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Planning

Accreditation period Units 1-4: 2023-2027

Introduction

The VCE Mathematical Methods Study Design 2023–2027 support materials provides teaching and learning advice for Units 1 to 4 or Units 3 and 4, and assessment advice for school-based assessment in Units 3 and 4.

The program developed and delivered to students must be in accordance with the VCE Mathematical Methods Study Design 2023–2027.

 

Units 1 and 2 Overview

Overview

Mathematical Methods Units 1 and 2 cover the areas of study 'Functions, relations and graphs', 'Algebra, number and structure', 'Calculus' and 'Data analysis, probability and statistics'.

Courses based on these units should be implemented so that there is a balanced and progressive development of concepts, knowledge, skills and processes from each of the four areas of study.

Connections between and across the areas of study should be developed consistently throughout both Units 1 and 2, and students should be given the opportunity to apply their learning in practical and theoretical contexts.

In Unit 1 the focus is on the study of algebraic functions, and in Unit 2 the focus is on the study of transcendental functions and the calculus of simple algebraic functions. This is complemented by the study of elementary probability and related statistics in both units.

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, and differentiation, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.

Sample course plan Units 1 and 2

There are a variety of approaches teachers can take to planning and implementing suitable course plans.

The following sample course plan shows one way to sequence content from the areas of study across Units 1 and 2, with indicative time allocations in weeks. It is an example only and teachers may choose to adapt or revise it as appropriate, or to develop their own alternative course plans.

This course plan is based on identifying general and specific features and behaviour of functions graphically, and then developing the corresponding numerical and analytic techniques to locate these features and apply them to model situations and solve related problems.

In Unit 1 the introduction to functions initially involves both graphical and qualitative approaches, leading to a review of techniques, followed by the application of simple familiar functions and transformations of these, and inverse functions, with restricted domains as applicable.

Students then consider an in-depth treatment of polynomial functions of low degree, without calculus, using functionality of technology to identify the approximate location of key features, before being introduced to the concepts of calculus with respect to rates of change. without calculus, in Unit 1, using functionality of technology to identify approximate location of key features.

The work on Probability is covered across the final weeks of Unit 1, and the first couple of weeks of Unit 2, enabling a thorough treatment covering random variables, sample spaces, informal consideration of distributions, experiment and simulation, and the calculation of probabilities of combined events.

Unit 2 of this course plan includes in-depth study of transformations of exponential functions, their properties, behaviour and applications, followed by in-depth study of transformations of the basic circular functions, their properties, behaviour and applications.

Unit 2 concludes with a comprehensive and in-depth treatment of the formal definition of a derivative, numerical approximation, differentiation and anti-differentiations of polynomial functions by rule, and the application to analysis of their graphs, modelling phenomena and solving related problems.

Sample course plan - Unit 1

Functions, relations and graphs and Algebra, number and structure areas of study

Weeks 1 – 3

Functions and function notation, specifying a function, independent and dependent variables, evaluation of f(x) where xR. Domain, including maximal (implied or natural) domain, range and co-domain.

Representation by rule, graph or table, including examples of real-life data represented graphically by a function, such as: tides, water storage level, UV levels or temperature over a dayexchange ratestax scalesinterest (cash) rate trends, value of stock or other economic data, trend in the number of infections during a pandemic, or data obtained from a scientific experiment.

Qualitative interpretation of data represented graphically by a function:

  • domain, corresponding range, co-domain
  • key features such as approximate location of axis intercepts, turning points, local and global maxima and minima, points of inflection
  • intervals of the domain where the graph is increasing, decreasing or constant, any periodic or asymptotic behaviour, or a sudden change in values
  • identifying elements or intervals of the domain when a function takes a particular value, or values within a given subset of its range.

Sample assessment task: Features of graphs of functions

Fitting graphs of functions f(x) = ax + b, f(x) = ax2 + b, f(x) = ax(x-b), f(x)to pairs of points using two simultaneous linear equations in two unknowns to determine coefficients, interpreting the parameters and with respect to these graphs.

Weeks 46

Graphing quadratic functions, f(x) = ax2 + bx + c, a ≠ 0 domain, range and co-domain, key features (symmetry, intercepts, vertex), interpreting the parameters  and with respect to these graphs.

Transforming the graph of f(x) = x2 to the graph of f(x) = a(x+h)2 + k, interpreting the parameters a, b and c with respect to transformations and key features of the graph.

Expanding and factorising quadratic expressions with integer coefficients, including the rational root theorem applied to quadratic functions.

