SNR Maths Specialist 19 Syll

Specialist Mathematics 2019 v1.
2
General Senior Syllabus
This syllabus is for implementation with Year 11 students in 2019.
180843
Contents
1 Course overview __________________________________ 1
1.1 Introduction............................................................................................... 1
1.1.1 Rationale ......................................................................................................... 1
1.1.2 Learning area structure................................................................................... 3
1.1.3 Course structure ............................................................................................. 4
1.2 Teaching and learning .............................................................................. 5
1.2.1 Syllabus objectives ......................................................................................... 5
1.2.2 Underpinning factors....................................................................................... 6
1.2.3 Aboriginal perspectives and Torres Strait Islander perspectives ................. 10
1.2.4 Pedagogical and conceptual frameworks..................................................... 11
1.2.5 Subject matter ............................................................................................... 16
1.3 Assessment — general information ........................................................ 17
1.3.1 Formative assessments — Units 1 and 2..................................................... 17
1.3.2 Summative assessments — Units 3 and 4................................................... 17
1.4 Reporting standards ............................................................................... 18
2 Unit 1: Combinatorics, vectors and proof ____________ 20

2.1 Unit description ....................................................................................... 20
2.2 Unit objectives ........................................................................................ 20
2.3 Topic 1: Combinatorics ........................................................................... 21
2.4 Topic 2: Vectors in the plane .................................................................. 21
2.5 Topic 3: Introduction to proof .................................................................. 22
2.6 Assessment guidance ............................................................................ 23
3 Unit 2: Complex numbers, trigonometry, functions

and matrices ____________________________________ 24
3.2 Unit objectives ........................................................................................ 24
3.3 Topic 1: Complex numbers 1 .................................................................. 25
3.4 Topic 2: Trigonometry and functions ...................................................... 25
3.5 Topic 3: Matrices .................................................................................... 26
3.6 Assessment guidance ............................................................................ 26
4 Unit 3: Mathematical induction, and further vectors,
matrices and complex numbers ____________________ 27
4.2 Unit objectives ........................................................................................ 28
4.3 Topic 1: Proof by mathematical induction ............................................... 28
4.4 Topic 2: Vectors and matrices ................................................................ 28
4.5 Topic 3: Complex numbers 2 .................................................................. 29
4.6 Assessment ............................................................................................ 31
4.6.1 Summative internal assessment 1 (IA1): Problem-solving and
modelling task (20%) .................................................................................... 31
4.6.2 Summative internal assessment 2 (IA2): Examination (15%) ...................... 35
4.6.3 Summative external assessment (EA): Examination (50%) ........................ 39
5 Unit 4: Further calculus and statistical inference ______ 40

5.2 Unit objectives ........................................................................................ 40
5.3 Topic 1: Integration and applications of integration ................................ 41
5.4 Topic 2: Rates of change and differential equations............................... 41
5.5 Topic 3: Statistical inference................................................................... 42
5.6 Assessment ............................................................................................ 43
5.6.1 Summative internal assessment 3 (IA3): Examination (15%) ...................... 43
5.6.2 Summative external assessment (EA): Examination (50%) ........................ 48
6 Glossary _______________________________________ 51
7 References _____________________________________ 80
8 Version history __________________________________ 82

1 Course overview
1.1 Introduction
1.1.1 Rationale
Mathematics is a unique and powerful intellectual discipline that is used to investigate patterns,
order, generality and uncertainty. It is a way of thinking in which problems are explored and
solved through observation, reflection and logical reasoning. It uses a concise system of
communication, with written, symbolic, spoken and visual components. Mathematics is creative,
requires initiative and promotes curiosity in an increasingly complex and data-driven world. It is
the foundation of all quantitative disciplines.
To prepare students with the knowledge, skills and confidence to participate effectively in the
community and the economy requires the development of skills that reflect the demands of the
21st century. Students undertaking Mathematics will develop their critical and creative thinking,
oral and written communication, information & communication technologies (ICT) capability,
ability to collaborate, and sense of personal and social responsibility — ultimately becoming
lifelong learners who demonstrate initiative when facing a challenge. The use of technology to
make connections between mathematical theory, practice and application has a positive effect on
the development of conceptual understanding and student disposition towards mathematics.
Mathematics teaching and learning practices range from practising essential mathematical
routines to develop procedural fluency, through to investigating scenarios, modelling the real
world, solving problems and explaining reasoning. When students achieve procedural fluency,
they carry out procedures flexibly, accurately and efficiently. When factual knowledge and
concepts come to mind readily, students are able to make more complex use of knowledge to
successfully formulate, represent and solve mathematical problems. Problem-solving helps to
develop an ability to transfer mathematical skills and ideas between different contexts. This
assists students to make connections between related concepts and adapt what they already
know to new and unfamiliar situations. With appropriate effort and experience, through
discussion, collaboration and reflection of ideas, students should develop confidence and
experience success in their use of mathematics.
The major domains of mathematical knowledge in Specialist Mathematics are Vectors and
matrices, Real and complex numbers, Trigonometry, Statistics and Calculus. Topics are
developed systematically, with increasing levels of sophistication, complexity and connection,
building on functions, calculus, statistics from Mathematical Methods, while vectors, complex
numbers and matrices are introduced. Functions and calculus are essential for creating models of
the physical world. Statistics are used to describe and analyse phenomena involving probability,
uncertainty and variation. Matrices, complex numbers and vectors are essential tools for
explaining abstract or complex relationships that occur in scientific and technological endeavours.
Students who undertake Specialist Mathematics will develop confidence in their mathematical
knowledge and ability, and gain a positive view of themselves as mathematics learners. They will
gain an appreciation of the true nature of mathematics, its beauty and its power.
Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

General Senior Syllabus August 2018
Page 1 of 82
Assumed knowledge, prior learning or experience
Specialist Mathematics is designed to be taken in conjunction with, or on completion of,
Mathematical Methods. It is assumed that work covered in Mathematical Methods will be known
before it is required in Specialist Mathematics.
Assumed knowledge refers to the subject matter that teachers can expect students to know prior
to beginning this subject. Emphasis is placed on the mastery of content, ensuring key concepts or
procedures are learnt fully so they will not need reteaching.
Developing mastery often involves multiple approaches to teaching and conceptualising the same
mathematical concept. When students have a good understanding of a key concept or procedure,
they are more easily able to make connections to related new subject matter and apply what they
already know to new problems.
Subject matter from previous unit/s is assumed for subsequent unit/s.
The following is a non-exhaustive list of assumed knowledge from the P–10 Australian Curriculum
that must be learnt or revised and maintained as required:
• describe the results of two- and three-step chance experiments
• determine probabilities of events
• substitute values into formulas to determine an unknown
• solve right-angled triangle problems
• describe, interpret and sketch hyperbolas and circles
• translate word problems to mathematical form
• factorise, expand and simplify algebraic expressions, including monic quadratic expressions
using a variety of strategies
• apply the four operations to simple algebraic fractions with numerical denominators.
Recommended knowledge
Recommended knowledge refers to the subject matter from the Year 10A Australian Curriculum
that will enhance students’ understanding of this subject’s foundational content.
The following in a non-exhaustive list of recommended knowledge from the Year 10A Australian
Curriculum:
• rational and irrational numbers
• properties of circles
• trigonometry
• sketching functions
• factor and remainder theorem.
Pathways
Specialist Mathematics is a General subject suited to students who are interested in pathways
beyond school that lead to tertiary studies, vocational education or work. A course of study in
Specialist Mathematics can establish a basis for further education and employment in the fields of
science, all branches of mathematics and statistics, computer science, medicine, engineering,
finance and economics.

Page 2 of 82
1.1.2 Learning area structure
All learning areas build on the P–10 Australian Curriculum.
Figure 1: Learning area structure
P–10 Australian Curriculum

Mathematics
Senior Secondary
Mathematics
Learning Area
General Applied
• results may contribute to an • no more than one Applied subject
Australian Tertiary Admission Rank can contribute to an ATAR
(ATAR) calculation calculation
• results contribute to the Queensland • results contribute to the QCE
Certificate of Education (QCE)
• includes external assessment
General Mathematics Essential Mathematics
Mathematical Methods
Specialist Mathematics
Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical

Methods.

Page 3 of 82
1.1.3 Course structure
Specialist Mathematics is a course of study consisting of four units. Subject matter, learning
experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as
students develop greater independence as learners.
Units 1 and 2 provide foundational learning, which allows students to experience all syllabus
objectives and begin engaging with the course subject matter. Students should complete Units 1
and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4.
Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to
ATAR calculations.
Figure 2 outlines the structure of this course of study.
Each unit has been developed with a notional time of 55 hours of teaching and learning, including
assessment.
Figure 2: Course structure

Specialist Mathematics
Unit 1 Unit 2 Unit 3 Unit 4

Combinatorics, Complex numbers, Mathematical Further calculus
vectors and proof trigonometry, induction, and and statistical
functions and further vectors, inference
matrices matrices and
complex numbers
• Topic 1: • Topic 1: Complex • Topic 1: Proof by • Topic 1: Integration
Combinatorics numbers 1 mathematical and applications of
• Topic 2: Vectors in the • Topic 2: Trigonometry induction integration
plane and functions • Topic 2: Vectors and • Topic 2: Rates of
• Topic 3: Introduction • Topic 3: Matrices matrices change and
to proof • Topic 3: Complex differential equations
numbers 2 • Topic 3: Statistical
inference
Assessment Assessment Assessment Assessment

Formative internal Formative internal Summative internal Summative internal
assessment/s assessment/s assessment 1 assessment 3:
Problem-solving and Examination (15%)
modelling task (20%)
Summative internal
assessment 2:
Examination (15%)
Students should have opportunities in Units 1

and 2 to experience and respond to the types of
assessment they will encounter in Units 3 and 4. Summative external assessment:
For reporting purposes, schools should develop at least Examination (50%)
one assessment per unit, with a maximum of four
assessments across Units 1 and 2.

Page 4 of 82
1.2 Teaching and learning
1.2.1 Syllabus objectives
The syllabus objectives outline what students have the opportunity to learn. Assessment provides
evidence of how well students have achieved the objectives.
Syllabus objectives inform unit objectives, which are contextualised for the subject matter and
requirements of the unit. Unit objectives, in turn, inform the assessment objectives, which are
further contextualised for the requirements of the assessment instruments. The number of each
objective remains constant at all levels, i.e. Syllabus objective 1 relates to Unit objective 1 and to
Assessment objective 1 in each assessment instrument.
Syllabus objectives are described in terms of actions that operate on the subject matter. Students
are required to use a range of cognitive processes in order to demonstrate and meet the syllabus
objectives. These cognitive processes are described in the explanatory paragraph following each
objective in terms of four levels: retrieval, comprehension, analytical processes (analysis), and
knowledge utilisation, with each process building on the previous processes (see Marzano &
Kendall 2007, 2008). That is, comprehension requires retrieval, and knowledge utilisation
requires retrieval, comprehension and analytical processes (analysis).
By the conclusion of the course of study, students will:
Syllabus objective Unit 1 Unit 2 Unit 3 Unit 4
1. select, recall and use facts, rules, definitions and procedures

drawn from Vectors and matrices, Real and complex numbers, ● ● ● ●
Trigonometry, Statistics and Calculus
2. comprehend mathematical concepts and techniques drawn

from Vectors and matrices, Real and complex numbers, ● ● ● ●
Trigonometry, Statistics and Calculus
3. communicate using mathematical, statistical and everyday

● ● ● ●
language and conventions
4. evaluate the reasonableness of solutions ● ● ● ●
5. justify procedures and decisions by explaining mathematical

● ● ● ●
reasoning
6. solve problems by applying mathematical concepts and

techniques drawn from Vectors and matrices, Real and ● ● ● ●
complex numbers, Trigonometry, Statistics and Calculus

Page 5 of 82
1. select, recall and use facts, rules, definitions and procedures drawn from Vectors and
matrices, Real and complex numbers, Trigonometry, Statistics and Calculus
When students select, recall and use facts, rules, definitions and procedures, they recognise
particular features of remembered information and consider its accuracy and relevance. They
choose relevant facts, rules, definitions and procedures and put them into effect, performing
calculations with and without the use of technology.
2. comprehend mathematical concepts and techniques drawn from Vectors and
matrices, Real and complex numbers, Trigonometry, Statistics and Calculus
When students comprehend, they understand the meaning, nature and purpose of the
mathematics they are learning. They identify, articulate and symbolise the critical elements of
the relevant concepts and techniques, making connections between topics and between the
‘why’ and the ‘how’ of mathematics.
3. communicate using mathematical, statistical and everyday language and conventions
When students communicate, they use mathematical and statistical terminology, symbols,
conventions and everyday language to organise and present information in graphical and
symbolic form, and describe and represent mathematical and statistical models.
4. evaluate the reasonableness of solutions
When students evaluate the reasonableness of solutions, they interpret their mathematical
results in the context of the situation. They reflect on whether the problem has been solved
by using estimation skills and checking calculations using their knowledge of relevant facts,
rules, definitions and procedures. They make an appraisal by assessing strengths,
implications and limitations of solutions and/or models with and without technology, and use
this to consider if alternative methods or refinements are required.
5. justify procedures and decisions by explaining mathematical reasoning
When students justify procedures and decisions by explaining mathematical reasoning, they
describe their mathematical thinking in detail, identifying causes and making relationships
evident, constructing mathematical arguments, proving propositions, and providing reasons
for choices made and conclusions reached. Students use their conceptual understanding to
connect what they already know to new information. Mathematical reasoning is rigorous and
requires clarity, precision, completeness and due regard to the order of statements.
6. solve problems by applying mathematical concepts and techniques drawn from
Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and
Calculus
When students solve problems by applying mathematical concepts and techniques, they
analyse the context of the problem and make decisions about the concepts, techniques and
technology that must be used to develop a solution. They analyse, generalise and translate
information into a mathematically workable format, synthesise and refine models, and
generate and test hypotheses with primary or secondary data and information.
1.2.2 Underpinning factors

There are three skill sets that underpin senior syllabuses and are essential for defining the
distinctive nature of subjects:
• literacy — the set of knowledge and skills about language and texts essential for
understanding and conveying Specialist Mathematics content
• numeracy — the knowledge, skills, behaviours and dispositions that students need to use
mathematics in a wide range of situations, to recognise and understand the role of

Page 6 of 82
mathematics in the world, and to develop the dispositions and capacities to use mathematical
knowledge and skills purposefully
• 21st century skills — the attributes and skills students need to prepare them for higher
education, work and engagement in a complex and rapidly changing world.
These skill sets, which overlap and interact, are derived from current education, industry and
community expectations. They encompass the knowledge, skills, capabilities, behaviours and
dispositions that will help students live and work successfully in the 21st century.
Together these three skill sets shape the development of senior subject syllabuses. Although
coverage of each skill set may vary from syllabus to syllabus, students should be provided with
opportunities to learn through and about these skills over the course of study. Each skill set
contains identifiable knowledge and skills that can be directly assessed.
Literacy in Specialist Mathematics

Literacy skills and strategies enable students to express, interpret and communicate complex
mathematical information, ideas and processes. Mathematics provides a specific and rich context
for students to develop their abilities to read, write, visualise and talk about complex situations
involving a range of mathematical ideas.
Students can apply and further develop their literacy skills and strategies by shifting between
verbal, graphic, numerical and symbolic forms of representing problems in order to formulate,
understand and solve problems and communicate results. This process of translation across
different systems of representation is essential for complex mathematical reasoning and
expression. Students learn to communicate their findings in different ways, using multiple
systems of representation and data displays to illustrate the relationships they have observed or
constructed.
To understand and use Specialist Mathematics content, teaching and learning strategies include:
• breaking the language code to make meaning of Specialist Mathematics language and texts
• comprehending language and texts to make literal and inferred meanings about Specialist
Mathematics content
• using Specialist Mathematics ideas and information in classroom, real-world and/or lifelike
contexts to progress students’ learning.
To analyse and evaluate Specialist Mathematics content, teaching and learning strategies
include:
• making conclusions about the purpose and audience of Specialist Mathematics language and
texts
• analysing the ways language is used to convey ideas and information in Specialist
Mathematics texts
• transforming language and texts to convey Specialist Mathematics ideas and information in
particular ways to suit audience and purpose.
These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit
objectives and subject matter, and instrument-specific marking guides (ISMGs) for Specialist
Mathematics.

