Mathematics 1.2
Achievement Standard 91945
Use mathematical methods to explore problems that relate to life in Aotearoa New Zealand or the Pacific
5 Credits
Internal
This assessment is about students learning to use mathematical methods to explore problems that relate to life in Aotearoa New Zealand or the Pacific.
The following page covers each of these skills and how to write the assessment.
This standard is assessed as a task completed individually in class time.
Students must show evidence of four or more processes from at least two of number, algebra, measurement, geometry, and space.
The task involves answering a series of questions which involve applying mathematical methods to solve them.
The teacher can provide feedback on a student's plan but the teacher cannot provide direct instructions on what to do.
All other work must be completed by the student during the time in class.
This standard requires students to:
use at least four skills from at least two of these categories:
Number:
Reasoning with linear proportion, including inverse percentage change or more complex rates and ratios
Integer exponents or scientific form.
Algebra:
Manipulating and using formulae, including rearranging for a purpose
Manipulating and simplifying expressions, including expanding or factorising
Linear inequalities
Linear tables, equations, graphs, or patterns
Quadratic tables, equations, graphs, or patterns
Exponential tables, graphs, or patterns
Simultaneous linear equations with two unknowns
Optimising solutions.
Measurement:
Surface area of prisms, pyramids, cones, or spheres
Volume of pyramids, cones, spheres, or composite shapes including prisms
Converting between more complex metric units.
Geometry and Space:
Properties of similar shapes
Pythagoras’ theorem in two or three dimensions
Trigonometric ratios in right-angled triangles.
Communicate accurate mathematical information related to the context of the problem
Use logical connections between mathematical methods
Consider:
underlying assumptions made throughout the exploration and their mathematical impact on any solution found
mathematical explanation of limitations of models or solutions
mathematical generalisations or predictions, including recommendations or best models where appropriate.
More information is available on the Junior Number page.
Students should know how to reason with linear proportions, including inverse percentage change or more complex rates and ratios.
Students should know how to solve problems with integer (whole number) exponents.
Students should know how to use scientific notation.
More information is available on the Junior Algebra page.
Students should know how to manipulate and use formulae, including rearranging for a purpose.
Students should know how to manipulate and simplify expressions, including expanding or factorising.
Students should know how to solve linear inequalities.
Students should know how to solve problems involving linear tables, equations, graphs, or patterns.
Students should know how to solve problems involving quadratic tables, equations, graphs, or patterns.
Students should know how to solve problems involving exponential tables, graphs, or patterns.
Students should know how to solve problems involving simultaneous linear equations with two unknowns
Students should know how to find the optimal solution (the peak of a quadratic) using graphing or calculation.
More information is available on the Junior Measurement page.
Students should know how to solve problems involving surface area of prisms, pyramids, cones, or spheres.
Students should know how to solve problems involving volume of pyramids, cones, spheres, or composite shapes including prisms.
Students should know how convert between more complex metric units.
More information is available on the Junior Space page.
Students should know how to solve problems involving properties of similar shapes.
Students should know how to solve problems involving pythagoras’ theorem in two or three dimensions.
Students should know how to solve problems involving trigonometric ratios (SOH CAH TOA) in right-angled triangles.
Students should be able to communicate accurate mathematical information related to the context of the problem.
Students should know how to make logical connections between mathematical methods.
Students should be able to consider the following things when writing their answers to mathematical methods problems:
Students should be able to consider underlying assumptions made throughout the exploration and their mathematical impact on any solution found.
Students should be able to consider mathematical explanation of limitations of models or solutions.
Students should be able to consider mathematical generalisations or predictions, including recommendations or best models where appropriate.
Ensure you have a strong knowledge of the Number, Algebra, Measurement, and Space parts of Junior Mathematics.
This is a full exemplar of an equivalent exercise from a previous year.
This is a good example of how to implement a range of different skills in a single task.
Students should be familiar with the formulas shown in this sheet.
This is the formula sheet for NCEA Level 1 Maths 1.4 and shows the kinds of formulae available to use in this exam.
These formulas include those for Perimeter (Circumference) and Area, for Circles, Triangles, Quadrilaterals as well as those for Surface Area and Volume of Prisms, Cylinders, Spheres, Pyramids, Cones, and Rectangles.
The following are practice assessments along with their marking schemes.
Practice Assessment adapted from Activity C on the NCEA Website
Marking Scheme