Kirk Thomson

EDFD454: Assignment 2 New Media Literacies

The Original Unit

The short unit of work which has been chosen to incorporate new media literacies is a year ten
mathematics methods unit with a focus on numbers and algebra over a nine week period. This
unit of work is an adaptation of a unit outline used at Salesian College in Sunbury. The original
unit of work can be found as Appendix 1, for the revised unit has been transferred into an
Understanding by Design (UbD) template. Understanding by Design is a backwards means of
teaching which allows the planner to construct lessons having already outlined the desired
result of the unit, and what the students are ultimately trying to achieve, as well as determining
the acceptable evidence required in terms of what the students knowledge and skills will be at
the conclusion of the unit (Mangelsdorf, 2013). By transferring it into this template, it becomes
apparent that an assessment task is required which will incorporate new media literacies
through multimodal opportunities, thus providing opportunity for an improvement of lessons
and new media literacies approaches across the entire unit outline.
Why does it need to be revised?
The contemporary environment presents a range of texts in which students have more
experience with electronic texts than they do books (Campbell & Green, 2000). It is therefore
imperative that teachers are able to develop pedagogy that embed digital communication
technologies and texts, as these multimodal forms of text and literacy will cater for these new
communication environments to which students are exposed and interact with (Walsh, 2011).
Outside school, students are much more likely to be engaged in activities with digital and
mobile technologies (Walsh, 2011), thus multimodality offers a way to participate and engage
with these new literacies (Burn, 2013). Opportunity to improve teaching arises through the
incorporation of new media literacies, which is why alterations have been made to the original
unit outline providing a much more engaging, multimodal revised unit. The incorporation of
digital text and activities into this mathematics unit is fundamental for providing students with

Kirk Thomson

the ability to interpret visual literacy and effectively communicate and engage with it (Campbell
& Green, 2000). Such opportunity will provide students with the skills and knowledge to learn
mathematics, yet through new media literacies and multimodal means, they will be doing so by
effectively learning and communicating within this contemporary environment.
All changes made to the original unit of work, whether that be alterations or additions, have
been highlighted in yellow and outlined in pink post it notes. The justification for each
alteration and the explanation behind the changes are then made after the presentation of the
revised unit.

The Revised Unit

Year Level:

Area of Study:

10 (Methods)

Number and Algebra

Duration (weeks):

No. of Periods (50-60 mins):

20

Rationale:

In Level 10, students extend their use of mathematical models to a wide range of familiar and unfamiliar
contexts, involving the use of real numbers. They recognise the role of logical argument and proof in
establishing mathematical propositions. Students apply mental, written or technology-assisted forms of
computation as appropriate, and routinely use estimation to validate or provide bounds for their answers.
They use exponential functions to model compound interest problems.

Students expand, factorise, simplify and substitute into a wide range of algebraic expressions, including
linear, quadratic, and exponential terms and relations, as well as simple algebraic fractions with numerical
denominators. They solve related equations, linear inequalities and simultaneous linear equations, with
and without the use of digital technology. They also explore the connection between tabular, graphical
and algebraic representations of non-linear relations.

Kirk Thomson

Stage 1 Desired Results

AusVELS Standards:
Patterns and algebra
Factorise algebraic expressions by taking out a common algebraic factor (ACMNA230)
Simplify algebraic products and quotients using index laws (ACMNA231)
Apply the four operations to simple algebraic fractions with numerical denominators (ACMNA232)
Expand binomial products and factorise monic quadratic expressions using a variety of strategies(ACMNA233)
Substitute values into formulas to determine an unknown (ACMNA234)
Linear and non-linear relationships
Solve problems involving linear equations, including those derived from formulas (ACMNA235)
Solve linear inequalities and graph their solutions on a number line (ACMNA236)
Solve linear simultaneous equations, using algebraic and graphical techniques including using digital
technology (ACMNA237)
Solve problems involving parallel and perpendicular lines (ACMNA238)
Explore the connection between algebraic and graphical representations of relations such as
simple quadratics, circles and exponentials using digital technology as appropriate (ACMNA239)
Solve linear equations involving simple algebraic fractions (ACMNA240)
Solve simple quadratic equations using a range of strategies (ACMNA241)