Page 7 of 82
Numeracy in Specialist Mathematics
Numeracy relates to the capacity to deal with quantitative aspects of life (Goos, Geiger & Dole
2012). It involves accessing, using, interpreting and communicating mathematical information and
ideas when engaging with and managing the mathematical demands of real contexts — everyday
and civic life, the world of work, and opportunities for further learning (OECD 2012). Numerate
citizens who are constructive, engaged and reflective are able to use mathematics to help make
credible judgments and reasoned decisions (OECD 2015).
Unlike mathematics, numeracy must be understood as inseparable from context:
Mathematics climbs the ladder of abstraction to see, from sufficient height, common patterns in seemingly
different things. Abstraction is what gives mathematics its power; it is what enables methods derived in
one context to be applied in others. But abstraction is not the focus of numeracy. Instead, numeracy clings
to specifics, marshalling all relevant aspects of setting and context to reach conclusions.
To enable students to become numerate, teachers must encourage them to see and use mathematics in
everything they do. Numeracy is driven by issues that are important to people in their lives and work, not
by future needs of the few who may make professional use of mathematics or statistics (Steen 2001, pp.
17–18).
The students who undertake this subject will continue to develop their numeracy skills at a more
sophisticated level than in P–10. For example, this subject contains topics that will equip students
for the ever-increasing demands of the information age.
These aspects of numeracy knowledge and skills are embedded in the syllabus objectives, unit
objectives and subject matter, and ISMGs for Specialist Mathematics.

Page 8 of 82
21st century skills
The 21st century skills identified in the following table reflect a common agreement, both in
Australia and internationally, on the skills and attributes students need to prepare them for higher
education, work and engagement in a complex and rapidly changing world.
21st century Associated skills 21st century Associated skills

skills skills
• analytical thinking • innovation

• problem-solving • initiative and enterprise
• decision-making • curiosity and imagination
• reasoning • creativity
critical thinking • reflecting and evaluating creative thinking • generating and applying
• intellectual flexibility new ideas
• identifying alternatives
• seeing or making new
links
• effective oral and written • relating to others

communication (interacting with others)
• using language, symbols • recognising and using
and texts collaboration and diverse perspectives
communication
teamwork
• communicating ideas • participating and
effectively with diverse contributing
audiences • community connections
• adaptability/flexibility • operations and concepts

• management (self, career, • accessing and analysing
time, planning and information
organising) • being productive users of
• character (resilience, technology
information &
mindfulness, open- and • digital citizenship (being
personal and fair-mindedness, self- communication
safe, positive and
social skills awareness) technologies (ICT)
responsible online)
skills
• leadership
• citizenship
• cultural awareness
• ethical (and moral)
understanding
Specialist Mathematics helps develop the following 21st century skills:

• critical thinking
• creative thinking
• communication
• information & communication technologies (ICT) skills.
These elements of 21st century skills are embedded in the syllabus objectives, unit objectives
and subject matter, and ISMGs for Specialist Mathematics.

Page 9 of 82
Use of digital technology
An important aspect of teaching and learning in the 21st century is to embed digital technologies
so that they are not seen as optional tools. Digital technologies allow new approaches to
explaining and presenting mathematics, and can assist in connecting representations and
deepening understanding. They can make previously inaccessible mathematics accessible and
increase the opportunities for teachers to make mathematics interesting to a wider range of
students. The computational and graphing capabilities of digital technologies enable students to
engage in active learning through exploratory work and experiments using realistic data. The
ability to visualise solutions can give problems more meaning. Digital technologies can support
the development of conceptual understanding that can lead to enhanced procedural fluency.
To meet the requirements of this syllabus, students must make use of a range of digital
technologies, such as:
• general-purpose computer software that can be used for mathematics teaching and learning,
e.g. spreadsheet software, applications
• computer software designed for mathematics teaching and learning, e.g. dynamic graphing
software, dynamic geometry software
• handheld (calculator) technologies designed for mathematics teaching and learning,
e.g. scientific, graphics (non-CAS or CAS) calculators, smartphone and tablet apps.
Students must make choices about various forms of technology and develop the ability to work
with these flexibly. Technology use must go beyond simple computation or word processing.
Access to a handheld graphics calculator (no CAS functionality) is a requirement for Paper 2 of
the external assessment. Scientific calculators may also be used.
1.2.3 Aboriginal perspectives and Torres Strait Islander

perspectives
The QCAA is committed to reconciliation in Australia. As part of its commitment, the QCAA
affirms that:
• Aboriginal peoples and Torres Strait Islander peoples are the first Australians, and have the
oldest living cultures in human history
• Aboriginal peoples and Torres Strait Islander peoples have strong cultural traditions and speak
diverse languages and dialects, other than Standard Australian English
• teaching and learning in Queensland schools should provide opportunities for students to
deepen their knowledge of Australia by engaging with the perspectives of Aboriginal peoples
and Torres Strait Islander peoples
• positive outcomes for Aboriginal students and Torres Strait Islander students are supported by
successfully embedding Aboriginal perspectives and Torres Strait Islander perspectives
across planning, teaching and assessing student achievement.
Guidelines about Aboriginal perspectives and Torres Strait Islander perspectives and resources
for teaching are available at www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander-
perspectives.
Where appropriate, Aboriginal perspectives and Torres Strait Islander perspectives have been
embedded in the subject matter.
To understand and use mathematics content, teaching and learning strategies may include:
• using pedagogies such as Maths as Storytelling (MAST)

Page 10 of 82
• using mathematics subject matter in real-world Aboriginal contexts and Torres Strait Islander
contexts
• identifying the specific issues that may affect Aboriginal peoples and Torres Strait Islander
peoples that are relevant to the mathematics topics being covered
• providing learning experiences and opportunities that support the application of students’
general mathematical knowledge and problem-solving processes in an Aboriginal context and
Torres Strait Islander context.
1.2.4 Pedagogical and conceptual frameworks

The relationship between foundational knowledge and problem-solving
To succeed in mathematics assessment, students must understand the subject matter (organised
in domains of mathematics), draw on a range of cognitive skills, and apply these to problems of
varying degrees of difficulty, from simple and routine, through to unfamiliar situations, complex
contexts, and multi-step solutions (Grønmo et al. 2015). The relationship between the domains of
mathematics in Specialist Mathematics, level of cognitive skill required (syllabus objective) and
degree of difficulty is represented in three dimensions for mathematics problems in the following
diagram.
Figure 3: Assessment pyramid

Page 11 of 82
Principles of developing mathematics problems
This representation, known as the ‘assessment pyramid’, shows the relative distribution of
thinking and range of difficulty of mathematics problems.1 It places an emphasis on building up
from the basics. Success in mathematics is built on knowledge of basic facts and proficiency with
foundational processes (Norton & O’Connor 2016). With a solid foundation, students can then be
asked to apply higher level cognitive processes in more complex and unfamiliar situations that
require the application of a wider range of concepts and skills.
The degree of difficulty

The difficulty of a problem is defined by its complexity and a student’s familiarity with it, not the
level of cognitive process required to solve it. The complexity of a particular type of problem
doesn't change, but familiarity does. With practice, students become more familiar with a process
and can execute it more quickly and easily (Marzano & Kendall 2007).
The cognitive system

To solve a full range of mathematics problems, students are required to engage the cognitive
system at all four levels of processing knowledge: retrieval, comprehension, analysis, and
knowledge utilisation (Marzano & Kendall 2007). The syllabus objectives are represented in the
pyramid model through their alignment to these levels.
Using a full range of questions

The pyramid model shows that problems requiring Level 1 processes to solve them can be hard
and relatively complex, even though they are based on ‘retrieval’ and therefore might seem easy
and straightforward (Shafer & Foster 1997). Problems requiring higher level processes to solve
them are not necessarily more difficult than those in Level 1. There are some students who find
Level 1 processes more challenging and have more success in solving problems requiring Levels
2, 3 and 4 (Webb 2009).
The distance along the domains of mathematics dimension and the degree of difficulty dimension
decreases for higher levels. Problems requiring Level 1 processes can more easily be based on
distinct subject matter and the difference between easy and hard can be great. Problems that
require students to use more levels of cognition tend to also involve making connections with
subject matter within and across the domains of mathematics. They are often placed in contexts
that require strategic mathematical decisions and making representations according to situation
and purpose. At higher levels the difference between easy and hard is smaller (Shafer & Foster
1997; Webb 2009). Students should master basic facts and processes through practising simple
familiar problems, before moving on to those that are more complex and unfamiliar, at any level. 2
The assessment pyramid helps visualise what is necessary for a complete assessment program.
Problems in a complete mathematics program need to assess a student’s growth and
achievement in all domains of mathematics and across the full range of objectives. Over time,
through a teaching and learning period, students will be exposed to problems that 'fill the
pyramid'. Each assessment instrument will reflect this for the relevant subject matter, providing
1 In an assessment instrument for Mathematics, a ‘problem’ is synonymous with ‘assessment item’ (a question,
task or command that forms part of an assessment technique).
2 Complex unfamiliar questions that require more levels of cognitive skills should not be equated with elaborate
problem-solving tasks and modelling questions only. A single-answer, conventional question, such as: ‘Find the
equation of the line passing through the points (2,1) and (1,3)’ can be adapted to a more open ended question,
such as: ‘Write the equations of at least five lines passing through the point (2,1)’ (Goos 2014). This revised
question targets the identical subject matter but provides the possibility of easily identifying a variety of student
understanding and skills by moving it towards complex unfamiliar and assessing more cognitive skills. For
further examples, see White et al. (2000).

Page 12 of 82
students with the opportunity to demonstrate what they know and can do at all levels of thinking
and at varying degrees of difficulty (Shafer & Foster 1997).
Problem-solving and mathematical modelling

A key aspect of learning mathematics is to develop strategic competence; that is, to formulate,
represent and solve mathematical problems (Kilpatrick, Swafford & Bradford 2001). As such,
problem-solving is a focus of mathematics education research, curriculum and teaching (Sullivan
2011). This focus is not to the exclusion of routine exercises, which are necessary for practising,
attaining mastery and being able to respond automatically. But mathematics education in the
21st century goes beyond this to include innovative problems that are complex, unfamiliar and
non-routine (Mevarech & Kramarski 2014).
Problem-solving in mathematics can be set in purely mathematical contexts or real-world
contexts. When set in the real world, problem-solving in mathematics involves mathematical
modelling.
Problem-solving
Problem-solving is required when a task or goal has limiting conditions placed upon it or an
obstacle blocking the path to a solution (Marzano & Kendall 2007). It involves:
• knowledge of the relevant details
• using generalisations and principles to identify, define and interpret the problem
• mental computation and estimation
• critical, creative and lateral thinking
• creating or choosing a strategy
• making decisions
• testing, monitoring and evaluating solutions.
Problem-solving requires students to explain their mathematical thinking and develop strong
conceptual foundations. They must do more than follow set procedures and mimic examples
without understanding. Through problem-solving, students will make connections between
mathematics topics, across the curriculum and with the real world, and see the value and
usefulness of mathematics. Problems may be real-world or abstract, and presented to students
as issues, statements or questions that may require them to use primary or secondary data.
Mathematical modelling
Mathematical modelling begins from an assumption that mathematics is everywhere in the world
around us — a challenge is to identify where it is present, access it and apply it productively.
Models are developed in order to better understand real-world phenomena, to make predictions
and answer questions. A mathematical model depicts a situation by expressing relationships
using mathematical concepts and language. It refers to the set of simplifying assumptions (such
as the relevant variables or the shape of something); the set of assumed relationships between
variables; and the resulting representation (such as a formula) that can be used to generate an
answer (Stacey 2015).

Page 13 of 82
Mathematical modelling involves:
• formulating a mathematical representation of a problem derived from within a real-world
context
• using mathematics concepts and techniques to obtain results
• interpreting the results by referring back to the original problem context
• revising the model (where necessary) (Geiger, Faragher & Goos 2010).
Through developing and applying mathematical models, students cumulatively become real-world
problem-solvers. Ultimately, this means that they not only can productively address problems set
by others, but also that they develop the ability to identify and address problems and answer
questions that matter to them.
The following section outlines an approach to problem-solving and mathematical modelling. 3
Problems must be real-world, and can be presented to students as issues, statements or
questions that may require them to use primary or secondary data.
3 A wide variety of frameworks for problem-solving and modelling exist in mathematics education literature. The
approach outlined here aligns with and is informed by other approaches, such as Polya (1957) in How to Solve
It: A new aspect of mathematical method (1957), the Australian Curriculum (ACARA 2015a) Statistical
investigation process, the OECD/PISA Mathematics framework (OECD 2015, 2003) and A framework for
success in implementing mathematical modelling in the secondary classroom (Stillman et al. 2007). For further
reading see Blum et al. (2007); Kaiser et al. (2011); and Stillman et al. (2013).