Sample learning activity: Are there rational roots?

Expressing f(x) = ax2 + bx + c, a ≠ 0 and a, b, cZ, in completed square form f(x) = a(x+h)2 + k.

Solving quadratic equations, null factor law, the quadratic formula and discriminant, the algorithm for the numerical method of bisection. Graphical interpretation of quadratic equations.

Applications and modelling with quadratic functions. Solving three simultaneous linear equations in three unknowns to fit the graph of a quadratic function to three points.

Sample assessment task: Investigating different approaches to solving quadratic equations

Weeks 79

Graphs of power functions, f(x)= xn for n ∈ N  and  including transformations of these to the form f(x) = a(x + b)n + c where a, b, c ∈ R and a ≠ 0.

Sample learning activity: Exploring the graphs of power functions 

The use of pattern recognition, transformation of coordinates, or matrices to describe transformations and their effects.

Concept of an inverse function, existence, f -1 notation, graphs of a one-to-one function and its inverse functions. Relationship of these graphs to the transformation of reflection in the line y=x.

Use of parameters to represent families of functions, and determination of the rule of a particular function. Applications and modelling with power functions.

Sample assessment task: Scaling human measures

Weeks 1013

Polynomial functions f: R→R, f(x) = an xn + an-1 xn-1 + ⋯ + a2 x2 + a1 x1 + a0 x0, an ≠ 0,  graphs of cubic and quartic polynomial functions, and other polynomial functions of low degree such as f(x)= x^6-x^4 including approximate location of axis intercepts, stationary points and points of inflection. Constant, linear and quadratic functions as special cases of polynomial functions of degree 0, 1 and 2 respectively.

Sum difference and product of polynomial expressions. Division of a polynomial expression by a linear factor, and the remainder, factor and rational root theorems. Algebraic manipulation from one form of an expression to an equivalent form.

Sample learning activity: How many different shapes of graphs are there?

Key features and the effects of transformations on the graphs of cubic and quartic polynomial functions.

Solution of polynomial equations using algebraic, graphical and numerical methods, including application of the algorithm for bisection. Verification of solutions over a specified domain.

Sample learning activity: Bisection for a cubic

Possible assessment: a modelling task finding various polynomial models for data drawn from different contexts, based on solving a set of simultaneous linear equations for a subset of the data.

Sample mathematical investigation: Implementing the bisection algorithm with polynomial functions


Calculus area of study

Weeks 1415

Average rate of change. Informal treatment of instantaneous rate of change as the limiting case of average rate of change.

Interpretation of graphs of empirical data with respect to the rate of change.

Sample learning activity: Filling vases with water

Use of gradient of the tangent at a point on a graph of a function to describe and measure the instantaneous rate of change of the function. Consideration of positive, negative and zero gradient and relationship of the gradient to the features of the original graph.

Possible assessment: a short graphical modelling task based on a variation of the Filling vases with water learning activity.


Data analysis, probability and statistics area of study

Week 16

Random experiments (trials), random variables and simulations, using simple random generators, and pseudo-random generators by technology. Sample spaces, outcomes, elementary and compound events.

Display and interpretation of results, graphs of proportions in samples.

Sample learning activity: Experiments, simulation and probability

Sample mathematical investigation: Exploring long run probabilities

Weeks 17–18

Addition and multiplication principles for counting.

Combinations including computation of ⁿCr and the application of counting techniques to computing probabilities.

Sample course plan - Unit 2

Data analysis, probability and statistics area of study

Weeks 1–2

Use of lists, grids, tables, tree diagrams and Venn diagrams to represent probabilities for elementary and compound events.
Sample learning activity: Data representations and conditional probability 
The addition rule and mutually exclusive events.
Conditional probability, reduced sample space, relations, the law of total probability for two events, representation of conditional probability using Karnaugh maps and tree diagrams.

Pairwise independent events, simulation of events involving selection with and without replacement.

Possible assessment: a test comprising a collection of short-answer and extended response questions.

Functions, relations and graphs and Algebra, number and structure areas of study

Weeks 3–5

Exponential functions f:R→R,f(x)=Aakx+c ,a∈R+,A≠0,A,k,c∈R, their graphs and key features, shape, axis intercepts and asymptotes.

Transformation from the graph of f(x)= ax to the graph of f(x)=Aakx+c, and interpretation of the parameters A, k and c with respect to transformations.