The use of digital technology will

present opportunity for
multimodal forms of learning
Understanding/s
Real Numbers

Solve simple problems involving inverse proportion

Define rational and irrational numbers and perform operations with surds and fractional
indices

Use the definition of a logarithm to establish and apply the laws of logarithms and investigate
logarithmic scales in measurement

Patterns and algebra

Factorise algebraic expressions by taking out a common algebraic factor

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Simplify algebraic products and quotients using index laws

Apply the four operations to simple algebraic fractions with numerical denominators

Expand binomial products and factorise monic quadratic expressions using a variety of
strategies

Substitute values into formulae to determine an unknown and rearrange formulas to solve for
a particular term

Implement algorithms using data structures in a general-purpose programming language

Investigate the concept of a polynomial and apply the factor and remainder theorems to solve
problems

Devise and use algorithms and simulations to solve mathematical problems

Linear and non-linear relationships

Solve problems involving linear equations, including those derived from formulas

Solve linear inequalities and graph their solutions on a number line

Solve simultaneous linear equations, using algebraic and graphical techniques including using
digital technology

Solve problems involving gradients of parallel and perpendicular lines

Explore the connection between algebraic and graphical representations of relations such as
simple quadratic, reciprocal, circle and exponential, using digital technology as appropriate

Solve linear equations involving simple algebraic fractions

Solve simple quadratic equations using a range of strategies

Solve equations using systematic guess-check-and-refine with digital technology

Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and
their transformations

Solve simple exponential equations

Apply understanding of polynomials to sketch a range of curves and describe the features of
these curves from their equation

Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic
equations derived from a variety of contexts

Use function notation to describe the relationship between dependent and independent
variables in modelling contexts

Kirk Thomson

Student Outcomes:
Key Knowledge: (students will know)

Showing working in a methodical, step-by-step orientation

The conventions of mathematics, including the use of basic logical terms

Conventions of plotting functions on the Cartesian plane

When factors can and cannot be simplified in fractions

Key Skills: (students will be able to)

Solve linear equations and inequalities, quadratic equations, simultaneous equations,

trigonometric equations and exponential equations

Substitute into formulae, find unknown variables, transpose equations, expand binomial
expressions, factorise monic and non-monic quadratic expressions

Represent linear, quadratic, exponential and trigonometric functions numerically, graphically

and algebraically, and use them to model situations and solve practical problems

Represent number and algebra research and solutions using multi-literacy in the form of an
online blog

Using multimodal means of

presenting unit content

Stage 2 Assessment Evidence

Formal Assessment task

Questioning prior to and during topics

Two part topic tests; one part will be

Observational data

without technology or notes, and the

Ability to use graphics calculator to present

Formative:

other with technology and notes

End of semester examinations in the

same two part format as topic tests

Extended assignment, to be done over

holiday period

Summative:

Other Evidence (Informal assessment)

Pre-reading of content for the upcoming

solutions as a graphical representation

Use of graphics calculator as a tool to

solve and present various forms of
multi-literacy (such as graphs and
data in written and visual formats)
Opportunity to create a multimodal
form of assessment arises with the
extended assignment

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class

Homework to consolidate after class

Revision to consolidate a topic of work,

focus on areas of weakness and
prepare for formal assessments

Creation of student blog

The creation of the student blog will provide opportunity for

multimodal forms of literacy to be practiced. Students will begin
this in the first week, and will have time to discuss & collaborate
within groups in week seven. This will allow students to explore
what they have learnt and present it through multimodal elements.

A multimodal literacies column was added

to the original unit plan to ensure a range of
literacies were being incorporated.

Kirk Thomson

Stage 3 Learning Plan

Week

Knowledge outcomes

Skill outcomes

Activities / learning

Elaborations etc.