Page 14 of 82
Figure 4: An approach to problem-solving and mathematical modelling
Once students understand what the problem is asking, they must design a
plan to solve the problem. Students translate the problem into a
mathematically purposeful representation by first determining the applicable
mathematical and/or statistical principles, concepts, techniques and
technology that are required to make progress with the problem.
Appropriate assumptions, variables and observations are identified and
documented, based on the logic of a proposed solution and/or model.
In mathematical modelling, formulating a model involves the process of
mathematisation — moving from the real world to the mathematical world.
Students select and apply mathematical and/or statistical procedures,

concepts and techniques previously learnt to solve the mathematical
problem to be addressed through their model. Possible approaches are
wide-ranging and include synthesising and refining existing models, and
generating and testing hypotheses with primary or secondary data and
information, as well as using standard mathematical techniques to produce
a valid solution.
Solutions can be found using algebraic, graphic, arithmetic and/or numeric
methods, with and/or without technology.
Once a possible solution has been achieved, students need to consider the
reasonableness of the solution and/or the utility of the model in terms of the
problem. They evaluate their results and make a judgment about the
solution/s to the problem in relation to the original issue, statement or
question.
This involves exploring the strengths and limitations of the solution and/or
model. Where necessary, this will require going back through the process to
further refine the solution and/or model. In mathematical modelling, students
must check that the output of their model provides a valid solution to the
real-world problem it has been designed to address.
This stage emphasises the importance of methodological rigour and the fact
that problem-solving and mathematical modelling is not usually linear and
involves an iterative process.
The development of solutions and models to abstract and real-world

problems must be capable of being evaluated and used by others and so
need to be communicated clearly and fully. Students communicate findings
systematically and concisely using mathematical, statistical and everyday
language. They draw conclusions, discussing the key results and the
strengths and limitations of the solution and/or model. Students could offer
further explanation, justification, and/or recommendations, framed in the
context of the initial problem.

Page 15 of 82
Approaches to problem-solving and mathematical modelling in the classroom
When teaching problem-solving and mathematical modelling, teachers should consider teaching
for and learning through problem-solving and mathematical modelling. When teaching for,
students are taught the specific mathematical rules, definitions, procedures, problem-solving
strategies and critical elements of the model that are needed to solve a given problem. When
learning through, students are presented with problems to solve, but must apply the knowledge
and skills they have previously been taught to solve it. By solving these problems, students are
able to develop new mathematical understanding and skills. This requires an explicit and
connected approach to teaching problem-solving and mathematical modelling that necessitates
fluency of critical facts and processes at each step.
The following describes three different approaches to teaching problem-solving and mathematical
4
modelling along the continua between teaching for and learning through:
Teaching for or
Approach Description
learning through
The teacher explicitly demonstrates and teaches the concepts and

techniques required to solve the problem, and/or develop a
Dependent Teaching for
mathematical model. This usually involves students solving
(stage 2), and evaluating and verifying (stage 3).
The teacher influences the choice of concepts and techniques,

Moving towards
Guided and/or model that students use to solve the problem. Guidance is
learning through
provided and all stages of the approach are used.
The teacher cedes control and students work independently,

choosing their own solution and/or model, and working at their
Independent Learning through
own level of mathematics. The independent approach is the most
challenging.
These approaches are not mutually exclusive. An independent approach (learning through) might
be undertaken as an extension of a dependent or guided activity that students have previously
undertaken (teaching for). Students need to have attained the relevant foundational
understanding and skills before working independently during the problem-solving and modelling
task. This capacity needs to be built over time through the course of study with teachers closely
monitoring student progress.
1.2.5 Subject matter

Subject matter is the body of information, mental procedures and psychomotor procedures (see
Marzano & Kendall 2007, 2008) that are necessary for students’ learning and engagement with
Specialist Mathematics. It is particular to each unit in the course of study and provides the basis
for student learning experiences.
Subject matter has a direct relationship to the unit objectives, but is of a finer granularity and is more
specific. These statements of learning are constructed in a similar way to objectives. Each statement:
• describes an action (or combination of actions) — what the student is expected to do
• describes the element — expressed as information, mental procedures and/or psychomotor
procedures
• is contextualised for the topic or circumstance particular to the unit.
Subject matter in Specialist Mathematics is organised into topics and sub-topics. Notional time
allocations have been provided for each sub-topic.
4 Based on Galbraith (1989).

Page 16 of 82
1.3 Assessment — general information
Assessments are formative in Units 1 and 2, and summative in Units 3 and 4.
Assessment Unit 1 Unit 2 Unit 3 Unit 4
Formative assessments ● ●
Summative internal assessment 1 ●
Summative external assessment* ● ●
* Subject matter from Units 1 and 2 is assumed knowledge and may be drawn on, as applicable,
in the development of the supervised examination.
1.3.1 Formative assessments — Units 1 and 2

Formative assessments provide feedback to both students and teachers about each student’s
progress in the course of study.
Schools develop internal assessments for each senior subject, based on the learning described in
Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once.
For reporting purposes, schools should devise at least two but no more than four assessments for
Units 1 and 2 of this subject. At least one assessment must be completed for each unit.
The sequencing, scope and scale of assessments for Units 1 and 2 are matters for each school
to decide and should reflect the local context.
Teachers are encouraged to use the A–E descriptors in the reporting standards (Section 1.4) to
provide formative feedback to students and to report on progress.
1.3.2 Summative assessments — Units 3 and 4

Students will complete a total of four summative assessments — three internal and one external
— that count towards their final mark in each subject.
Schools develop three internal assessments for each senior subject, based on the learning
described in Units 3 and 4 of the syllabus.
The three summative internal assessments will be endorsed and the results confirmed by the
QCAA. These results will be combined with a single external assessment developed and marked
by the QCAA. The external assessment results for Specialist Mathematics will contribute 50%
towards a student’s result.
Summative internal assessment — instrument-specific marking guides

This syllabus provides ISMGs for the three summative internal assessments in Units 3 and 4.
The ISMGs describe the characteristics evident in student responses and align with the identified
assessment objectives. Assessment objectives are drawn from the unit objectives and are
contextualised for the requirements of the assessment instrument.

Page 17 of 82
Criteria
Each ISMG groups assessment objectives into criteria. An assessment objective may appear in
multiple criteria, or in a single criterion of an assessment.
Making judgments
Assessment evidence of student performance in each criterion is matched to a performance-level
descriptor, which describes the typical characteristics of student work.
Where a student response has characteristics from more than one performance level, a best-fit
approach is used. Where a performance level has a two-mark range, it must be decided if the
best fit is the higher or lower mark of the range.
Authentication
Schools and teachers must have strategies in place for ensuring that work submitted for internal
summative assessment is the student’s own. Authentication strategies outlined in QCAA
guidelines, which include guidance for drafting, scaffolding and teacher feedback, must be
adhered to.
Summative external assessment

The summative external assessment adds valuable evidence of achievement to a student’s
profile. External assessment is:
• common to all schools
• administered under the same conditions at the same time and on the same day
• developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessment contributes 50% to the student’s result in Specialist Mathematics. It is
not privileged over the school-based assessment.
1.4 Reporting standards

Reporting standards are summary statements that succinctly describe typical performance at
each of the five levels (A–E). They reflect the cognitive taxonomy and objectives of the course
of study.
The primary purpose of reporting standards is for twice-yearly reporting on student progress.
These descriptors can also be used to help teachers provide formative feedback to students and
to align ISMGs.

Page 18 of 82
Reporting standards
The student demonstrates a comprehensive knowledge and understanding of the subject matter;
recognises, recalls and uses facts, rules, definitions and procedures; and comprehends and applies
mathematical concepts and techniques to solve problems drawn from Vectors and matrices, Real and
complex numbers, Trigonometry, Statistics and Calculus in simple familiar, complex familiar and complex
unfamiliar situations.
The student explains mathematical reasoning to justify procedures and decisions; evaluates the
reasonableness of solutions; communicates using mathematical, statistical and everyday language and
conventions; and makes decisions about the choice of technology, and uses the technology, to solve
problems in simple familiar, complex familiar and complex unfamiliar situations.
The student demonstrates a thorough knowledge and understanding of the subject matter; recognises,
recalls and uses facts, rules, definitions and procedures; and comprehends and applies mathematical
concepts and techniques to solve problems drawn from Vectors and matrices, Real and complex
numbers, Trigonometry, Statistics and Calculus in simple familiar and complex familiar situations.
conventions; and makes decisions about the choice of technology, and uses the technology, to solve
problems in simple familiar and complex familiar situations.
The student demonstrates knowledge and understanding of the subject matter; recognises, recalls and
uses facts, rules, definitions and procedures; and comprehends and applies mathematical concepts and
techniques to solve problems drawn from Vectors and matrices, Real and complex numbers,
Trigonometry, Statistics and Calculus in simple familiar situations.
conventions; and uses technology to solve problems in simple familiar situations.
The student demonstrates partial knowledge and understanding of the subject matter; recognises, recalls
and uses some facts, rules, definitions and procedures; and comprehends and applies aspects of
mathematical concepts and techniques to solve some problems drawn from Vectors and matrices, Real
and complex numbers, Trigonometry, Statistics and Calculus in simple familiar situations.
The student explains some mathematical reasoning to justify procedures and decisions; sometimes
evaluates the reasonableness of solutions; communicates using some mathematical, statistical and
everyday language and conventions; and uses technology to solve some problems in simple familiar
situations.
The student demonstrates isolated knowledge and understanding of the subject matter; infrequently
recognises, recalls and uses some facts, rules, definitions and procedures; and infrequently comprehends
and applies aspects of mathematical concepts and techniques drawn from Vectors and matrices, Real
and complex numbers, Trigonometry, Statistics and Calculus in simple familiar situations.
The student infrequently describes aspects of mathematical reasoning relevant to procedures and
decisions; rarely evaluates the reasonableness of solutions; infrequently communicates using some
aspects of mathematical, statistical and everyday language and conventions; and uses aspects of
technology in simple familiar situations.

Page 19 of 82
2 Unit 1: Combinatorics, vectors and proof
2.1 Unit description
In Unit 1, students will develop the mathematical understandings and skills to solve problems
relating to the topics:
• Topic 1: Combinatorics
• Topic 2: Vectors in the plane
• Topic 3: Introduction to proof.
Combinatorics provides techniques that are useful in many areas of mathematics, including
probability and algebra. Vectors in the plane provides new perspectives for working with two-
dimensional space, and serves as an introduction to techniques that will extend to three-
dimensional space in Unit 3. Introduction to proof provides the opportunity to summarise and
extend students’ studies in deductive Euclidean geometry, and is of great benefit in the study of
other topics in the course, including vectors and complex numbers.
These three topics considerably broaden students’ mathematical experience and enhance their
awareness of the breadth and utility of the subject. They contain procedures and processes that
will be required for later topics. All these topics develop students’ ability to construct mathematical
arguments and enable students to increase their mathematical flexibility and versatility.
Unit requirements
Subject matter describes the concepts, ideas, knowledge, understanding and skills that students
are to learn in Unit 1. It is organised into topics and sub-topics. Notional time allocations have
been provided for each sub-topic.
2.2 Unit objectives

Unit objectives are drawn from the syllabus objectives and are contextualised for the subject
matter and requirements of the unit. Each unit objective must be assessed at least once.
Students will:
1. select, recall and use facts, rules, definitions and procedures drawn from all Unit 1 topics
2. comprehend mathematical concepts and techniques drawn all Unit 1 topics
6. solve problems by applying mathematical concepts and techniques drawn from all Unit 1
topics.

Page 20 of 82
2.3 Topic 1: Combinatorics
Subject matter
The inclusion–exclusion principle for the union of two sets and three sets (4 hours)
In this sub-topic, students will:
• determine and use the formulas (including the addition principle) for finding the number of elements in
the union of two and the union of three sets
• use the multiplication principle.
Permutations (ordered arrangements) and combinations (unordered selections) (9 hours)

• solve problems involving permutations
• use factorial notation
𝑛𝑛!
• use the notation 𝑛𝑛𝑃𝑃𝑟𝑟 = (𝑛𝑛−𝑟𝑟)!
• solve problems involving permutations with restrictions
• solve problems involving combinations
𝑛𝑛 𝑛𝑛!
• use the notation � � and 𝑛𝑛𝐶𝐶𝑟𝑟 =
𝑟𝑟 𝑟𝑟!(𝑛𝑛−𝑟𝑟)!
• derive and use simple identities associated with Pascal’s triangle
• solve problems involving combinations with restrictions
• apply permutations and combinations to probability problems.
The pigeon-hole principle (2 hours)

• solve problems and prove results using the pigeon-hole principle.
2.4 Topic 2: Vectors in the plane

Subject matter
Representing vectors in the plane by directed line segments (6 hours)
• examine examples of vectors
• understand the difference between a scalar and a vector
• define and use the magnitude and direction of a vector
• understand and use vector equality
• understand and use both the Cartesian form and polar form of a vector
• represent a scalar multiple of a vector
• use the triangle rule to find the sum and difference of two vectors.
Algebra of vectors in the plane (11 hours)
• use ordered pair notation and column vector notation to represent a vector
��⃗, 𝑐𝑐 , d, unit vector notation 𝒏𝒏
• understand and use vector notation: 𝐴𝐴𝐴𝐴 �
~
• convert between Cartesian form and polar form
• determine a vector between two points
• define and use unit vectors and the perpendicular unit vectors 𝒊𝒊̂ and 𝒋𝒋̂
• express a vector in component form using the unit vectors 𝒊𝒊̂ and 𝒋𝒋̂
• examine and use addition and subtraction of vectors in component form
• define and use multiplication by a scalar of a vector in component form
• define and use a vector representing the midpoint of a line segment
• define and use scalar (dot) product

Page 21 of 82
Subject matter
• apply the scalar product to vectors expressed in component form
• examine properties of parallel and perpendicular vectors and determine if two vectors are parallel or
perpendicular
• define and use projections of vectors
• solve problems involving displacement, force, velocity, equilibrium and relative velocity involving the
above concepts.
2.5 Topic 3: Introduction to proof

Subject matter
The nature of proof (5 hours)

• use implication, converse, equivalence, negation, contrapositive
• use proof by contradiction
• use the symbols for implication ( ⇒ ), equivalence ( ⟺ ), and equality ( = )
• use the quantifiers ‘for all’ (∀) and ‘there exists’ (∃)
• use examples and counterexamples.
Rational and irrational numbers (4 hours)

• prove simple results involving numbers
• express rational numbers as terminating or eventually recurring decimals and vice versa
• prove irrationality by contradiction.
Circle properties and their proofs (8 hours)

• prove circle properties, such as
- an angle in a semicircle is a right angle
- the angle at the centre subtended by an arc of a circle is twice the angle at the circumference
subtended by the same arc
- angles at the circumference of a circle subtended by the same arc are equal
- the opposite angles of a cyclic quadrilateral are supplementary
- chords of equal length subtend equal angles at the centre and conversely chords subtending equal
angles at the centre of a circle have the same length
- a tangent drawn to a circle is perpendicular to the radius at the point of contact
- the alternate segment theorem
- when two chords of a circle intersect, the product of the lengths of the intervals on one chord equals
the product of the lengths of the intervals on the other chord and its converse
- when a secant (meeting the circle at A and B) and a tangent (meeting the circle at T) are drawn to a
circle from an external point M, the square of the length of the tangent equals the product of the
lengths to the circle on the secant; (AM x BM = TM2) and its converse
• solve problems finding unknown angles and lengths and prove further results using the circle properties
listed above.
Geometric proofs using vectors (6 hours)

• prove the diagonals of a parallelogram meet at right angles if and only if it is a rhombus
• prove midpoints of the sides of a quadrilateral join to form a parallelogram
• prove the sum of the squares of the lengths of a parallelogram’s diagonals is equal to the sum of the
squares of the lengths of the sides
• prove an angle in a semicircle is a right angle.

