example, betting in a casino, investing in Australian Stock Exchange (ASX) houses, shares, coins. Present an oral or written account of the results of the investigation; state conclusions that are substantiated with evidence. Use population data to investigate life Investigate the different influences on population expectancies, for example, the chance of the numbers. Compile a list of influences with a students’ generation living to 80 years of age, sentence about each. etc. Explore the role of chance in playing games. Play games, for example, Monopoly, Snakes and Ladders, Billionaire. Design a game that uses chance. Demonstrate to peers or teacher how to play the game. Develop awareness of games of chance that Model scratch-its and model poker machines. have pre-set outcomes. Design a public awareness campaign in any format entitled: Takes All?’ ‘Winner Gather data about the speed of traffic passing Using a speed gun, collect data on the speed of the school at different times of the day. passing cars; interpret and discuss the data. In small groups, process the data and make recommendations (supported with data) that can be presented to the school administration. Interpret graphs on company sales and profit; Interpret a given set of graphs (real data). Scenario view internet streamed or video of part of an roleplay: half the class are the board of a — annual general meeting (AGM). company who are presenting the annual report (a series of profit and loss graphs) to shareholders (the other half of the class) who react to the report. Teacher observation. Examine a variety of surveys to determine Design a short survey to deliver a preconceived bias, if any. Discuss the purposes of bias in result. survey construction; find examples of biased questions. Discuss ways of presenting data to different Present the same data in different that will lead audiences. to different interpretations. Topic 3 Mathematics for personal organisation: location and time Topic purpose The student can: read and use maps to locate points and places using the conventions of distance and location • interpret time, clocks and timetables •
example, betting in a casino, investing in houses, shares, coins. Australian Stock Exchange (ASX) Present an oral or written account of the results of the investigation; state conclusions that are substantiated with evidence. Use population data to investigate life expectancies, for example, the chance of the students’ generation living to 80 years of age, etc. Investigate the different influences on population numbers. Compile a list of influences with a sentence about each. Explore the role of chance in playing games. Play games, for example, Monopoly, Snakes and Ladders, Billionaire. Design a game that uses chance. Demonstrate to peers or teacher how to play the game. Develop awareness of games of chance that have pre-set outcomes. Model scratch-its and model poker machines. Design a public awareness campaign in any format entitled: ‘Winner Takes All?’ Gather data about the speed of traffic passing the school at different times of the day. Using a speed gun, collect data on the speed of passing cars; interpret and discuss the data. In small groups, process the data and make recommendations (supported with data) that can be presented to the school administration. Interpret graphs on company sales and profit; view internet streamed or video of part of an annual general meeting (AGM). Interpret a given set of graphs (real data). Scenario — roleplay: half the class are the board of a company who are presenting the annual report (a series of profit and loss graphs) to shareholders (the other half of the class) who react to the report. Teacher observation. Examine a variety of surveys to determine bias, if any. Discuss the purposes of bias in survey construction; find examples of biased questions. Design a short survey to deliver a preconceived result. Discuss ways of presenting data to different audiences. Present the same data in different that will lead to different interpretations. Topic 3 Mathematics for personal organisation: location and time Topic purpose The student can: • read and use maps to locate points and places using the conventions of distance and location • interpret time, clocks and timetables
snr_prevoc_maths_04_sas.docx