Year 10 Mathematics - Curriculum Level 5
It is the obligation of the teacher to devise a teaching sequence of lesson and assessment plans which implements the following curriculum.
Curriculum Content.
The Year 10 Curriculum level 5 mathematics course covers five strands of the mathematics curriculum, number, measurement, statistics, algebra and geometry. The content of each strand is defined by its achievement objectives.
They come from the TKI website and can be found at;
http://www.tki.org.nz/r/maths/curriculum/statement/contentse.phps
Number: Level 5 Mathematics Achievement Objectives
Exploring number
Within a range of meaningful contexts, students should be able to:
- convert numbers expressed in standard form to ordinary form, and vice versa;
- round numbers sensibly;
- express the values of square roots in approximate and exact forms.
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Exploring computation and estimation
Within a range of meaningful contexts, students should be able to:
- make sensible estimates and check the reasonableness of results;
- solve practical problems involving decimals and percentages;
- solve problems involving positive and negative numbers, using practical activities or models if needed;
- express one quantity as a percentage of another;
- increase and decrease quantities by given percentages, including mark up, discount, and GST;
- share quantities in given ratios.
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Measurement: Level 5 Mathematics Achievement Objectives
Estimating and measuring
Within a range of meaningful contexts, students should be able to:
- find perimeters, areas, and volumes of everyday objects (including irregular and composite shapes), and state the precision (limits) of the answer;
- design and use models to solve measuring problems in practical contexts.
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Developing concepts of time, rate, and change
Within a range of meaningful contexts, students should be able to:
- interpret and use information about rates presented in a variety of ways, for example, graphically, numerically, or in tables.
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Statistics: Level 5 Mathematics Achievement Objectives
Statistical investigations
Within a range of meaningful contexts, students should be able to:
- plan and conduct statistical investigations of variables associated with different categories within a data set, or variations of variables overtime;
- consider the variables of interest, identify the one(s) to be studied, and select and justify samples for collection;
- find, and authenticate by reference to appropriate displays, data measures such as mean, median, mode, inter-quartile range, and range;
- discuss discrete and continuous numeric data presented in quality displays;
- collect and display comparative samples in appropriate displays such as back-to-back stem-and-leaf, box-and-whisker, and composite bar graphs.
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Interpreting statistical reports
Within a range of meaningful contexts, students should be able to:
- use data displays and measures to compare data associated with different categories;
- make statements about time-related variation as a result of a statistical investigation;
- report on possible sources of error and limitations of an investigation.
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Exploring probability
Within a range of meaningful contexts, students should be able to:
- determine probabilities of events based on observations of long-run relative frequency;
- determine the theoretical probabilities of the outcomes of an event such as the rolling of a die or drawing a card from a deck;
- predict the outcome of a simple probability experiment, test it, and explain the results;
- find the probability of a given sequence of events, using tree diagrams.
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Algebra: Level 5 Mathematics Achievement Objectives
Exploring patterns and relationships
Within a range of meaningful contexts, students should be able to:
- generate patterns from a structured situation, find a rule for the general term, and express it in words and symbols;
- generate a pattern from a rule;
- sketch and interpret graphs which represent everyday situations;
- graph linear rules and interpret the slope and intercepts on an integer co-ordinate system.
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Exploring equations and expressions
Within a range of meaningful contexts, students should be able to:
- evaluate linear expressions by substitution;
- solve linear equations;
- combine like terms in algebraic expressions;
- simplify algebraic fractions;
- factorise and expand algebraic expressions;
- use equations to represent practical situations.
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Geometry: Level 5 Mathematics Achievement Objectives
Geometry: Level 5 Achievement Objectives
Exploring shape and space
Within a range of meaningful contexts, students should be able to:
- use the angle properties of parallel lines and explain the reasoning involved;
- apply the symmetry and angle properties of polygons;
- use the angle between a tangent and radius property, and the angle-in-a-semicircle property;
- construct right angles, parallel and perpendicular lines, circles, simple polygons, medians, mediators, altitudes, and angle bisectors;
- find an unknown side in a right-angled triangle, using scale drawing, Pythagoras' theorem, or an appropriate trigonometric ratio;
- make isometric drawings of 3-dimensional objects built out of blocks;
- solve practical problems which can be modelled, using vectors.
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Exploring symmetry and transformations
Within a range of meaningful contexts, students should be able to:
- recognise when 2 shapes are similar, find the scale factor, and use this to find an unknown dimension;
- use the symmetry and angle properties of polygons to solve practical problems;
- use and interpret vectors which describe translations;
- identify and use invariant properties under transformations.
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Assessment
All assessments are to be obtained from the HOD. They come from the AWS Mathematics Assessments series of which the Department has a copy and therefore photocopiable rights.These multi level assessments cover each of the strands at levels 2,3,4 and 5.
There are also sets of multi strand assessments addressing the specific levels of the curriculum. The level 5 assessment covers all the strands at level 5.
At the conclusion of each assessment the marked scripts are to be filed in the students file.
Qualifications.
This course does not conclude with any nationally recognised qualification.