Page 22 of 82
2.6 Assessment guidance
In constructing assessment instruments for Unit 1, schools should ensure that the objectives
cover, or are chosen from, the unit objectives. If one assessment instrument is developed for a
unit, it must assess all the unit objectives; if more than one assessment instrument is developed,
the unit objectives must be covered across those instruments.
It is suggested that schools develop:
• a problem-solving and modelling task that assesses either Unit 1 Topic 1 or Unit 1 Topic 2,
and
• an internal examination that representatively samples subject matter from Unit 1 not assessed
in the problem-solving and modelling task.

Page 23 of 82
3 Unit 2: Complex numbers, trigonometry,
functions and matrices
relating to:
• Topic 1: Complex numbers 1
• Topic 2: Trigonometry and functions
• Topic 3: Matrices.
Complex numbers 1 introduces the complex plane, complex arithmetic and complex algebra.
Trigonometry and functions builds on the nature of proof and models periodic phenomena.
Matrices introduces basic operations and extends to transformations in the plane.
These topics further develop the thinking techniques and mathematical rigour introduced in
Unit 1, and provide opportunities to further nurture curiosity about the nature and utility of
mathematics.
Unit requirements
3.2 Unit objectives

Students will:
2. comprehend mathematical concepts and techniques drawn from all Unit 2 topics
3. communicate using mathematical and everyday language and conventions
topics.

Page 24 of 82
3.3 Topic 1: Complex numbers 1
Subject matter
Complex numbers (4 hours)

• define the imaginary number 𝑖𝑖 as a root of the equation 𝑥𝑥 2 = −1
• use complex numbers in the form 𝑎𝑎 + 𝑏𝑏𝑏𝑏 where 𝑎𝑎 and 𝑏𝑏 are the real and imaginary parts
• determine and use complex conjugates
• perform complex-number arithmetic: addition, subtraction, multiplication and division.
The complex plane (the Argand plane) (5 hours)

• consider complex numbers as points in a plane with real and imaginary parts as Cartesian coordinates
• examine and use addition of complex numbers as vector addition in the complex plane
• understand and use location of complex conjugates in the complex plane
• examine and use multiplication as a linear transformation in the complex plane.
Complex arithmetic using polar form (3 hours)

• use the modulus |𝑧𝑧| of a complex number 𝑧𝑧 and the argument 𝐴𝐴𝐴𝐴𝐴𝐴(𝑧𝑧) of a non-zero complex number 𝑧𝑧
• convert between Cartesian form and polar form
• define and use multiplication, division and powers of complex numbers in polar form and the geometric
interpretation of these.
Roots of equations (3 hours)

• use the general solution of real quadratic equations
• determine complex conjugate solutions of real quadratic equations
• determine linear factors of real quadratic polynomials.
3.4 Topic 2: Trigonometry and functions

Subject matter
The basic trigonometric functions (2 hours)

• find all solutions of 𝑓𝑓�𝑎𝑎(𝑥𝑥 − 𝑏𝑏)� = 𝑐𝑐 where 𝑓𝑓(𝜃𝜃) is one of sin(𝜃𝜃), cos(𝜃𝜃) or tan(𝜃𝜃)
• sketch and graph functions with rules of the form 𝑦𝑦 = 𝑓𝑓�𝑎𝑎(𝑥𝑥 − 𝑏𝑏)� where 𝑓𝑓(𝜃𝜃) is one of sin(𝜃𝜃), cos(𝜃𝜃)
or tan(𝜃𝜃).
Sketching graphs (6 hours)

• use and apply the notation |𝑥𝑥| for the absolute value for the real number 𝑥𝑥 and the graph of 𝑦𝑦 = |𝑥𝑥|
1
• examine the relationship between the graph of 𝑦𝑦 = 𝑓𝑓(𝑥𝑥) and the graphs of 𝑦𝑦 = , 𝑦𝑦 = |𝑓𝑓(𝑥𝑥)| and
𝑓𝑓(𝑥𝑥)
𝑦𝑦 = 𝑓𝑓(|𝑥𝑥|)
• sketch the graphs of simple rational functions where the numerator and denominator are polynomials of
low degree.
The reciprocal trigonometric functions, secant, cosecant and cotangent (3 hours)

• define the reciprocal trigonometric functions, sketch their graphs, and graph simple transformations of
them.

Page 25 of 82
Subject matter
Trigonometric identities (9 hours)

• prove and apply the Pythagorean identities
• prove and apply the angle sum, difference and double-angle identities for sines and cosines
• prove and apply the identities for products of sines and cosines expressed as sums and differences
• convert sums 𝑎𝑎 cos(𝑥𝑥) + 𝑏𝑏 sin(𝑥𝑥) to 𝑅𝑅 cos(𝑥𝑥 ± 𝛼𝛼) or 𝑅𝑅 sin(𝑥𝑥 ± 𝛼𝛼) and apply these to sketch graphs,
solve equations of the form 𝑎𝑎 cos(𝑥𝑥) + 𝑏𝑏 sin(𝑥𝑥) = 𝑐𝑐 and solve real-world problems
• use the binomial theorem to prove and apply multi-angle trigonometric identities up to sin(4𝑥𝑥) and cos(4𝑥𝑥).
Applications of trigonometric functions to model periodic phenomena (5 hours)

• model periodic motion using sine and cosine functions, and understand the relevance of the period and
amplitude of these functions in the model.
3.5 Topic 3: Matrices

Subject matter
Matrix arithmetic (6 hours)

• understand the matrix definition and notation
• define and use addition and subtraction of matrices, scalar multiplication, matrix multiplication,
multiplicative identity and multiplicative inverse
• calculate the determinant and inverse of 2 x 2 matrices algebraically and solve matrix equations of the
form 𝐀𝐀𝐀𝐀 = 𝐁𝐁, where 𝐀𝐀 is a 2 x 2 matrix and 𝐗𝐗 and 𝐁𝐁 are column vectors
• calculate the determinant and inverse of higher order matrices and solve matrix equations using technology.
Transformations in the plane (9 hours)

• understand translations and their representation as column vectors
• define and use basic linear transformations: dilations of the form (𝑥𝑥, 𝑦𝑦) ⟶ (𝑎𝑎𝑎𝑎, 𝑏𝑏𝑦𝑦), rotations about the
origin and reflection in a line that passes through the origin, and the representations of these
transformations by 2 x 2 matrices
• apply these transformations to points in the plane and geometric objects
• define and use composition of linear transformations and the corresponding matrix products
• define and use inverses of linear transformations and the relationship with the matrix inverse
• examine the relationship between the determinant and the effect of a linear transformation on area
• establish geometric results by matrix multiplications.
3.6 Assessment guidance

In constructing assessment instruments for Unit 2, schools should ensure that the objectives
cover, or are chosen from, the unit objectives. If one assessment instrument is developed for a
unit, it must assess all the unit objectives; if more than one assessment instrument is developed,
the unit objectives must be covered across those instruments.
It is suggested that schools develop:
• an internal examination that representatively samples subject matter from all Unit 2 topics,
and/or
• an internal examination that representatively samples subject matter from Units 1 and 2.

Page 26 of 82
4 Unit 3: Mathematical induction, and further
vectors, matrices and complex numbers
relating to:
• Topic 1: Proof by mathematical induction
• Topic 2: Vectors and matrices
• Topic 3: Complex numbers 2.
Proof by mathematical induction continues the developmental concept of proof from Units 1
and 2. Unit 1 introduced a study of vectors with a focus on vectors in two-dimensional space.
Unit 2 introduced complex numbers; Unit 3 extends the study of complex numbers to include
complex arithmetic using polar form.
In this unit, students explore applications of matrices, study three-dimensional vectors, and are
introduced to vector equations and vector calculus, with the latter extending students’ knowledge
of calculus from Mathematical Methods. Cartesian equations and vector equations, together with
equations of planes, enable students to solve geometric problems and problems involving motion
in three-dimensional space.
These topics build on prior knowledge to enable a greater depth of analytical thinking and
metacognition.
Unit requirements

Page 27 of 82
4.2 Unit objectives
Students will:
Unit objective IA1 IA2 EA
1. select, recall and use facts, rules, definitions and procedures drawn
● ● ●
from all Unit 3 topics
2. comprehend mathematical concepts and techniques drawn from all

● ● ●
Unit 3 topics
3. communicate using mathematical and everyday language and

● ● ●
conventions
4. evaluate the reasonableness of solutions ● ● ●
5. justify procedures and decisions by explaining mathematical reasoning ● ● ●
6. solve problems by applying mathematical concepts and techniques

● ● ●
drawn from all Unit 3 topics.
4.3 Topic 1: Proof by mathematical induction

Subject matter
Mathematical induction (7 hours)

• understand the nature of inductive proof including the ‘initial statement’ and inductive step
• prove results for sums for any positive integer 𝑛𝑛.
• prove divisibility results for any positive integer 𝑛𝑛.
4.4 Topic 2: Vectors and matrices

Subject matter
The algebra of vectors in three dimensions (4 hours)

• review the concepts of vectors from Unit 1 and extend to three dimensions by introducing the unit
� and the altitude 𝜑𝜑
vector 𝒌𝒌
• prove geometric results (review from the topic Geometric proofs using vectors) in the plane and
construct simple proofs in three dimensions.
Vector and Cartesian equations (10 hours)

• introduce Cartesian coordinates for three-dimensional space, including plotting points and the
equations of spheres
• use vector equations of curves in two or three dimensions involving a parameter, and determine a
‘corresponding’ Cartesian equation in the two-dimensional case
• determine a vector, parametric and Cartesian equation of a straight line and straight-line segment given
the position of two points, or equivalent information, in both two and three dimensions
• examine the position of two particles, each described as a vector function of time, and determine if their

Page 28 of 82
Subject matter
paths cross or if the particles meet
• define and use the vector (cross) product to determine a vector normal to a given plane
• use vector methods in applications, including areas of shapes and determining vector and Cartesian
equations of a plane and of regions in a plane.
Systems of linear equations (6 hours)

• recognise the general form of a system of linear equations in several variables and use Gaussian
techniques of elimination to solve a system of linear equations
• solve systems of linear equations using matrix algebra
• examine the three cases for solutions of systems of equations — a unique solution, no solution and
infinitely many solutions — and the geometric interpretation of a solution of a system of equations with
three variables.
Applications of matrices (7 hours)

• model real-life situations using matrices, including Dominance and Leslie
• investigate how matrices have been applied in other real-life situations, e.g. Leontief, Markov, area,
cryptology, eigenvectors and eigenvalues.
Note: The external examination may assess only Dominance and Leslie matrices.
Vector calculus (5 hours)

• consider position of vectors as a function of time
• derive the Cartesian equation of a path given as a vector equation in two dimensions, including circles,
ellipses and hyperbolas
• differentiate and integrate a vector function with respect to time
• determine equations of motion of a particle travelling in a straight line with both constant and variable
acceleration
• apply vector calculus to motion in a plane, including projectile and circular motion.
4.5 Topic 3: Complex numbers 2

Subject matter
Cartesian forms (4 hours)

• review real and imaginary parts 𝑅𝑅𝑅𝑅(𝑧𝑧) and 𝐼𝐼𝐼𝐼(𝑧𝑧) of a complex number 𝑧𝑧
• review Cartesian form
• review complex arithmetic using Cartesian form.
Complex arithmetic using polar form (3 hours)

• prove the identities involving modulus and argument
• prove and use De Moivre’s theorem for integral powers.
The complex plane (the Argand plane) (2 hours)

• identify subsets of the complex plane determined by straight lines and circles.

Page 29 of 82
Subject matter
Roots of complex numbers (3 hours)

• determine and examine the 𝑛𝑛th roots of unity and their location on the unit circle
• determine and examine the 𝑛𝑛th roots of complex numbers and their location in the complex plane.
Factorisation of polynomials (4 hours)

• prove and apply the factor theorem and the remainder theorem for polynomials
• consider conjugate roots for polynomials with real coefficients
• solve polynomial equations to order 4.