Elaborations etc.

experiences / Resources

Number and Algebra

Apply associative,

1A Reviewing Algebra

Creating a blog (an update

Factorise algebraic expressions

commutative and distributive

1B Algebraic Fractions

of what is being

by taking out a common

properties

1C Solving Linear Equations

learnt/taught each week)

Perform operations with

1D Inequalities

algebraic factor

algebraic fractions

Apply the four operations to

simple algebraic fractions with

Solve equations

numerical denominators

Represent inequalities in

Substitute values into formulas to

different ways, and solve in

determine an unknown and re-

equations

arrange formulas to solve for a

Graphing lines will also be completed on a graphics

calculator, with results to appear on the students blog
(in both a written and visual format)

Graph lines on the Cartesian

Find equation of line from two

1F Finding an equation of a

equations, including those

points, or one point and

line

derived from formulas

gradient

1G Length and midpoint of a

Apply Pythagorean Theorem

line segment

Solve problems involving linear

Solve linear inequalities and

to find length of line segment,

graph their solutions on a number

Use averages to find

line

1E Graphing Straight Lines

plane

particular term

Solve simultaneous linear

equations, using algebraic and
graphical techniques including

midpoint of line

Use properties of gradient to

determine whether lines are
parallel or perpendicular

Multimodal literacies

1H Perpendicular and Parallel

lines

Assessment

Creation of an online
blog in which students
present their learning
in an interactive, online
format. They will be
able to incorporate
images, videos, writing
& audio recordings
(iPeds link)

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Week

Knowledge outcomes

Skill outcomes

Activities / learning

Elaborations etc.

Elaborations etc.

experiences / Resources

Solve systems of equations

1I Simultaneous Equations

Practical examples (video):

algebraically

Substitution

https://www.youtube.com/

Apply this knowledge to

1J Simultaneous Equations

watch?v=HqXW94FPJ74

practical examples

Elimination

(System of Equation: In Real

1K Further applications of

Life Examples)

using digital technology

Solve problems involving

gradients of parallel and

perpendicular lines

Multimodal literacies

Assessment

simultaneous equations

Number and Algebra

Factorise algebraic expressions

by taking out a common

algebraic factor

Expand binomial products and

Chapter Review

Linear Relations

Topic Test

Topic Test

Use FOIL when expanding

5A Expanding expressions

Videos to be shown in class

binomials

5B Factorising expressions

(Khan Academy)

Identify HCF of expressions,

5C Factorising monic

Focus on Khan Academy

use to factorise

trinomials

website. Form of a

Learn the methods of

factorise monic quadratic

factorising trinomials

expressions using a variety of

(grouping, cross method)

website/blog for learning

https://www.khanacademy.
org/

strategies

Videos will be shown in class. The Khan Academy website will be shown to students, and
they will be able to explore the great many videos available which explore a great many
aspects of mathematics, and present it through spoken and visual literacies. The
presentation of videos will stand as an example as to how students may what to present
their own videos in their extended assignment task (iPeds challenge)

Kirk Thomson

Week

Knowledge outcomes

Skill outcomes

Activities / learning

Elaborations etc.

Elaborations etc.

experiences / Resources

Apply factorising methods to

5D Factorising non-monic

non-monic trinomials

trinomials

Learn how to complete the

5E Completing the square

square

5F Solving Quadratic

Solve quadratics using the

Equations

Explore the connection between

algebraic and graphical
representations of relations such

as simple quadratic, reciprocal,

circle and exponential, using

digital technology as appropriate

null-factor law

Describe, interpret and sketch

parabolas, hyperbolas, circles

and exponential functions and

their transformations

Multimodal literacies

Factorise monic and non-monic

quadratic expressions and solve

a wide range of quadratic
equations derived from a variety
of contexts

Examine practical

5G Applications of quadratics

Group work: Sharing blogs

applications of quadratic

5H Solving equations by

and sharing ideas

equations

completing the square

Assessment

This will provide

students with the
opportunity to share
ideas and work
together (preparing
for the individual
extended assignment
task) (iPeds cocreate)

Use completing the square to

solve quadratics

Derive and apply the

quadratic formula

The unit test will include a section in which students have access to a graphics calculator.
Having already explored how to use it as a tool throughout the unit, students can use it in
the unit test (to assist with data and graphical representation, both written and visually)

5I Quadratic Formula

Chapter Review

Unit test

Topic Test
Term 1

Unit Presentation (Number

Holidays

and Algebra)

Extended Assignment

This extended assessment will focus on what has been learnt across the unit (Number and
Algebra). Students will present this assessment in the form of a video, a website, blog, podcast
or a combination of these. They will be able to incorporate multimodal literacies and share
their presentation online for others to view and interact with. (iPeds share).