Applications and modelling, such as radioactive decay, cooling, consumption, compound interest and depreciation, and spread of disease with exponential functions. Interpretation of initial value, rate of growth or decay, doubling time, half-life and long run value in these contexts and their relationship to the parameters A, k and c.

Exponent laws and logarithm laws, y = loga (x) as the inverse function of y = ax,a > 1 and their graphs, the relationships aloga(x) = x and loga (ax) = x, and the solution of exponential equations, including finding doubling time or half-life.


Possible assessment: a modelling task based on using exponential functions to model contexts such as a cooling liquid, population growth, compound interest and depreciation, residential density from city centre or the initial spread of a disease, and the solution of related equations.

Weeks 6–8

The unit circle at the origin x2 + y2 = 1, radians and arc length.

Sine (sin), cosine (cos) and tangent (tan) as functions of a real variable, and the relationships sin(x) ≈ x for x small, sin2(x) + cos2(x) = 1, and tan(x) = .

Symmetry properties, complementary relationships and periodicity properties of sine, cosine and tangent functions.

Exact and approximate values of sine, cosine and tangent for multiples of and multiples of 

Sample learning activity: Estimating radians, sine and cosine on a unit circle

Solving simple equations involving circular functions, including the use of inverse functions (sin-1, cos-1, tan-1) and transformations to solve equations of the form y = Af(nx) + c and f is sine, cosine or tangent, using exact or approximate values over a given interval.

Weeks 9–10

Circular functions of the form y = Af(nx) + c, a, n ≠ 0, a, n, c ∈ R and their graphs, where f is the sine, cosine or tangent function.

Interpretation of transformation from the graph of y = f(x) to the graph y = Af(nx) + c with respect to the parameters a, n and c

Applications and modelling with circular functions. Interpretation of period, amplitude and mean value in these contexts and their relationships to the parameters a, n and c.

Possible assessment: an investigation of the use of transformed circular functions and simple sums of such functions to model periodic data such as tides, temperatures, or pollution levels, including the solution of related equations and inequalities.

Sample mathematical investigation: Impact of rising sea levels on coastal towns

Calculus area of study

Week 11

The derivative as the gradient of the graph of a function at a point and its representation by the gradient function, using the limit definition. 

Notations for the derivative or gradient function:

Left secant , right secant and central difference .
approximations for small values of h, central difference as the average of left secant and right secant approximations.

Sample learning activity: Numerical approximation of derivatives

Weeks 12–13

Informal concepts of limit, continuity and differentiability.

Establishing from definition that the derivative of xn, n ∈ N is nxn-1 and extension to the differentiation of polynomial functions.

Differentiation of polynomial functions by rule, and application to the analysis of graphs of polynomial functions, stationary values of functions including local maxima and minima, the sign of the gradient at or near a point, and points of inflection

Weeks 14–16

Applications of differentiation, instantaneous rates of change, straight line or rectilinear motion.

Sample learning activity: Simulating rectilinear motion

Sample mathematical investigation: Simulating motion along a straight line

Solving maximum and minimum problems, including consideration of endpoint values.

Sample assessment task: Perimeter and area of a rectangle

Application of the Newton's method algorithms to find a numerical approximation to the root of a cubic polynomial function.

Sample learning activity: Linear equations for cubic roots

Weeks 17–18

Anti-differentiation as the inverse process to differentiation, and identification of families of polynomial functions with the same gradient function.

Notations for the anti-derivative function: F(x), ∫ f(x)dx.

Use of a boundary condition (which may be an initial condition) to determine a specific anti-derivative function of a given polynomial function.
Applications of anti-differentiation of polynomial functions, including solving simple problems involving straight line motion.

Possible assessment: a test comprising a collection of multiple-choice, short-answer and extended response questions including applications to distance travelled.

Units 3 and 4 Overview

Overview

Mathematical Methods Units 3 and 4 cover the areas of study ‘Functions, relations and graphs’, ‘Algebra, number and structure’, ‘Calculus’ and ‘Data analysis, probability and statistics’, and extend the introductory study of simple elementary functions of a single real variable from Units 1 and 2 to include combinations of these functions and related graphs, algebra and calculus.

Courses based on these units should be implemented so that there is a balanced and progressive development of concepts, knowledge, skills and processes from each of the four areas of study.

Connections between and across the areas of study should be developed consistently throughout both Units 3 and 4, and students should be given the opportunity to apply their learning in practical and theoretical contexts.

In Unit 3 the focus is on the study of transformed and combined functions, related graphs and algebra, and differentiation of these functions. In Unit 4 the focus is on anti-differentiation and integration, and the study of random variables, probability distributions and their application to simple statistical inference with proportions.