Page 30 of 82
4.6 Assessment
4.6.1 Summative internal assessment 1 (IA1):
Problem-solving and modelling task (20%)
Description
This assessment focuses on the interpretation, analysis and evaluation of ideas and information.
It is an independent task responding to a particular situation or stimuli. While students may
undertake some research in the writing of the problem-solving and modelling task, it is not the
focus of this technique. This assessment occurs over an extended and defined period of time.
Students will use class time and their own time to develop a response.
The problem-solving and modelling task must use subject matter from one or both of the following
topics in Unit 3:
• Topic 2: Vectors and matrices
• Topic 3: Complex numbers 2.
Assessment objectives
This assessment technique is used to determine student achievement in the following objectives:
1. select, recall and use facts, rules, definitions and procedures drawn from Unit 3 Topics 2
and/or 3
2. comprehend mathematical concepts and techniques drawn from Unit 3 Topics 2 and/or 3
6. solve problems by applying mathematical concepts and techniques drawn from Unit 3
Topics 2 and/or 3.
Specifications
Description
A problem-solving and modelling task is an assessment instrument developed in response to a
mathematical investigative scenario or context. It requires students to respond with a range of
understanding and skills, such as using mathematical language, appropriate calculations, tables
of data, graphs and diagrams.
Students must provide a response to a specific task or issue that is set in a context that highlights
a real-life application of mathematics. The task requires students to use relevant stimulus material
involving the selected subject matter and must have sufficient scope to allow students to address
all the stages of the problem-solving and modelling approach (see Section 1.2.4). Technology
must be used.
The response is written and must be able to be read and interpreted independently of the
instrument task sheet.

Page 31 of 82
Conditions
• Write:
- up to 10 pages (including tables, figures and diagrams)
- maximum of 2000 words
- appendixes can include raw data, repeated calculations, evidence of authentication and
student notes (appendixes are not to be marked).
• Duration: 4 weeks (including 3 hours of class time).
• Other:
- opportunity may be provided for group work, but unique responses must be developed by
each student
- use of technology is required; schools must specify the technology used, e.g. scientific
calculator, graphics calculator (CAS or non-CAS), spreadsheet program and/or other
mathematical software; use of technology must go beyond simple computation or word
processing
- the teacher provides the mathematical investigative scenario or context for the problem-
solving and modelling task.
Task examples
Examples of problem-solving and modelling tasks include:
• a report that investigates the applications of matrices in a particular field
• a persuasive report to convince the reader of a preferred model to predict population growth
between Leslie matrices and polynomials
• a magazine article to explain the best squares to buy in Monopoly
• a report showing how matrices can be used to predict the eventual winner for a competition
• an investigative report on eigenvectors and eigenvalues.
Summary of the instrument-specific marking guide

The following table summarises the criteria, assessment objectives and mark allocation for the
problem-solving and modelling task.
Criterion Objectives Marks
Formulate 1, 2 and 5 4
Solve 1 and 6 7
Evaluate and verify 4 and 5 5
Communicate 3 4
Total 20

Page 32 of 82
Instrument-specific marking guide
Criterion: Formulate
1. select, recall and use facts, rules definitions and procedures drawn from Unit 3 Topics 2
and/or 3
2. comprehend mathematical concepts and techniques drawn from Unit 3 Topics 2 and/or 3
The student work has the following characteristics: Marks
• documentation of appropriate assumptions

• accurate documentation of relevant observations
3–4
• accurate translation of all aspects of the problem by identifying mathematical concepts and
techniques.
• statement of some assumptions

• statement of some observations
1–2
• translation of simple aspects of the problem by identifying mathematical concepts and
techniques.
• does not satisfy any of the descriptors above. 0
Criterion: Solve
1. select, recall and use facts, rules, definitions and procedures drawn from Unit 3 Topics 2
and/or 3
6. solve problems by applying mathematical concepts and techniques drawn from Unit 3
Topics 2 and/or 3
• accurate use of complex procedures to reach a valid solution

• discerning application of mathematical concepts and techniques relevant to the task 6–7
• accurate and appropriate use of technology.
• use of complex procedures to reach a reasonable solution

• application of mathematical concepts and techniques relevant to the task 4–5
• use of technology.
• use of simple procedures to make some progress towards a solution

• simplistic application of mathematical concepts and techniques relevant to the task 2–3
• superficial use of technology.
• inappropriate use of technology or procedures. 1

Page 33 of 82
Criterion: Evaluate and verify
• evaluation of the reasonableness of solutions by considering the results, assumptions and

observations
4–5
• documentation of relevant strengths and limitations of the solution and/or model
• justification of decisions made using mathematical reasoning.
• statements about the reasonableness of solutions by considering the context of the task
• statements about relevant strengths and limitations of the solution and/or model 2–3
• statements about decisions made relevant to the context of the task.
• statement about a decision and/or the reasonableness of a solution. 1
Criterion: Communicate
Assessment objective
• correct use of appropriate technical vocabulary, procedural vocabulary and conventions to

develop the response
• coherent and concise organisation of the response, appropriate to the genre, including a 3–4
suitable introduction, body and conclusion, which can be read independently of the task
sheet.
• use of some appropriate language and conventions to develop the response

1–2
• adequate organisation of the response.

Page 34 of 82
4.6.2 Summative internal assessment 2 (IA2): Examination (15%)
Description
The examination assesses the application of a range of cognitions to a number of items, drawn
from all Unit 3 topics. Student responses must be completed individually, under supervised
conditions, and in a set timeframe.
topics
Specifications
Description
The examination will representatively sample subject matter from all Unit 3 topics. Where
relevant, the focus of this assessment should be on subject matter not assessed in the problem-
solving and modelling task.
Subject matter from Units 1 and 2 is considered assumed knowledge.
The examination must ensure that all assessment objectives are assessed. The examination
should be designed using the principles of developing mathematics problems in Section 1.2.4.
The total number of marks used in an examination marking scheme is a school decision.
However, in order to correctly apply the ISMG, the percentage allocation of marks must match the
following specifications.

Page 35 of 82
Mark allocations
Percentage of marks Degree of difficulty

Complex unfamiliar
Problems of this degree of difficulty require students to demonstrate
knowledge and understanding of the subject matter and application of skills in
a situation where:
• relationships and interactions have a number of elements, such that
connections are made with subject matter within and/or across the domains
~ 20% of mathematics; and
• all the information to solve the problem is not immediately identifiable, that is
- the required procedure is not clear from the way the problem is posed; and
- in a context in which students have had limited prior experience.
Students interpret, clarify and analyse problems to develop responses.
Typically, these problems focus on objectives 4, 5 and 6.
Complex familiar
a situation where:
• all of the information to solve the problem is identifiable, that is
- the required procedure is clear from the way the problem is posed, or
- in a context that has been a focus of prior learning.
Some interpretation, clarification and analysis will be required to develop
responses. These problems can focus on any of the objectives.
Simple familiar
a situation where:
• relationships and interactions are obvious and have few elements; and
~ 60% • all of the information to solve the problem is identifiable, that is
- is in a context that has been a focus of prior learning.
Students are not required to interpret, clarify and analyse problems to develop
responses. Typically, these problems focus on objectives 1, 2 and 3.

Page 36 of 82
Conditions
• Time: 120 minutes plus 5 minutes perusal.
• Length: the number of short-response items should allow students to complete the response in
the set time.
• Short-response format, consisting of a number of items that ask students to respond to the
following activities:
- calculating using algorithms
- drawing, labelling or interpreting graphs, tables or diagrams
- short items requiring single-word, sentence or short-paragraph responses
- justifying solutions using appropriate mathematical language where applicable
- responding to seen or unseen stimulus materials
- interpreting ideas and information.
• Other:
- the instrument must be designed in such a way as to ensure that items provide for a
balance of both technology-free and technology-active responses
- seen stimulus — teachers must ensure the purpose of the technique is not compromised
- unseen stimulus — materials or questions must not be copied from information or texts that
students have previously been exposed to or have directly used in class
- when stimulus materials are used, they will be succinct enough to allow students sufficient
time to engage with them; for stimulus materials that are lengthy, complex or large in
number, they will be shared with students prior to the administration of the assessment
instrument
- only the QCAA formula sheet must be provided
- notes are not permitted
mathematical software; use of technology must go beyond simple computation.

The following table summarises the mark allocation for the objectives assessed in the
examination.
Foundational knowledge and problem-solving 1, 2, 3, 4, 5 and 6 15
Total 15

Page 37 of 82
Criterion: Foundational knowledge and problem-solving
topics
The student work has the following characteristics: Cut-off Marks
• consistently correct selection, recall and use of facts, rules, definitions and
procedures; authoritative and accurate command of mathematical concepts and > 93% 15
techniques; astute evaluation of the reasonableness of solutions and use of
mathematical reasoning to correctly justify procedures and decisions; and fluent
application of mathematical concepts and techniques to solve problems in a
comprehensive range of simple familiar, complex familiar and complex unfamiliar > 87% 14
situations.
• correct selection, recall and use of facts, rules, definitions and procedures;
comprehension and clear communication of mathematical concepts and > 80% 13
techniques; considered evaluation of the reasonableness of solutions and use of
mathematical reasoning to justify procedures and decisions; and proficient
application of mathematical concepts and techniques to solve problems in simple > 73% 12
familiar, complex familiar and complex unfamiliar situations.
• thorough selection, recall and use of facts, rules, definitions and procedures;
> 67% 11
comprehension and communication of mathematical concepts and techniques;
evaluation of the reasonableness of solutions and use of mathematical reasoning
to justify procedures and decisions; and application of mathematical concepts and
> 60% 10
techniques to solve problems in simple familiar and complex familiar situations.
• selection, recall and use of facts, rules, definitions and procedures; comprehension
> 53% 9
and communication of mathematical concepts and techniques; evaluation of the
reasonableness of some solutions using mathematical reasoning; and application
of mathematical concepts and techniques to solve problems in simple familiar
> 47% 8
situations.
• some selection, recall and use of facts, rules, definitions and procedures; basic > 40% 7
inconsistent evaluation of the reasonableness of solutions using mathematical
reasoning; and inconsistent application of mathematical concepts and techniques. > 33% 6
• infrequent selection, recall and use of facts, rules, definitions and procedures; > 27% 5
basic comprehension and communication of some mathematical concepts and
techniques; some description of the reasonableness of solutions; and infrequent
application of mathematical concepts and techniques. > 20% 4
• isolated selection, recall and use of facts, rules, definitions and procedures; partial > 13% 3
comprehension and communication of rudimentary mathematical concepts and
techniques; superficial description of the reasonableness of solutions; and
disjointed application of mathematical concepts and techniques. > 7% 2

Page 38 of 82
• isolated and inaccurate selection, recall and use of facts, rules, definitions and
procedures; disjointed and unclear communication of mathematical concepts and > 0% 1
techniques; illogical description of the reasonableness of solutions.
4.6.3 Summative external assessment (EA): Examination (50%)

General information
Summative external assessment is developed and marked by the QCAA. In Specialist
Mathematics, it contributes 50% to a student’s overall subject result.
Summative external assessment assesses learning from Units 3 and 4. Subject matter from Units
1 and 2 is assumed knowledge and may be drawn on, as applicable, in the development of the
supervised examination.
The external assessment in Specialist Mathematics is common to all schools and administered
under the same conditions, at the same time, on the same day.
See Section 5.6.2.

Page 39 of 82
5 Unit 4: Further calculus and statistical
inference
relating to:
• Topic 1: Integration and applications of integration
• Topic 2: Rates of change and differential equations
• Topic 3: Statistical inference.
The study of Integration and applications of integration and Rates of change and differential
equations examine the complex processes of integration techniques. In this unit, students’
previous experience working with statistics in Mathematical Methods is drawn together in the
study of statistical inference for the distribution of sample means and confidence intervals for
sample means. The study of differentiation and integration of functions continues, and the
calculus techniques developed in this and previous topics are applied to simple differential
equations in contexts found in areas such as biology and kinematics.
Learning in this unit reinforces the real-world applications of the mathematics used throughout
Specialist Mathematics. These topics build on the critical and creative thinking techniques
introduced in the previous units to facilitate the transition to further studies.
Unit requirements
5.2 Unit objectives

Students will:
Unit objective IA3 EA
1. select, recall and use facts, rules, definitions and procedures drawn from all
● ●
Unit 4 topics
2. comprehend mathematical concepts and techniques drawn from all Unit 4

● ●
topics
3. communicate using mathematical, statistical and everyday language and

● ●
conventions
4. evaluate the reasonableness of solutions ● ●
5. justify procedures, decisions by explaining mathematical reasoning ● ●
6. solve problems by applying mathematical concepts and techniques drawn

● ●
from all Unit 4 topics.

Page 40 of 82
5.3 Topic 1: Integration and applications of integration
Subject matter
Integration techniques (10 hours)

1
• integrate using the trigonometric identities sin2 (𝑥𝑥) = 12 (1 − cos(2𝑥𝑥)), cos 2 ( 𝑥𝑥) = (1 + cos(2𝑥𝑥) ) and 1 +
2
tan2 (𝑥𝑥) = sec 2 (𝑥𝑥)
• use substitution 𝑢𝑢 = 𝑔𝑔(𝑥𝑥) to integrate expressions of the form 𝑓𝑓�𝑔𝑔(𝑥𝑥)� 𝑔𝑔′ (𝑥𝑥)
1
• establish and use the formula ∫ 𝑑𝑑𝑑𝑑 = ln |𝑥𝑥| + 𝑐𝑐, for 𝑥𝑥 ≠ 0
𝑥𝑥
• find and use the inverse trigonometric functions: arcsine, arccosine and arctangent
• find and use the derivative of the inverse trigonometric functions: arcsine, arccosine and arctangent
±1 𝑎𝑎
• integrate expressions of the form and
�𝑎𝑎2 −𝑥𝑥 2 𝑎𝑎2 +𝑥𝑥 2
• use partial fractions where necessary for integration in simple cases

• integrate by parts.
Applications of integral calculus (9 hours)

• calculate areas between curves determined by functions
• determine volumes of solids of revolution about either axis
• use the numerical integration method of Simpson’s rule, using technology
• use and apply the probability density function, 𝑓𝑓(𝑡𝑡) = 𝜆𝜆𝑒𝑒 −𝜆𝜆𝜆𝜆 for 𝑡𝑡 ≥ 0, of the exponential random
variable with parameter 𝜆𝜆 > 0, and use the exponential random variables and associated probabilities
and quantiles to model data and solve practical problems.
5.4 Topic 2: Rates of change and differential equations

Subject matter
Rates of change (10 hours)

• use implicit differentiation to determine the gradient of curves whose equations are given in implicit form
𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
• use related rates as instances of the chain rule: = ×
𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
• solve simple first-order differential equations of the form = 𝑓𝑓(𝑥𝑥), differential equations of the form
𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
= 𝑔𝑔(𝑦𝑦) and, in general, differential equations of the form = 𝑓𝑓(𝑥𝑥)𝑔𝑔(𝑦𝑦) using separation of variables
• examine slope (direction or gradient) fields of a first-order differential equation
• formulate and use differential equations, including the logistic equation, e.g. examples in chemistry,
biology and economics.
Modelling motion (10 hours)

• examine momentum, force, resultant force, action and reaction
• consider constant and non-constant force
• understand motion of a body under concurrent forces
• consider and solve problems involving motion in a straight line with both constant and non-constant
1
𝑑𝑑𝑑𝑑 𝑑𝑑 2 𝑥𝑥 𝑑𝑑𝑑𝑑 𝑑𝑑( 𝑣𝑣 2 )
2 , 𝑣𝑣
2
acceleration, including simple harmonic motion and the use of expressions , and for
𝑑𝑑𝑑𝑑 𝑑𝑑𝑡𝑡 𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
acceleration.