Kirk Thomson

Justification:
This unit of work has been redesigned to incorporate new media literacy developed and presented through Mills iPed approach. It is
through Mills iPed approach that this redesign has been based, as this pedagogy enables teachers to navigate innovative digital text
within the literacy classroom (Mills & Levido, 2011). What teachers need to understand, know and implement is how to transform
print-based practices into digital practices, for this is the form of communication which is being used in society today (Mills & Levido,
2011). This is what forms the link between the practices of the classroom and its relationship and relevance to the real world. By
allowing the students to create a blog and work with videos, they are digitally communicating and working with multimodal aspects,
as they would do outside of school (Mills & Levido, 2011). By creating a blog or website, students would also be encouraged to
interact with other blogs and websites found online, sharing what they have learnt whilst even learning from others.
Through this final extended assessment piece, students will be challenged with how they present their information, which
information they specifically use, the technology used and how assessable their final piece is. If students are to use videos or refer to
digital texts, they will find that there are a great many online to choose from, and so the way they filter through these and select the
most relevant will be a challenge for this assessment. There is a much larger quantity of online information online than there ever
has been before, and so students will require the skills to select relevant texts, and draw on materials to use in their presentation
(Mills & Levido, 2011). The Khan Academy videos presented allow students to view and engage with one such reliable source, but
such an assessment will provide the challenge required to engage with real, online information.
Throughout the unit students will be exposed to the content, Number and Algebra, and whilst the topic tests will be able to
determine the level the students understand the content, the extended assessment task will allow students to co-create a product
which is live for real audiences outside of school. In the lead up to this assessment, students will be exposed to other blogs, podcasts

Kirk Thomson

and videos, and thus they will be provided with the opportunity to share this information through their product, contribute with
their understanding and create a product which presents multimodal texts, which ultimately can be created and presented in a
number of ways, such as a blog, podcast, website or video.
Finally, unlike the content which is simply taught and learnt, students have the opportunity to share their product with the real
world, having incorporated digital forms of communication which are used in todays society (Mills & Levido, 2011). By engaging
with the global world by sharing their product, students will have the opportunity to feel their work has relevance, as they arent
simply learning content, but are engaging and learning digital skills which will be used in their lives. The iPed approach is there for
multimodal literacies, and its incorporation into this redesigned unit has provided opportunity for students to link their classroom
practices with the real world, challenge the way they use digital literacies, co-create a product which they can eventually share and
interact with the real world.
To ensure the redesigned unit of work incorporated useful techniques for the teaching and learning of multimodal literacy, Rotherys
(1994) Genre Pedagogy Cycle was used as a framework behind alterations within the learning plan. By presenting the videos and
blogs to students, the class will begin to deconstruct the multimodal forms of literacy, identifying the presence of multimodal texts
and understanding how they can be learnt and incorporated. After these elements have been presented and discussed with the
class, students will further deconstruct these elements by creating their own blog where they will examine the wide range of
resources and elements presented to them. When a significant time has passed, students will then be provided with the opportunity
to discuss their blogs in small groups, working within join construction to gain ideas, share some of their own and establish if they
are incorporating enough multimodal elements within their own work. Finally, the extended assignment task will provide students
with the opportunity to independently construct their own piece of work, incorporating multimodal literacies to share their learning

Kirk Thomson

and understanding of this mathematics unit. This model ultimately allows scaffolding to occur through practice, as students are
guided towards learning, discovering and understanding in this particular unit of work.
Apart from the additions and alterations made to the extended assignment task within the revised unit, there are other final
changes which were made to present further multimodal literacies within this mathematics unit. Within the first week, it is outlined
that the graphing lines would be completed on a graphics calculator before being uploaded onto the students blog. The purpose of
this is to introduce another form of solving, using the graphics calculator as a tool, to present the solution in another form of
literacy, as a graph. This task will challenge students and ensure they are able to complete this task through multimodal forms, both
manually written and producing visual images through the calculator (Lemke, 1998). The ability to use the graphics calculator to
enhance learning will become a great resource for solving, as its use in the final unit test in week nine will be permitted. The
opportunity to use it then from the beginning of the unit, and throughout, will provide students with enough time to develop the
multi-literacy skills able to complete the unit test.
As can be seen in the original unit of work under Appendix 1, each week simply follows chapter work across the unit before finally
coming to unit tests. The revised unit has incorporated multimodal literacies to provide students with the skills and knowledge to
learn mathematics, yet through these new media literacies, they will be doing so by effectively communicating and learning within
the contemporary environment to which they live.