In undertaking these units, students learn to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs and differentiation, anti-differentiation, and integration, with and without the use of technology. They should develop their facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the units as applicable.

Sample course plan Units 3 and 4

There are a variety of approaches teachers can use to plan, develop and implement suitable course plans.

The following sample course plan shows one way to sequence content from the areas of study across Units 3 and 4, with indicative time allocations in weeks. It is an example only and teachers may choose to adapt or revise it as appropriate, or to develop their own alternative course plans. This course plan takes place over 27 weeks across Terms 1–3; however, the timing of topics and assessments may vary from year to year.

Within this course plan, the treatment of elementary functions of a single real variable and their transformations is extended to combinations of these functions and related graphs, algebra, calculus, problems and applications. It also covers some distributions of discrete and continuous random variables, sample proportions, problems and applications.

The application task would typically be conducted from the end of Term 1 through to early or mid-Term 2, depending on when the content required for the task is covered in class and the length of Term 1 in a given year.

The two modelling or problem-solving tasks can be conducted in any order during Unit 4, depending on whether distributions of continuous random variables are included in the task that addresses the Data analysis, probability and statistics area of study, and when related content on anti-differentiation and integration is covered.

Sample course plan

Polynomials and power functions including differential calculus – 5 weeks

2 weeks

Review of polynomial functions and their graphs, solving equations (graphically, numerically and algebraically), derivatives of polynomial functions, stationary points and points of inflection, intervals over which a polynomial function is strictly increasing and decreasing. Simple piecewise defined (hybrid) functions based on polynomial functions, informal consideration of continuity and differentiability.

Sample learning activity: Piecing things together with polynomials

Composition of functions and application of the chain rule for differentiation to polynomial functions with rules of the form f(x)= (ax+b)n and other simple cases of (p(x))n where p(x) is polynomial.

3 weeks

Review of simple power functions, generalisation to rational powers, and transformations of power functions. Consideration of domain and rang, and related inverse functions and solving equations.

Differentiation and anti-differentiation of power functions, including those with rules of the form 

Sums, differences, composites and products of polynomial and power functions and their graphs, solving equations, differentiation of these functions, related modelling and maximum/minimum problems and other applications.


Exponential and logarithmic functions including differential calculus – 3 weeks

1 week

Review of exponential and logarithmic functions, growth and decay and transformations of these functions and their graphs, the inverse relation and equation solving. The exponential function f:R → R, f (x) = ex and its inverse function -1(x): R+ → R, f -1(x)= loge(x) and the relation ax = (eloge(a))x. The relation and differentiation of ekx, the relation  and differentiation of loge(kx).

1 week

Sums, differences, composites and products of exponential, logarithmic, polynomial and power functions, rates of change and differentiation, involving these functions, and their graphs, including the case of in preparation for the normal distribution

Sample learning activity: product functions

1 week

Consideration of these combinations of functions in related modelling and maximum/minimum problems and other applications.


Circular functions including differential calculus – 3 weeks

2 weeks

Review of circular functions sin, cos and tan, transformations of these functions and their graphs, inverse functions on restricted domains and equation solving, differentiation involving sine and cosine functions and combinations with other functions.

1 week

Consideration of circular functions and combinations of functions in related modelling, maximum / minimum problems such as Varying rates or Viewing angle optimisation, and other applications.

Application task – 2 weeks

This could be held earlier or later depending on when the concepts, skills and processes relevant to the task are covered.

Sample application task – Bezier curves

Sample application task – Investigating some polynomial functions

Sample application task – Splining a pathway

Sample application task – Product functions and pendulum clocks

Sample application task – Graphs of products of polynomial functions

Sample application task – Sample application task – drug concentrations

The VCE Mathematical Methods study webpage includes a series of videos on how to develop an application task and related assessment processes, advice on performance criteria, and other support materials for school-assessed coursework.


Calculus applications – 3 weeks

1 week

Composition of functions involving all of the functions covered and graphs of these functions. Special cases of f(ax+b) and transformation f(x) → Af(ax+b) + B. Differentiation of composite functions f ∘ g (chain rule).  

Differentiation of sum, f + g, difference f - g, product f g, and quotient, f / g of two functions. (Note: while the technique of differentiation of quotients, and its application to relevant functions and expressions such as tan(x) and  is part of VCE Mathematical Methods, the general study of quotient functions is part of VCE Specialist Mathematics.)