Page 41 of 82
5.5 Topic 3: Statistical inference
Subject matter
Sample means (8 hours)

• examine the concept of the sample mean 𝑋𝑋� as a random variable whose value varies between samples
where 𝑋𝑋 is a random variable with mean 𝜇𝜇 and the standard deviation 𝜎𝜎
• simulate repeated random sampling from a variety of distributions and a range of sample sizes to
illustrate properties of the distribution of 𝑋𝑋� across samples of a fixed size 𝑛𝑛, including its mean 𝜇𝜇, its
𝜎𝜎
standard deviation (where 𝜇𝜇 and 𝜎𝜎 are the mean and standard deviation of 𝑋𝑋) and its approximate
√𝑛𝑛
normality if 𝑛𝑛 is large
• simulate repeated random sampling from a variety of distributions and a range of sample sizes to
𝑋𝑋�−𝜇𝜇
illustrate the approximate standard normality of ⁄ for large samples (𝑛𝑛 ≥ 30), where 𝑠𝑠 is the sample
�𝑠𝑠 √𝑛𝑛 �
standard deviation.
Confidence intervals for means (8 hours)

• understand the concept of an interval estimate for a parameter associated with a random variable
𝑠𝑠 𝑠𝑠
• examine the approximate confidence interval �𝑥𝑥̅ – 𝑧𝑧 , 𝑥𝑥̅ + 𝑧𝑧 �, as an interval estimate for 𝜇𝜇, the
√𝑛𝑛 √𝑛𝑛
population mean, where 𝑧𝑧 is the appropriate quantile for the standard normal distribution
• use simulation to illustrate variations in confidence intervals between samples and to show that most
but not all confidence intervals contain 𝜇𝜇
• use 𝑥𝑥̅ and 𝑠𝑠 to estimate 𝜇𝜇 and 𝜎𝜎, to obtain approximate intervals covering desired proportions of values
of a normal random variable and compare with an approximate confidence interval for 𝜇𝜇
• collect data and construct an approximate confidence interval to estimate a mean and to report on
survey procedures and data quality.

Page 42 of 82
5.6 Assessment
5.6.1 Summative internal assessment 3 (IA3): Examination (15%)
Description
This examination assesses the application of a range of cognitions to a number of items, drawn
from all Unit 4 topics. Student responses must be completed individually, under supervised
conditions, and in a set timeframe.
topics.
Specifications
Description
The examination will representatively sample subject matter from all Unit 4 topics.
Subject matter from Units 1, 2 and 3 is considered assumed knowledge.
The examination must ensure that all assessment objectives are assessed. The examination
should be designed using the principles of developing mathematics problems in Section 1.2.4.
The total number of marks used in the examination marking scheme is a school decision.
However, in order to correctly apply the ISMG, the percentage allocation of marks must match the
specifications below.

Page 43 of 82
Mark allocations

Complex unfamiliar
a situation where:
• all the information to solve the problem is not immediately identifiable, that is
- the required procedure is not clear from the way the problem is posed; and
Complex familiar
a situation where:
• all of the information to solve the problem is identifiable, that is
Simple familiar
a situation where:
~ 60% • all of the information to solve the problem is identifiable, that is
- is in a context that has been a focus of prior learning.

Page 44 of 82
Conditions
• Time: 120 minutes plus 5 minutes perusal
the set time.
following activities
- short items requiring single-word, sentence or short-paragraph responses
• Other:
- the instrument must be designed in such a way as to ensure that items provide for a
balance of both technology-free and technology-active responses
- seen stimulus — teachers must ensure the purpose of the technique is not compromised
- unseen stimulus — materials or questions must not be copied from information or texts that
students have previously been exposed to or have directly used in class
- when stimulus materials are used, they will be succinct enough to allow students sufficient
time to engage with them; for stimulus materials that are lengthy, complex or large in
number, they will be shared with students prior to the administration of the assessment
instrument
- only the QCAA formula sheet must be provided
- notes are not permitted
mathematical software; use of technology must go beyond simple computation.

The following table summarises the mark allocation for the objectives assessed in the
examination.
Foundational knowledge and problem-solving 1, 2, 3, 4, 5 and 6 15
Total 15

Page 45 of 82
Criterion: Foundational knowledge and problem-solving
topics.
• consistently correct selection, recall and use of facts, rules, definitions and
procedures; authoritative and accurate command of mathematical concepts and > 93% 15
techniques; astute evaluation of the reasonableness of solutions and use of
mathematical reasoning to correctly justify procedures and decisions; and fluent
application of mathematical concepts and techniques to solve problems in a
comprehensive range of simple familiar, complex familiar and complex unfamiliar > 87% 14
situations.
• correct selection, recall and use of facts, rules, definitions and procedures;
comprehension and clear communication of mathematical concepts and > 80% 13
techniques; considered evaluation of the reasonableness of solutions and use of
mathematical reasoning to justify procedures and decisions; and proficient
application of mathematical concepts and techniques to solve problems in simple > 73% 12
familiar, complex familiar and complex unfamiliar situations.
• thorough selection, recall and use of facts, rules, definitions and procedures;
> 67% 11
evaluation of the reasonableness of solutions and use of mathematical reasoning
to justify procedures and decisions; and application of mathematical concepts and
> 60% 10
techniques to solve problems in simple familiar and complex familiar situations.
• selection, recall and use of facts, rules, definitions and procedures;

> 53% 9
evaluation of the reasonableness of some solutions using mathematical reasoning;
and application of mathematical concepts and techniques to solve problems in
> 47% 8
simple familiar situations.
• some selection, recall and use of facts, rules, definitions and procedures; basic > 40% 7
inconsistent evaluation of the reasonableness of solutions using mathematical
reasoning; and inconsistent application of mathematical concepts and techniques. > 33% 6
• infrequent selection, recall and use of facts, rules, definitions and procedures; > 27% 5
basic comprehension and communication of some mathematical concepts and
techniques; some description of the reasonableness of solutions; and infrequent
application of mathematical concepts and techniques. > 20% 4
• isolated selection, recall and use of facts, rules, definitions and procedures; partial > 13% 3
comprehension and communication of rudimentary mathematical concepts and
techniques; superficial description of the reasonableness of solutions; and
disjointed application of mathematical concepts and techniques. > 7% 2

Page 46 of 82
• isolated and inaccurate selection, recall and use of facts, rules, definitions and
procedures; disjointed and unclear communication of mathematical concepts and > 0% 1
techniques; illogical description of the reasonableness of solutions.

Page 47 of 82
5.6.2 Summative external assessment (EA): Examination (50%)
General information
Summative external assessment is developed and marked by the QCAA. In Specialist
Mathematics it contributes 50% to a student’s overall subject result.
Summative external assessment assesses learning from Units 3 and 4. Subject matter from Units
1 and 2 is assumed knowledge and may be drawn on, as applicable, in the development of the
examination.
The external assessment in Specialist Mathematics is common to all schools and administered
under the same conditions, at the same time, on the same day.
Description
This assessment consists of two papers: technology-free (Paper 1) and technology-active
(Paper 2). The examination assesses the application of a range of cognitions to a number of
items drawn from Units 3 and 4. Student responses must be completed individually, under
supervised conditions, and in a set timeframe.
1. select, recall and use facts, rules, definitions and procedures drawn from Units 3 and 4
2. comprehend mathematical concepts and techniques drawn from Units 3 and 4
6. solve problems by applying mathematical concepts and techniques drawn from Units 3
and 4.
Specifications
Description
The external assessment for Specialist Mathematics will representatively sample subject matter
from Units 3 and 4.
The percentage allocation of marks for each paper of the external examination will match the
specifications below.

Page 48 of 82
Mark allocations
Complex unfamiliar
Problems of this degree of difficulty require students to demonstrate knowledge
and understanding of the subject matter and application of skills in a situation
where:
• all the information to solve the problem is not immediately identifiable; that is
- the required procedure is not clear from the way the problem is posed, and
Complex familiar
where:
• all of the information to solve the problem is identifiable; that is

where:
~ 60% • all of the information to solve the problem is identifiable; that is

Page 49 of 82
Conditions
• Time:
- Paper 1 (technology-free, 25%); 90 minutes plus 5 minutes perusal
- Paper 2 (technology-active, 25%); 90 minutes plus 5 minutes perusal.
the set time.
following activities
- short items requiring multiple-choice, single-word, sentence or short-paragraph responses
• Other:
- the QCAA formula sheet will be provided for both papers
- no calculator or technology of any type is permitted in Paper 1 (technology-free); access
to a QCAA-approved handheld graphics calculator (no CAS functionality) is a requirement
for Paper 2 (technology-active) of the external assessment, and scientific calculators may
also be used.

No ISMG is provided for the external assessment.

Page 50 of 82
6 Glossary
Term Explanation
highly trained or skilled in a particular activity; perfected in

accomplished
knowledge or training; expert
the condition or quality of being true, correct or exact; freedom

from error or defect; precision or exactness; correctness;
accuracy in science, the extent to which a measurement result represents
the quantity it purports to measure; an accurate measurement
result includes an estimate of the true value and an estimate of the
uncertainty
precise and exact; to the point; consistent with or exactly

accurate conforming to a truth, standard, rule, model, convention or known
facts; free from error or defect; meticulous; correct in all details
adept very/highly skilled or proficient at something; expert
satisfactory or acceptable in quality or quantity equal to the

adequate
requirement or occasion
Addition of matrices
if A and B are matrices with the same dimensions and the entries
of A are 𝑎𝑎𝑖𝑖𝑖𝑖 and the entries of B are 𝑏𝑏𝑖𝑖𝑖𝑖 then the entries of A + B
addition and subtraction of are 𝑎𝑎𝑖𝑖𝑖𝑖 + 𝑏𝑏𝑖𝑖𝑖𝑖
matrices Subtraction of matrices
if A and B are matrices with the same dimensions and the entries
of A are 𝑎𝑎𝑖𝑖𝑖𝑖 and the entries of B are 𝑏𝑏𝑖𝑖𝑖𝑖 then the entries of A – B
are 𝑎𝑎𝑖𝑖𝑖𝑖 − 𝑏𝑏𝑖𝑖𝑖𝑖
given vectors 𝒂𝒂 and 𝒃𝒃 let 𝑂𝑂𝑂𝑂 ��⃗ and 𝑂𝑂𝑂𝑂

��⃗ be directed line segments
that represent 𝒂𝒂 and 𝒃𝒃; they have the same initial point 𝑂𝑂; the sum
��⃗ and 𝑂𝑂𝑂𝑂
of 𝑂𝑂𝑂𝑂 ��⃗ is the directed line segment 𝑂𝑂𝑂𝑂 ��⃗ where 𝐶𝐶 is a point
such that 𝑂𝑂𝑂𝑂𝑂𝑂𝑂𝑂 is a parallelogram; this is known as the
parallelogram rule
addition and subtraction of

vectors
𝑎𝑎1 𝑏𝑏 𝑎𝑎 + 𝑏𝑏1
if 𝒂𝒂 = �𝑎𝑎 � and 𝒃𝒃 = � 1 � then 𝒂𝒂 + 𝒃𝒃 = � 1 �
2 𝑏𝑏2 𝑎𝑎2 + 𝑏𝑏2
in component form if 𝒂𝒂 = 𝑎𝑎1 𝒊𝒊̂ + 𝑎𝑎2 𝒋𝒋̂ and 𝒃𝒃 = 𝑏𝑏1 𝒊𝒊̂ + 𝑏𝑏2 𝒋𝒋̂ then 𝒂𝒂 + 𝒃𝒃 =
(𝑎𝑎1 + 𝑏𝑏1 )𝒊𝒊̂ + (𝑎𝑎2 + 𝑏𝑏2 )𝒋𝒋̂
Subtraction of vectors
𝒂𝒂 − 𝒃𝒃 = 𝒂𝒂 + (−𝒃𝒃)
a precisely defined procedure that can be applied and

algorithm
systematically followed through to a conclusion

Page 51 of 82
Term Explanation
the word alternate means other; the chord AB divides the circle
into two segments and AU is tangent to the circle; angle APB ‘lies
in’ the segment on the other side of chord AB from angle BAU; we
say that it is in the alternate segment
alternate segment
∴ angle APB = angle BAU
dissect to ascertain and examine constituent parts and/or their

relationships; break down or examine in order to identify the
essential elements, features, components or structure; determine
analyse the logic and reasonableness of information;
examine or consider something in order to explain and interpret it,
for the purpose of finding meaning or relationships and identifying
patterns, similarities and differences
angle sum and difference identities

sin(𝐴𝐴 + 𝐵𝐵) = sin(𝐴𝐴) cos(𝐵𝐵) + sin(𝐵𝐵) cos(𝐴𝐴)
sin(𝐴𝐴 − 𝐵𝐵) = sin(𝐴𝐴) cos(𝐵𝐵) − sin(𝐵𝐵) cos(𝐴𝐴)
cos(𝐴𝐴 + 𝐵𝐵) = cos(𝐴𝐴) cos(𝐵𝐵) − sin(𝐴𝐴) sin(𝐵𝐵)
angle sum, difference and cos(𝐴𝐴 − 𝐵𝐵) = cos(𝐴𝐴) cos(𝐵𝐵) + sin(𝐴𝐴) sin(𝐵𝐵)
double-angle identities for sine
and cosine ratios double-angle identities
sin(2𝐴𝐴) = 2 sin(𝐴𝐴) cos(𝐴𝐴)
cos(2𝐴𝐴) = cos 2 (𝐴𝐴) − sin2 (𝐴𝐴)
= 2 cos 2 (𝐴𝐴) − 1
= 1 − 2 sin2 (𝐴𝐴)
the acquisition and application of knowledge, understanding and

skills in real-world or lifelike contexts that may encompass
workplace, industry and community situations; it emphasises
applied learning
learning through doing and includes both theory and the
application of theory, connecting subject knowledge and
understanding with the development of practical skills
a subject whose primary pathway is work and vocational

education; it emphasises applied learning and community
connections;
Applied subject a subject for which a syllabus has been developed by the QCAA
with the following characteristics: results from courses developed
from Applied syllabuses contribute to the QCE; results may
contribute to ATAR calculations
use knowledge and understanding in response to a given situation

apply or circumstance; carry out or use a procedure in a given or
particular situation
evaluate the worth, significance or status of something; judge or

appraise
consider a text or piece of work

Page 52 of 82
Term Explanation
recognise or make a judgment about the value or worth of

appreciate
something; understand fully; grasp the full implications of
acceptable; suitable or fitting for a particular purpose,

appropriate
circumstance, context, etc.
apt suitable to the purpose or occasion; fitting, appropriate
if the domain of the cosine function 𝑦𝑦 = cos(𝑥𝑥) is restricted to the

interval [0, 𝜋𝜋], a one to one function is formed and so an inverse
arcosine function function exists denoted by 𝑦𝑦 = cos −1 (𝑥𝑥) or arccos(𝑥𝑥).
The arccosine function is defined by:
cos −1 : [−1, 1] → 𝑅𝑅, cos −1 (𝑥𝑥) = 𝑦𝑦 where cos(𝑦𝑦) = 𝑥𝑥, 𝑦𝑦 ∈ [0, 𝜋𝜋]
if the domain of the sine function 𝑦𝑦 = sin(𝑥𝑥) is restricted to the