Kirk Thomson

Reference List:
Burn, A. (2013). The kineikonic mode: Towards a multimodal approach to moving image media. London, UK.
Campbell, R. & Green, D. (2000) Visual literacy: reading and the contemporary text environment. In Literacies and learners: current
perspectives, pp. 155-172. Prentice Hall.
Lemke, J. (1998) Multimedia Literacy Demands of the Scientific Curriculum. Linguistics and Education. Elsevier. 10 (3), 247 - 271
Mangelsdorf, N. (2013). Understanding by Design. TLN Journal. 20 (1), 38-39
Mills, K.A. & Levido, A. (2011). iPed Approach as referenced in Wong, G. (2016). EDFD454: Curriculum Literacies [Lecture
21/04/2016]. School of Education, Australian Catholic University, Melbourne, Australia
Mills, K.A. & Levido, A. (2011). iPed: Pedagogy for Digital Text Production. The Reading Teacher: A Journal of Research-Based
Classroom Practice, 65(1), 8091.
Rothery (1994) Genre Pedagogy Cycle as referenced in Wong, G. (2016). EDFD454: Curriculum Literacies [Lecture 14/04/2016].
School of Education, Australian Catholic University, Melbourne, Australia
Walsh, M. (2011). Literacy in a changing environment. In Multimodal literacy; researching classroom practice, pp. 5-14. Sydney: e:lit.

Kirk Thomson

Appendix 1: (The original unit of work)

UNIT FRAMEWORK
Year Level: Year 10
Subject: Year 10 Maths Methods
Learning Area: Mathematics
Context/Purpose:
The study of mathematics provides the foundation for the majority of further study in the Natural Sciences, as well as required for measuring
quantitative data in the Social Sciences. Year 10 Maths Methods forms a pathway towards: VCE Maths Methods, a prerequisite for Science and
Engineering at the tertiary level and VCE Specialist Mathematics, which is highly recommended for students considering Engineering at the tertiary
level.

Overall Objectives:
In Level 10, students extend their use of mathematical models to a wide range of familiar and unfamiliar contexts, involving the use of real
numbers. They recognise the role of logical argument and proof in establishing mathematical propositions. Students apply mental, written or
technology-assisted forms of computation as appropriate, and routinely use estimation to validate or provide bounds for their answers. They use
exponential functions to model compound interest problems.

Kirk Thomson

Students expand, factorise, simplify and substitute into a wide range of algebraic expressions, including linear, quadratic, and exponential terms
and relations, as well as simple algebraic fractions with numerical denominators. They solve related equations, linear inequalities and
simultaneous linear equations, with and without the use of digital technology. They explore the connection between tabular, graphical and
algebraic representations of non-linear relations, including circles with centres at any location in the Cartesian plane.

Strands:
Number and Algebra
Real Numbers

Solve simple problems involving inverse proportion

Define rational and irrational numbers and perform operations with surds and fractional indices

Use the definition of a logarithm to establish and apply the laws of logarithms and investigate logarithmic scales in measurement

Patterns and algebra

Factorise algebraic expressions by taking out a common algebraic factor

Simplify algebraic products and quotients using index laws

Apply the four operations to simple algebraic fractions with numerical denominators

Expand binomial products and factorise monic quadratic expressions using a variety of strategies

Substitute values into formulae to determine an unknown and rearrange formulas to solve for a particular term

Implement algorithms using data structures in a general-purpose programming language

Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems

Devise and use algorithms and simulations to solve mathematical problems

Kirk Thomson

Linear and non-linear relationships

Solve problems involving linear equations, including those derived from formulas

Solve linear inequalities and graph their solutions on a number line

Solve simultaneous linear equations, using algebraic and graphical techniques including using digital technology

