## Parramatta High School

Respect, Responsibility and Honesty

Telephone02 9635 8644

# Mathematics overview

## Years 7 to 10

The aim of mathematics in Years 7 to 10 is for students to:

• be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens
• develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical processes, and be able to pose and solve problems and reason in number and algebra, measurement and geometry, and statistics and probability
• recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible, enjoyable discipline to study, and an important aspect of lifelong learning.

Students develop knowledge, skills and understanding in the four strands below:

• working mathematically: develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning
• number and algebra: develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation
• measurement and geometry: identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problems
• statistics and probability: collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements.

At Parramatta High School we use a range of textbooks including Cambridge Maths and Mathscape just to name a few.

Topics include:

### Year 7

• computations with positive integers
• angle relationships
• computation with positive and negative integers
• understanding fractions, decimals and percentages
• properties of geometrical figures 1
• probability
• computation with decimals and fractions
• time
• algebraic techniques 1
• equations 1
• measurement and computation of length, perimeter and area
• introducing indices

### Year 8

• algebraic techniques 2 and indices
• equations 2
• measurement and pythagoras' theorem
• fractions, decimal, percentages and financial mathematics
• ratios and rates
• angle relationships and properties of geometrical figures 1
• linear relationships 1
• transformations and congruence
• data collection, representation and analysis

### Year 9

• computation and financial mathematics
• expressions, equations and inequalities
• right angled triangles
• linear relationships
• length, area, surface area and volume
• indices and surds
• properties of geometrical figures
• quadratic expressions and algebraic fractions
• probability and single variable data analysis
• quadratic equations and graphs of parabolas

### Year 10

• measurement
• indices and surds
• probability
• single variable and bivariate statistics
• expressions, equations and linear relationships
• geometrical figures and circle geometry
• trigonometry
• non linear relationships, functions and their graphs
• logarithms and polynomials

In Years 9 to 10, classes are streamed according to Stage 5.1, Stage 5.2 and Stage 5.3

### Years 11 to 12

We offer a range of mathematic courses in Years 11 and 12 including:

#### Mathematics general 1 (Non ATAR course)

• The preliminary mathematics general course and the HSC mathematics general 1 content endorsed course (CEC) are designed to promote the development of knowledge, skills and understanding in areas of mathematics that have direct application to the broad range of human activity.
• The HSC mathematics general 1 course content is written in the same five strands and includes a further four focus studies. As well as introducing some new mathematical content, the focus studies give students the opportunity to apply and develop, in contemporary contexts, the knowledge, skills and understanding initially developed in the study of the strands.
• The preliminary mathematics general course is the same preliminary course that forms part of the preliminary mathematics general/HSC mathematics general 2 pathway.
• The preliminary mathematics general/HSC mathematics general 1 pathway provides students with the opportunity to develop an understanding of and competence in further aspects of mathematics for concurrent HSC studies, such as in vocational education and training courses, other practically oriented courses, and some humanities courses. It also provides an appropriate mathematical background for students entering the workforce and/or undertaking further training.

#### Mathematics general 2

• The preliminary mathematics general course and the HSC mathematics general 2 course are designed to promote the development of knowledge, skills and understanding in areas of mathematics that have direct application to the broad range of human activity.
• The preliminary mathematics general course content is written in five strands and two focus studies. The HSC mathematics general 2 course content is written in the same five Strands and includes a further two focus studies. As well as introducing some new mathematical content, the focus studies give students the opportunity to apply and develop, in contemporary contexts, the knowledge, skills and understanding initially developed in the study of the strands.
• The preliminary mathematics general course is the same preliminary course that forms part of the preliminary mathematics general/HSC mathematics general 1 pathway.
• The preliminary mathematics general/HSC mathematics general 2 pathway provides students with the opportunity to develop an understanding of and competence in further aspects of mathematics for a range of concurrent HSC studies, such as in the life sciences, the humanities and business studies. The pathway also provides a strong foundation for students entering the workforce and/or undertaking further training, and for university courses in the humanities, nursing and paramedical sciences.

• The course is intended to give students who have demonstrated general competence in the skills of Years 9 to 10 mathematics an understanding of and competence in some further aspects of mathematics which are applicable to the real world. It has general educational merit and is also useful for concurrent studies in science and commerce.
• The course is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce.
• Students who require substantial mathematics at a tertiary level, supporting the physical sciences, computer science or engineering, should undertake the mathematics extension 1 course or both the mathematics extension 1 and mathematics extension 2 courses.

#### Mathematics extension 1

• The content of this course and its depth of treatment indicate that it is intended for students who have demonstrated a mastery of the skills of Years 9 to 10 mathematics and are interested in the study of further skills and ideas in mathematics.
• The course is intended to give these students a thorough understanding of and competence in aspects of mathematics, including many which are applicable to the real world. It has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce.
• The course is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level and for the study of mathematics in support of the physical and engineering sciences. Although the course is sufficient for these purposes, students of outstanding mathematical ability should consider undertaking the mathematics extension 2 course.

#### Mathematics extension 2

• The course offers a suitable preparation for study of mathematics at tertiary level, as well as a deeper and more extensive treatment of certain topics than is offered in other mathematics courses. It represents a distinctly high level in school mathematics involving the development of considerable manipulative skill and a high degree of understanding of the fundamental ideas of algebra and calculus.
• These topics are treated in some depth. Thus, the course provides a sufficient basis for a wide range of useful applications of mathematics as well as an adequate foundation for the further study of the subject.