−𝜋𝜋 𝜋𝜋
interval � , �, a one to one function is formed and so an inverse
2 2
arcsine function function exists denoted by 𝑦𝑦 = sin−1 (𝑥𝑥) or arcsin(𝑥𝑥).
The arcsine function is defined by:
sin−1 : [−1, 1] → 𝑅𝑅, sin−1 (𝑥𝑥) = 𝑦𝑦 where sin(𝑦𝑦) = 𝑥𝑥, 𝑦𝑦 ∈ � , �
2 2
if the domain of the tangent function 𝑦𝑦 = tan(𝑥𝑥) is restricted to the

interval � , �, a one to one function is formed and so an inverse
2 2
arctangent function tangent function exists denoted by 𝑦𝑦 = tan−1 (𝑥𝑥) or arctan(𝑥𝑥). The
arctangent function is defined by:
tan−1 : 𝑅𝑅 → 𝑅𝑅, tan−1 (𝑥𝑥) = 𝑦𝑦 where tan(𝑦𝑦) = 𝑥𝑥, 𝑦𝑦 ∈ � , �
2 2
area of study a division of, or a section within a unit
give reasons for or against something; challenge or debate an

argue
issue or idea; persuade, prove or try to prove by giving reasons
(of a complex number) if represented by a point P in the complex

plane, then the argument of z, denoted arg z, is the angle θ that
argument OP makes with the positive real axis Ox, with the angle
measured anticlockwise from Ox; the principal value of the
argument is the one in the interval (–𝜋𝜋, 𝜋𝜋]
a particular part of a feature of something; a facet, phase or part of

aspect
a whole
measure, determine, evaluate, estimate or make a judgment about

assess the value, quality, outcomes, results, size, significance, nature or
extent of something
purposeful and systematic collection of information about students’

assessment
achievements
a tool or device used to gather information about student

assessment instrument
achievement
drawn from the unit objectives and contextualised for the

assessment objectives requirements of the assessment instrument
(see also ‘syllabus objectives’, ‘unit objectives’)
the method used to gather evidence about student achievement,

assessment technique
(e.g. examination, project, investigation)

Page 53 of 82
Term Explanation
conditions that are stated to be true when beginning to solve a

assumptions
problem
showing an ability to accurately assess situations or people; of

astute
keen discernment
ATAR Australian Tertiary Admission Rank
able to be trusted as being accurate or true; reliable; commanding

authoritative
and self-confident; likely to be respected and obeyed
keeping or showing a balance; not biased; fairly judged or

balanced
presented; taking everything into account in a fair, well-judged way
basic fundamental
𝑛𝑛 𝑛𝑛
the expansion (𝑥𝑥 + 𝑦𝑦)𝑛𝑛 = 𝑥𝑥 𝑛𝑛 + � � 𝑥𝑥 𝑛𝑛−1 𝑦𝑦 + ⋯ + � � 𝑥𝑥 𝑛𝑛−𝑟𝑟 𝑦𝑦 𝑟𝑟 +
binomial theorem 1 𝑟𝑟
⋯ + 𝑦𝑦 𝑛𝑛
determine or find (e.g. a number, answer) by using mathematical

processes; obtain a numerical answer showing the relevant stages
calculate
in the working; ascertain/determine from given facts, figures or
information
𝑎𝑎1
let 𝒂𝒂 = �𝑎𝑎2 �be the position vector of any point on a straight line
𝑎𝑎3
𝑑𝑑1
Cartesian equation of a straight in three-dimensional space and 𝒅𝒅 = �𝑑𝑑2 � be any vector with
line 𝑑𝑑3
direction along the line; the line consists of all points P(𝑥𝑥, 𝑦𝑦, 𝑧𝑧)
whose Cartesian equation is
𝑥𝑥 − 𝑎𝑎1 𝑦𝑦 − 𝑎𝑎2 𝑧𝑧 − 𝑎𝑎3
= =
𝑑𝑑1 𝑑𝑑2 𝑑𝑑3
𝑎𝑎
when 𝒏𝒏 = �𝑏𝑏 � is a vector normal to a plane in three-dimensional
Cartesian equation of a plane 𝑐𝑐
space; the plane consists of all points P(𝑥𝑥, 𝑦𝑦, 𝑧𝑧) whose Cartesian
equation is 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐𝑐𝑐 + 𝑑𝑑 = 0
place in or assign to a particular class or group; arrange or order

categorise
by classes or categories; classify, sort out, sort, separate
difficult but interesting; testing one’s abilities; demanding and

challenging thought-provoking; usually involving unfamiliar or less familiar
elements
characteristic a typical feature or quality
make clear or intelligible; explain; make a statement or situation

clarify
less confused and more comprehensible
clearness of thought or expression; the quality of being coherent

clarity and intelligible; free from obscurity of sense; without ambiguity;
explicit; easy to perceive, understand or interpret

Page 54 of 82
Term Explanation
arrange, distribute or order in classes or categories according to

classify
shared qualities or characteristics
free from confusion, uncertainty, or doubt; easily seen, heard or

clear
understood
clearly in a clear manner; plainly and openly, without ambiguity
having a natural or due agreement of parts; connected; consistent;

logical, orderly; well-structured and makes sense; rational, with
coherent
parts that are harmonious; having an internally consistent relation
of parts
characterised by being united, bound together or having integrated

cohesive
meaning; forming a united whole
the number of selections of n objects taken r at a time (that is, the

combinations number of ways of selecting r objects out of n) is denoted by
𝑛𝑛 𝑛𝑛 𝑛𝑛!
𝐶𝐶𝑟𝑟 = � � and is equal to
𝑟𝑟 𝑟𝑟!(𝑛𝑛−𝑟𝑟)!
express an opinion, observation or reaction in speech or writing;

comment give a judgment based on a given statement or result of a
calculation
convey knowledge and/or understandings to others; make known;

communicate
transmit
display recognition of similarities and differences and recognise

compare
the significance of these similarities and differences
having suitable or sufficient skills, knowledge, experience, etc. for

some purpose; adequate but not exceptional; capable; suitable or
sufficient for the purpose;
competent
having the necessary ability, knowledge or skill to do something
successfully; efficient and capable (of a person); acceptable and
satisfactory, though not outstanding
in an efficient and capable way; in an acceptable and satisfactory,

competently
though not outstanding, way
composed or consisting of many different and interconnected parts

or factors; compound; composite; characterised by an involved
complex
combination of parts; complicated; intricate; a complex whole or
system; a complicated assembly of particulars
if 𝑧𝑧1 = 𝑥𝑥1 + 𝑦𝑦1 𝑖𝑖 and 𝑧𝑧2 = 𝑥𝑥2 + 𝑦𝑦2 𝑖𝑖

𝑧𝑧1 + 𝑧𝑧2 = 𝑥𝑥1 + 𝑥𝑥2 + (𝑦𝑦1 + 𝑦𝑦2 )𝑖𝑖
complex arithmetic
𝑧𝑧1 − 𝑧𝑧2 = 𝑥𝑥1 − 𝑥𝑥2 + (𝑦𝑦1 − 𝑦𝑦2 )𝑖𝑖
𝑧𝑧1 × 𝑧𝑧2 = 𝑥𝑥1 𝑥𝑥2 − 𝑦𝑦1 𝑦𝑦2 + (𝑥𝑥1 𝑦𝑦2 + 𝑥𝑥2 𝑦𝑦1 )𝑖𝑖
for any complex number 𝑧𝑧 = 𝑥𝑥 + 𝑦𝑦𝑦𝑦, its conjugate is

complex conjugate
𝑧𝑧̅ = 𝑥𝑥 − 𝑦𝑦𝑦𝑦

Page 55 of 82
Term Explanation
problems of this degree of difficulty require students to

demonstrate knowledge and understanding of the subject matter
and application of skills in a situation where:
• relationships and interactions have a number of elements, such
that connections are made with subject matter within and/or
across the domains of mathematics; and
complex familiar • all of the information to solve the problem is identifiable; that is
- the required procedure is clear from the way the problem is
posed, or
Some interpretation, clarification and analysis will be required to
develop responses. These problems can focus on any of the
objectives.
complex numbers can be expressed in various forms including:

complex number forms 𝑧𝑧 = 𝑥𝑥 + 𝑦𝑦𝑦𝑦 = 𝑟𝑟(cos(𝜃𝜃) + 𝑖𝑖 sin(𝜃𝜃)) = 𝑟𝑟 𝑐𝑐𝑐𝑐𝑐𝑐(𝜃𝜃) where
𝑦𝑦
𝑟𝑟 = |𝑧𝑧| = �𝑥𝑥 2 + 𝑦𝑦 2 and arg(𝑧𝑧) = θ , tan(𝜃𝜃) = , −𝜋𝜋 < θ ≤ 𝜋𝜋.
𝑥𝑥
a geometric representation of the complex numbers established

by the real axis and the orthogonal imaginary axis; sometimes
called the Argand plane
complex plane

• relationships and interactions have a number of elements, such
that connections are made with subject matter within and/or
across the domains of mathematics; and
• all the information to solve the problem is not immediately
complex unfamiliar
identifiable; that is
- the required procedure is not clear from the way the problem is
posed, and
- in a context in which students have had limited prior
experience.
Students interpret, clarify and analyse problems to develop
comprehend understand the meaning or nature of; grasp mentally
inclusive; of large content or scope; including or dealing with all or

comprehensive nearly all elements or aspects of something; wide-ranging; detailed
and thorough, including all that is relevant

Page 56 of 82
Term Explanation
expressing much in few words; giving a lot of information clearly

concise and in a few words; brief, comprehensive and to the point;
succinct, clear, without repetition of information
in a way that is brief but comprehensive; expressing much in few

concisely
words; clearly and succinctly
conduct direct in action or course; manage; organise; carry out
provides a range of values that describe the uncertainty

confidence interval
surrounding an estimate
think deliberately or carefully about something, typically before

consider making a decision; take something into account when making a
judgment; view attentively or scrutinise; reflect on
considerable fairly large or great; thought about deliberately and with a purpose
considered formed after careful and deliberate thought
agreeing or accordant; compatible; not self-opposed or self-

contradictory, constantly adhering to the same principles; acting in
the same way over time, especially so as to be fair or accurate;
consistent
unchanging in nature, standard, or effect over time; not containing
any logical contradictions (of an argument); constant in
achievement or effect over a period of time
create or put together (e.g. an argument) by arranging ideas or

construct items;
display information in a diagrammatic or logical form; make; build
a group of related situations, phenomena, technical applications

and social issues likely to be encountered by students;
can provide a meaningful application of concepts in real-world
context applications;
in Specialist Mathematics, a framework for linking concepts and
learning experiences that enables students to identify and
understand the application of mathematics to their world
in Specialist Mathematics, assume the opposite (negation) of

what you are trying to prove; then proceed through a logical
chain of argument until you reach a demonstrably false
contradiction
conclusion; since all the reasoning is correct and a false
conclusion has been reached, the only thing that could be wrong
is the initial assumption; therefore, the original statement is true
the contrapositive of the statement ‘If P then Q’ is ‘If not Q then not
contrapositive P’; the contrapositive of a true statement is also true (not Q is the
negation of the statement Q)
display recognition of differences by deliberate juxtaposition of

contrary elements; show how things are different or opposite; give
contrast
an account of the differences between two or more items or
situations, referring to both or all of them throughout
shows the exercise of restraint or direction over; held in check;

controlled
restrained, managed or kept within certain bounds
the generally agreed upon way in which something is done; in a

convention mathematical context this refers to notation, symbols,
abbreviations, usage and setting out