Solve problems involving gradients of parallel and perpendicular lines

Explore the connection between algebraic and graphical representations of relations such as simple quadratic, reciprocal, circle and
exponential, using digital technology as appropriate

Solve linear equations involving simple algebraic fractions

Solve simple quadratic equations using a range of strategies

Solve equations using systematic guess-check-and-refine with digital technology

Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations

Solve simple exponential equations

Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation

Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts

Use function notation to describe the relationship between dependent and independent variables in modelling contexts

Prior Knowledge
Upon entry into year ten Mathematical Methods, it is expected that students will have a strong knowledge of the concepts covered in year nine
mathematics.
These include:

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Number and Algebra

Real numbers

Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate
problems

Apply index laws to numerical expressions with integer indices

Express numbers in scientific notation

Patterns and algebra

Extend and apply the index laws to variables, using positive integer indices and the zero index

Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate

Apply set structures to solve real-world problems

Linear and non-linear relationships

Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing software

Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing
software

Sketch linear graphs using the coordinates of two points and solve linear equations

Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations

Key Knowledge (students will know )

The series of key understandings that I am intending students to grasp (forming a logical progression) are:

Showing working in a methodical, step-by-step orientation

The conventions of mathematics, including the use of basic logical terms

Kirk Thomson

Conventions of plotting functions on the Cartesian plane

When factors can and cannot be simplified in fractions

What the identity and inverse are

Key Skills (students will be able to )

Students will learn the following key skills

Solve linear equations and inequalities, quadratic equations, simultaneous equations, trigonometric equations and exponential
equations

Substitute into formulae, find unknown variables, transpose equations, expand binomial expressions, factorise monic and non-monic
quadratic expressions

Represent linear, quadratic, exponential and trigonometric functions numerically, graphically and algebraically, and use them to model
situations and solve practical problems

Solve problems involving surface area and volume of solids

Use similarity and congruence to solve geometric problems

Develop proofs involving lengths, angles and areas in plane shapes.

Calculate probabilities for single and multi-step chance experiments involving independent and dependent events

Key Behaviours (Building Learning Power )

Students will learn the following key skills

Perseverance Know what to do when you get stuck; ask three then me; working backwards from the answer

Reasoning Ensure that your thinking is present in all of ones working

Distilling Explicitly identify the steps required to solve multi-step problems

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Imitation Model your learning on your successful peers, but also share and cherish your misconceptions they will be a better source
of learning

Assessment
Students will demonstrate their learning by What will count as evidence of learning?

OF learning (evidence of learning, reported, percentage assigned)

Two part topic tests; one part will be without technology or notes, and the other with technology and notes

End of semester examinations in the same two part format as topic tests

Extended assignment, usually to be done over holiday periods

AS learning (teacher / students reflect on and monitor progress to inform learning)

Pre-reading of content for the upcoming class

Homework to consolidate after class

Revision to consolidate a topic of work, focus on areas of weakness and prepare for formal assessments

Use of external resources where appropriate (e.g.: Khan Academy)

FOR learning (teacher uses inferences about student progress to inform teaching)

SPA and NAPLAN data

Questioning prior to and during topics

Observational data

Literacy
New vocabulary, learning area vocabulary, subject specific words
Key words students should know:

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expression, term, angle (acute, right, obtuse, straight, reflex), associative, Cartesian plane, coordinate, circle, radius, common factor, common
multiple, commutative, complementary, composite, congruent, cosine, cylinder, data, decimal, denominator, difference, distributive, divisible,
element, equation, equivalent, event, factorise, fraction, frequency, function, gradient, independent, index, integer, interval, irrational number, line
segment, linear equation, logarithm, mean, median, midpoint, mode, monic, multiple, net, number, numerator, operation, order of operations,
parabola, place value, polynomial, prime, prism, probability, product, proportion, Pythagorean Theorem, Quadratic equation, quadratic expression,
quotient, random number, range, ratio, real number, rectangular hyperbola, recurring decimal, remainder, right cone, rounding, sample space,
scientific notation, similar, sine, standard deviation, sum, surd, symmetrical, tangent, terminating decimal, transformation, transposition,
translation, Trigonometric ratios, unit fraction, variable, Venn diagram, volume

ICT

Become familiar with the Computer Algebra System (CAS) to supplement their manual calculations.

