x x x x y

y' = 6x 5

6x 5 = 7

x = 2
line with gradient 7 through (2,3)

y = 7x 11

Question 5.
(a) (i)12500 people (ii)13800 people
(b)
Average rate =
P(12) P(0)
12 0

=
14 100 0
12

= 1175 people/day
(c)
Average rate =
P(5) P(4)
5 4

=
7000 3000
1

= 4000 people per day
(d) Rate approximates the slope of the tangent at (7, 12.5).
(e) Steepest gradient occurs when t = 5 which is after 5 days. This is the same as the start of
the 6
th
day.
(a) On the axes below, sketch the graph of
y = x
3
3x
2
+ 4
(e) Sketch the tangents to the curve, y = x

3
3x
2
+ 4, at the points where x = 1 and x = 2.

Note : Tangent at x = 2 is y = 0.
(b) Show all of the x-intercepts and y-intercepts on the graph above. (x = -1, 2; y = 4)
(c)
dx
dy
= 3x
2
6x
(d) Check when
dx
dy
= 0
3x
2
6x = 0
x = 0 or 2.
Negative slope when 0 < x < 2.
(a) Since the shorter side has length 60 cm, , 60 2 0 x i.e. 30 0 x
(b) The lengths of the sides, in cm, are x, 802x and 602x
and so the volume is x(802x)( 602x) cm
3


(c) Find the maximum possible volume of the tray.
x x x x x x V 4800 280 4 ) 2 60 )( 2 80 (
2 3
+

So 4800 560 12
2
+ x x
dx
dV
=0
when x = 35.352 or 11.315

Only 11.3 i5 lies inside the interval , 30 0 x and clearly it corresponds to a maximum
value of V.
When x = 11.315,
( ) ( ) 24260 630 . 22 60 630 . 22 80 315 . 11 V

So the maximum volume is approximately 24 260 cm
3
.
Question 9(8 marks)
(a)
(i)

(ii)

(iii)The conjecture is false.
None of the diagrams above is a rectangle but all have two equal diagonals.
(b) The conjecture is false.
A rhombus has all its sides of equal length but it need not have all its angles equal to
90.
(a) If n is any whole number
2n is an even number
2n + 1 is an odd number.
(2n + 1)
2
= 4n
2
+ 4n + 1
4n
2
is
4n is even
so 4n
2
+ 4n + 1 is odd.
(b) Let n be any whole number.
3n is divisible by 3.
(3n)
2
= 9n
2
n
2
is a whole number
9n
2
is a multiple of 9.
(a) An over estimate because the circumscribed rectangles extend beyond the area between
the function and the
x
-axis (basic explanation) the height of each rectangle is the maximum
function value in each subinterval (additional explanation or diagram).
FXDraw
FXDraw
130
f(x)
x
(b)Area of the r
th
rectangle
base x height =
2
)
2
(
2
n
r
n
or )
2
(
2
n
r f
n
(base) (height)
(c) Using
n
= 6 the area
3.37 (using the spreadsheet capability on a CAS calculator)

area of first rectangle = 0.037 (3 dp)
area of the sixth rectangle = 3.370 (3 dp)
Spreadsheet printout
r area of r
th
rectangle sum
2/n*(r*2/n)^2
1 0.037037037
0.03703
7
2 0.148148148 0.185185
3 0.333333333 0.518519
4 0.592592593 1.111111
5 0.925925926
2.03703
7
6 1.333333333 3.37037
(a)
(b) 17 days
(c) 20 days allowed for task. Let x be the extra time on Task H.
15 + x = 20
x = 5 days (maximum value for x)
The critical path is H G E B A ,
and the minimum completion time is 34 days.
(a) Approximately 500 mm 1
(b) 1969-1979
(c) For each of the four years after 1974, the average rainfall for the additional years in the moving
average was greater than the average rainfall for the years not included in the average.
For example
-the moving average for 1975 included the rainfall for 1980 but not the rainfall for 1969, and the
rainfall for 1980 was greater than the rainfall for 1969.
1969-1979-the moving average for 1976 included the rainfall for 1980 and 1981 but not the rainfall
for 1969 and 1970, and the average for 1980 and 1981 was greater than the average for
1969 and 1970. (note that two examples are needed to establish the pattern)
Allow 1 mark only for partially capturing the relationship.

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(1 mark for the first

(b) Area of rectangle ABCD = 20 units

(c) Area of trapezium ABCF =

(b) 4 000 = 8 618 (0.92)x

Question 11 (10 marks)

Question 14. (5 marks)

Question 16. (2 marks)

(c) inter-quartile range = 7

(c) The data is not symmetrical and is skewed to the left.

Maximum profit is $4560 by selling 13 of the

line with gradient 7 through (2,3)

(e) Sketch the tangents to the curve, y = x

3.37 (using the spreadsheet capability on a CAS calculator)

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