2 weeks

Consideration of these combinations of functions and their derivatives in related graphing, modelling, maximum/minimum problems and other applications.


Probability and statistics (1) – 5 weeks

2 weeks

Random variables, Bernoulli trials and discrete probability distributions, including the binomial distribution, graphs of binomial distributions, mean, variance and standard deviation, problems and applications.

1 week

The function   the standard normal distribution, its probability density function, transformation between standard normal and other normal distribution by  and X = σZ + μ, the cumulative density function, intervals and areas, problems and applications.

2 weeks

Random sampling, statistical inference, the use of binomial and normal distributions, and sample proportions.


Modelling or problem solving (1) – 1 week

This task addresses the Data analysis, probability and statistics area of study.
sample modelling or problem-solving task – Close to normal
sample modelling or problem-solving task – Proportions of popularity

The VCE Mathematical Methods study webpage includes a series of videos on how to develop a modelling or problem-solving task and related assessment processes, advice on performance criteria, and other support materials for school-assessed coursework.


Anti-differentiation and integral calculus – 3 weeks

Anti-differentiation, the fundamental theorem of calculus, integration, including numerical integration and the trapezium method approximation, problems and applications. Differentiation of expressions such as xloge(x) to find an antiderivative for loge(x).

Sample learning activity: Anti-derivatives from derivatives

Sample learning activity: Exploring approximation of a definite integral


Probability and statistics (2) – 1 week

Other continuous probability distributions including those with piecewise defined probability density functions, integration and intervals, mean, variance and standard deviation, problems and applications.


Modelling or problem solving (2) – 1 week

Differentiation or anti-differentiation and integration context.
sample modelling or problem-solving task – Traversing terrains 
sample modelling or problem-solving task – Wall and window 

The VCE Mathematical Methods study webpage includes a series of videos on how to develop a modelling or problem-solving task and related assessment processes, advice on performance criteria, and other support materials for school-assessed coursework.


Consolidation, review, practice and examination preparation

Schools and teachers will have their own programs to support students in consolidation, review and practice work as part of their examination preparation.

Past VCE Mathematics examinations and reports are available on the VCAA website

Aboriginal and Torres Strait Islander Perspectives in the VCE

Aboriginal and Torres Strait Islander Perspectives in the VCE
On-demand video recordings, presented with the Victorian Aboriginal Education Association Inc. (VAEAI) and the Department of Education (DE) Koorie Outcomes Division, for VCE teachers and leaders as part of the Aboriginal and Torres Strait Islander Perspectives in the VCE webinar program held in 2023.

Employability skills

Units 1 and 2

Foundation Mathematics Units 1 and 2 provide students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.

The nationally agreed employability skills* are: Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.

Each employability skill contains a number of facets that have a broad coverage of all employment contexts and designed to describe all employees. The table below links those facets that may be understood and applied in a school or non-employment related setting, to the types of assessment commonly undertaken within the VCE study.

Students undertaking the following types of assessment, in addition to demonstrating their understanding and mastery of the study, typically demonstrate the following key competencies and employability skills.

The table links those facets that may be understood and applied in a school or non-employment-related setting to the types of assessment commonly undertaken in the VCE study.
Assessment taskEmployability skills selected facets

Assignments

Use of information and communications technology

Tests

Self management, use of information and communications technology

Summary or review notes

Self management

Mathematical investigations

Communication, team work, self management, planning and organisation, use of information and communications technology, initiative and enterprise

Short written responses

Communication, problem solving

Problem-solving tasks

Communication, problem solving, team work, use of information and communications technology

Modelling tasks

Problem solving, planning and organisation, use of information and communications technology

Units 3 and 4

Students undertaking the following types of assessment, in addition to demonstrating their understanding and mastery of the content of the study, typically demonstrate the following key competencies and employability skills.

The table links those facets that may be understood and applied in a school or non-employment-related setting to the types of assessment commonly undertaken in the VCE study.
Assessment taskEmployability skills selected facets

Modelling or problem-solving task

Planning and organising, solving problems, using mathematical ideas and techniques (written) communication, use of information and communications technology, self management

Application task

Planning and organising, solving problems, using mathematical ideas and techniques (written) communication, use of information and communications technology, self management

*The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by the (former) Commonwealth Department of Education, Science and Training.


Resources

Implementation videos

VCE Mathematical Methods (2023-2027) implementation videos
Online video presentations which provide teachers with information about the new VCE Mathematical Methods Study Design for implementation in 2023.