Use online resources to supplement their learning (Math is fun, Khan Academy, etc.)

Creative and critical thinking

Inquiring identifying, exploring and organising information and ideas

Identify and clarify information and ideas

Organise and process information

Generating ideas, possibilities and actions

Imagine possibilities and connect ideas

Reflecting on thinking and processes

Reflect on processes

Personal and social capability

Apply the Key Behaviours above

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Identify successful work habits

Develop a growth mindset, trying new things, and not being afraid to make mistakes

Ethical behavior

Sound logic is developed which can be applied to ethical situations

Identify successful work habits that are ethical.

Develop a growth mindset, trying new things whilst considering the thoughts and feelings of others

Intercultural understanding

Apply mathematical knowledge to mathematical problems involving people with multicultural names

Apply mathematical knowledge and logic to real world problems involving interracial experiences

PLANNING
Plan learning experiences that will enable learners to achieve the standards identified.

Week

Knowledge outcomes

Skill outcomes

Activities / learning experiences /

Elaborations etc.

Elaborations etc.

Resources

Number and Algebra

Apply associative, commutative

1A Reviewing Algebra

and distributive properties

1B Algebraic Fractions

Perform operations with algebraic

1C Solving Linear Equations

fractions

1D Inequalities

Factorise algebraic expressions

by taking out a common algebraic

factor

Apply the four operations to

Solve equations

simple algebraic fractions with

Represent inequalities in different

ways, and solve inequations

numerical denominators

Substitute values into formulas to

Graph lines on the Cartesian

plane

1E Graphing Straight Lines

Assessment for/as/of

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Week

Knowledge outcomes

Skill outcomes

Activities / learning experiences /

Elaborations etc.

Elaborations etc.

Resources

Find equation of line from two

1F Finding an equation of a line

points, or one point and gradient

1G Length and midpoint of a line

determine an unknown and re-

arrange formulas to solve for a

particular term

find length of line segment, Use

equations, including those derived

averages to find midpoint of line

determine whether lines are

graph their solutions on a number

parallel or perpendicular

Solve simultaneous linear

equations, using algebraic and

graphical techniques including

1I Simultaneous Equations

algebraically

Substitution

Apply this knowledge to practical

1J Simultaneous Equations

examples

Elimination
1K Further applications of

Solve problems involving

simultaneous equations

gradients of parallel and

1H Perpendicular and Parallel lines

Solve systems of equations

using digital technology

segment

Use properties of gradient to

Solve linear inequalities and

line

Apply Pythagorean Theorem to

Solve problems involving linear

from formulas

Chapter Review

perpendicular lines

Practice Test
Topic Test
5

Number and Algebra

Factorise algebraic expressions

by taking out a common algebraic

Expand binomial products and

factorise monic quadratic

Use FOIL when expanding

5A Expanding expressions

binomials

5B Factorising expressions

Identify HCF of expressions, use

5C Factorising monic trinomials

to factorise

factor

Assessment for/as/of

Learn the methods of factorising

trinomials (grouping, cross
method)

Linear Relations Topic Test

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Week

Knowledge outcomes

Skill outcomes

Activities / learning experiences /

Elaborations etc.

Elaborations etc.

Resources

Apply factorising methods to non-

5D Factorising non-monic trinomials

monic trinomials

5E Completing the square

Learn how to complete the

5F Solving Quadratic Equations

expressions using a variety of

strategies

Explore the connection between

algebraic and graphical

representations of relations such

square

as simple quadratic, reciprocal,

Solve quadratics using the nullfactor law

circle and exponential, using

digital technology as appropriate

parabolas, hyperbolas, circles

and exponential functions and
their transformations

Describe, interpret and sketch

Factorise monic and non-monic

Examine practical applications of

5G Applications of quadratics

quadratic equations

5H Solving equations by completing

Use completing the square to

the square

solve quadratics

Derive and apply the quadratic

formula

quadratic expressions and solve a

wide range of quadratic equations

8
9

derived from a variety of contexts

5I Quadratic Formula
Practice Test
Chapter Review

Assessment for/as/of