Page 57 of 82
Term Explanation
in Specialist Mathematics, the converse of the statement ‘if p

then q’ is ‘if q then p’; symbolically the converse of p ⇒ q is: q
converse
⇒ p or p ⇐ q;
the converse of a true statement need not be true
convert to change into a different form
persuaded by argument or proof; leaving no margin of doubt;

clear; capable of causing someone to believe that something is
convincing
true or real; persuading or assuring by argument or evidence;
appearing worthy of belief; credible or plausible
counter-example an example that demonstrates that a statement is not true
a defined amount of learning developed from a subject syllabus or

course
alternative sequence
bring something into being or existence; produce or evolve from

one's own thought or imagination; reorganise or put elements
create
together into a new pattern or structure or to form a coherent or
functional whole
resulting from originality of thought or expression; relating to or

creative involving the use of the imagination or original ideas to create
something; having good imagination or original ideas
credible capable or worthy of being believed; believable; convincing
the property or characteristic by which something is judged or

criterion
appraised
involving skilful judgment as to truth, merit, etc.; involving the

objective analysis and evaluation of an issue in order to form a
judgment; expressing or involving an analysis of the merits and
critical
faults of a work of literature, music, or art; incorporating a detailed
and scholarly analysis and commentary (of a text); rationally
appraising for logical consistency and merit
review (e.g. a theory, practice, performance) in a detailed,

critique
analytical and critical way
hasty, and therefore not thorough or detailed; performed with little

cursory attention to detail; going rapidly over something, without noticing
details; hasty; superficial
cyclic quadrilateral a quadrilateral whose vertices all lie on a circle
reach a resolution as a result of consideration; make a choice from

decide
a number of alternatives
reach a conclusion that is necessarily true, provided a given set of

deduce assumptions is true; arrive at, reach or draw a logical conclusion
from reasoning and the information given
defensible justifiable by argument; capable of being defended in argument
give the meaning of a word, phrase, concept or physical quantity;

define
state meaning and identify or describe qualities

Page 58 of 82
Term Explanation
𝑛𝑛
for all integers 𝑛𝑛, (cos (θ) + 𝑖𝑖 sin (θ)) = cos (𝑛𝑛θ) + 𝑖𝑖 sin (𝑛𝑛θ), or
De Moivre’s theorem
alternatively if 𝑧𝑧 = 𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟(θ) then 𝑧𝑧 𝑛𝑛 = 𝑟𝑟 𝑛𝑛 𝑐𝑐𝑐𝑐𝑐𝑐 (𝑛𝑛𝑛𝑛)
prove or make clear by argument, reasoning or evidence,

demonstrate illustrating with practical example; show by example; give a
practical exhibition
arrive at by reasoning; manipulate a mathematical relationship to

derive give a new equation or relationship;
in mathematics, obtain the derivative of a function
give an account (written or spoken) of a situation, event, pattern or

describe
process, or of the characteristics or features of something
produce a plan, simulation, model or similar; plan, form or

conceive in the mind;
in English, select, organise and use particular elements in the
design process of text construction for particular purposes; these
elements may be linguistic (words), visual (images), audio
(sounds), gestural (body language), spatial (arrangement on the
page or screen) and multimodal (a combination of more than one)
executed with great attention to the fine points; meticulous;

detailed including many of the parts or facts
𝑎𝑎 𝑏𝑏
for a 2 × 2 matrix, if 𝐀𝐀 = � � the determinant of 𝐀𝐀 denoted as
determinant 𝑐𝑐 𝑑𝑑
det 𝐀𝐀 = 𝑎𝑎𝑎𝑎 – 𝑏𝑏𝑏𝑏
establish, conclude or ascertain after consideration, observation,

determine
investigation or calculation; decide or come to a resolution
elaborate, expand or enlarge in detail; add detail and fullness to;

develop
cause to become more complex or intricate
devise think out; plan; contrive; invent
identify the difference/s in or between two or more things;

distinguish, discriminate; recognise or ascertain what makes
differentiate something distinct from similar things;
in mathematics, obtain the derivative of a function
discriminating; showing intellectual perception; showing good

discerning judgment; making thoughtful and astute choices; selected for value
or relevance
note, observe or recognise a difference; make or constitute a

discriminate distinction in or between; differentiate; note or distinguish as
different
differentiating; distinctive; perceiving differences or distinctions

with nicety; possessing discrimination; perceptive and judicious;
discriminating
making judgments about quality; having or showing refined taste
or good judgment
examine by argument; sift the considerations for and against;

debate; talk or write about a topic, including a range of arguments,
discuss factors or hypotheses; consider, taking into account different
issues and ideas, points for and/or against, and supporting
opinions or conclusions with evidence

Page 59 of 82
Term Explanation
disconnected; incoherent; lacking a coherent order/sequence or

disjointed
connection
recognise as distinct or different; note points of difference

distinguish between; discriminate; discern; make clear a difference/s between
two or more concepts or items
diverse of various kinds or forms; different from each other
support (e.g. an assertion, claim, statement) with evidence (e.g.

document
decisive information, written references, citations)
a particular taxonomic classification used to group similar

domains of mathematics mathematics concepts, ideas, knowledge, understandings and
skills; the scope and range of mathematics subject matter
draw conclusions make a judgment based on reasoning and evidence
successful in producing the intended, desired or expected result;

effective
meeting the assigned purpose
working in a well-organised and competent way; maximum

productivity with minimal expenditure of effort; acting or producing
efficient
effectively with a minimum of waste, expense or unnecessary
effort
a component or constituent part of a complex whole; a

element
fundamental, essential or irreducible part of a composite entity
simple or uncompounded; relating to or dealing with elements,

elementary rudiments or first principles (of a subject);
of the most basic kind; straightforward and uncomplicated
statements P and Q are equivalent if P ⇒ Q and Q ⇒ P; the

equivalent statements
symbol ⇔ is used; it is also written as P if and only if Q or P if Q
erroneous based on or containing error; mistaken; incorrect
absolutely necessary; indispensable; of critical importance for

essential
achieving something
make an appraisal by weighing up or assessing strengths,

implications and limitations; make judgments about ideas, works,
evaluate solutions or methods in relation to selected criteria; examine and
determine the merit, value or significance of something, based on
criteria
a supervised test that assesses the application of a range of

cognitions to one or more provided items such as questions,
examination
scenarios and/or problems; student responses are completed
individually, under supervised conditions, and in a set timeframe
investigate, inspect or scrutinise; inquire or search into; consider or

examine discuss an argument or concept in a way that uncovers the
assumptions and interrelationships of the issue
try out or test new ideas or methods, especially in order to

experiment discover or prove something; undertake or perform a scientific
procedure to test a hypothesis, make a discovery or demonstrate a

Page 60 of 82
Term Explanation
known fact
make an idea or situation plain or clear by describing it in more

explain detail or revealing relevant facts; give an account; provide
additional information
clearly and distinctly expressing all that is meant; unequivocal;

explicit clearly developed or formulated; leaving nothing merely implied or
suggested
look into both closely and broadly; scrutinise; inquire into or

explore
discuss something in detail
convey, show or communicate (e.g. a thought, opinion, feeling,

emotion, idea or viewpoint);
express
in words, art, music or movement, convey or suggest a
representation of; depict
an open-ended assessment technique that focuses on the

interpretation, analysis, examination and/or evaluation of ideas
and information in response to a particular situation or stimulus;
extended response while students may undertake some research when writing of the
extended response, it is not the focus of this technique; an
extended response occurs over an extended and defined period
of time
a two-unit subject for which a syllabus has been developed by

QCAA, that is an extension of one or more General or alternative
Extension subject
sequence subject/s, studied concurrently with, the final two units of
that subject or after completion of, the final two units of that subject
of great extent; wide; broad; far-reaching; comprehensive; lengthy;

extensive
detailed; large in amount or scale
summative assessment that occurs towards the end of a course of

external assessment study and is common to all schools; developed and marked by the
QCAA according to a commonly applied marking scheme
a supervised test, developed and marked by the QCAA, that

assesses the application of a range of cognitions to multiple
external examination provided items such as questions, scenarios and/or problems;
student responses are completed individually, under supervised
conditions, and in a set timeframe
infer or estimate by extending or projecting known information;

conjecture; infer from what is known; extend the application of
extrapolate something (e.g. a method or conclusion) to an unknown situation
by assuming that existing trends will continue or similar methods
will be applicable

Page 61 of 82
Term Explanation
relating to or based on facts; concerned with what is actually the

factual
case; actually occurring; having verified existence
well-acquainted; thoroughly conversant with; well known from long

or close association; often encountered or experienced; common;
familiar (of materials, texts, skills or circumstances) having been the focus
of learning experiences or previously encountered in prior learning
activities
capable of being achieved, accomplished or put into effect;

feasible
reasonable enough to be believed or accepted; probable; likely
spoken or written with ease; able to speak or write smoothly, easily

or readily; articulate; eloquent;
fluent in artistic performance, characteristic of a highly developed and
excellently controlled technique; flowing; polished; flowing
smoothly, easily and effortlessly
in a graceful and seemingly effortless manner; in a way that

fluently
progresses smoothly and readily
assessment whose major purpose is to improve teaching and

formative assessment
student achievement
fragmented disorganised; broken down; disjointed or isolated
happening or occurring often at short intervals; constant, habitual,

frequent
or regular
forming a necessary base or core; of central importance; affecting

fundamental or relating to the essential nature of something; part of a
foundation or basis
a subject for which a syllabus has been developed by the QCAA

with the following characteristics: results from courses developed
General subject from General syllabuses contribute to the QCE; General subjects
have an external assessment component; results may contribute
to ATAR calculations
generate produce; create; bring into existence
formulate a supposition to account for known facts or observed

hypothesise occurrences; conjecture, theorise, speculate; especially on
uncertain or tentative grounds
distinguish; locate, recognise and name; establish or indicate who

or what someone or something is; provide an answer from a
identify
number of possibilities; recognise and state a distinguishing factor
or feature

Page 62 of 82
Term Explanation
1
cos(𝐴𝐴) cos(𝐵𝐵) = (cos (𝐴𝐴 − 𝐵𝐵) + cos (𝐴𝐴 + 𝐵𝐵))
2
1
sin(𝐴𝐴) sin(𝐵𝐵) = (cos (𝐴𝐴 − 𝐵𝐵) − cos (𝐴𝐴 + 𝐵𝐵))
identities for products of sine 2
and cosine ratios 1
sin(𝐴𝐴) cos(𝐵𝐵) = (sin (𝐴𝐴 + 𝐵𝐵) + sin (𝐴𝐴 − 𝐵𝐵))
2
1
cos(𝐴𝐴) sin(𝐵𝐵) = (sin (𝐴𝐴 + 𝐵𝐵) − sin (𝐴𝐴 − 𝐵𝐵))
2
lacking sense or sound reasoning; contrary to or disregardful of

illogical
the rules of logic; unreasonable
a complex number 𝑧𝑧 may be written as 𝑥𝑥 + 𝑦𝑦𝑦𝑦, where 𝑥𝑥 and 𝑦𝑦

imaginary part of a complex
are real, and then 𝑦𝑦 is the imaginary part of 𝑧𝑧; it is denoted by
number
𝐼𝐼𝐼𝐼 (𝑧𝑧)
implement put something into effect, e.g. a plan or proposal
in Specialist Mathematics, if P then Q

implication
symbol: P ⇒ Q
implied, rather than expressly stated; not plainly expressed;

implicit
capable of being inferred from something else
In Specialist Mathematics, implicit differentiation consists of

differentiating each term of an equation as it stands and making
𝑑𝑑𝑑𝑑
use of the chain rule; this can lead to a formula for ; for
𝑑𝑑𝑑𝑑
example,
implicit differentiation
if 𝑥𝑥 2 + 𝑥𝑥𝑦𝑦 3 − 2𝑥𝑥 + 3𝑦𝑦 = 0,
then 2𝑥𝑥 + 𝑥𝑥(3𝑦𝑦 2 ) + 𝑦𝑦 3 − 2 + 3 = 0,
𝑑𝑑𝑑𝑑 2−2𝑥𝑥−𝑦𝑦 3
and so =
𝑑𝑑𝑑𝑑 3𝑥𝑥𝑦𝑦 2 +3
improbable not probable; unlikely to be true or to happen; not easy to believe
inaccurate not accurate
inappropriate not suitable or proper in the circumstances
suppose A and B are subsets of a finite set X then

|A ∪ B| = |A| + |B| − |A ∩ B|
inclusion–exclusion principle
suppose A, B and C are subsets of a finite set X then

|A ∪ B ∪ C| = |A| + |B| + |C| − |A ∩ B| − |A ∩ C| − |B ∩ C|
+ |A ∩ B ∩ C|
this result can be generalised to four or more sets

Page 63 of 82
Term Explanation
lacking agreement, as one thing with another, or two or more

inconsistent things in relation to each other; at variance; not consistent; not in
keeping; not in accordance; incompatible, incongruous
independent thinking or acting for oneself, not influenced by others
comprehensive and with thorough coverage; extensive or

in-depth
profound; well-balanced or fully developed
derive or conclude something from evidence and reasoning, rather

infer than from explicit statements; listen or read beyond what has been
literally expressed; imply or hint at
knowledgeable; learned; having relevant knowledge; being

informed conversant with the topic; based on an understanding of the facts
of the situation (of a decision or judgment)
new and original; introducing new ideas; original and creative in

innovative
thinking
showing understanding of a situation or process; understanding

insightful relationships in complex situations; informed by observation and
deduction
ISMG; a tool for marking that describes the characteristics evident

instrument-specific marking in student responses and aligns with the identified objectives for
guide the assessment
(see ‘assessment objectives’)
integer the numbers . . . , −3, −2, −1, 0, 1, 2, 3, . . .
adjective
necessary for the completeness of the whole; essential or
fundamental;
integral noun
in mathematics, the result of integration; an expression from which
a given function, equation, or system of equations is derived by
differentiation
intended designed; meant; done on purpose; intentional
assessments that are developed by schools;

internal assessment summative internal assessments are endorsed by the QCAA
before use in schools and results externally confirmed contribute
towards a student’s final result
use knowledge and understanding to recognise trends and draw

conclusions from given information; make clear or explicit;
elucidate or understand in a particular way;
bring out the meaning of, e.g. a dramatic or musical work, by
performance or execution; bring out the meaning of an artwork by
interpret
artistic representation or performance; give one's own
interpretation of;
identify or draw meaning from, or give meaning to, information
presented in various forms, such as words, symbols, pictures or
graphs
an assessment technique that requires students to research a

investigation specific problem, question, issue, design challenge or hypothesis
through the collection, analysis and synthesis of primary and/or

Page 64 of 82
Term Explanation
secondary data; it uses research or investigative practices to
assess a range of cognitions in a particular context; an
investigation occurs over an extended and defined period of time
carry out an examination or formal inquiry in order to establish or

investigate obtain facts and reach new conclusions; search, inquire into,
interpret and draw conclusions about data and information
a real number is irrational if it cannot be expressed as a quotient of

irrational numbers
two integers
not relevant; not applicable or pertinent; not connected with or

irrelevant
relevant to something
instrument-specific marking guide; a tool for marking that

describes the characteristics evident in student responses and
ISMG aligns with the identified objectives for the assessment
(see ‘assessment objectives’)
detached, separate, or unconnected with other things; one-off;

isolated
something set apart or characterised as different in some way
form an opinion or conclusion about; apply both procedural and

judge
deliberative operations to make a determination
sound reasons or evidence are provided to support an argument,

justified
statement or conclusion
give reasons or evidence to support an answer, response or

justify conclusion; show or prove how an argument, statement or
conclusion is right or reasonable
a grouping of subjects, with related characteristics, within a broad

learning area
field of learning, e.g. the Arts, sciences, languages
a linear transformation in the plane is a mapping of the form

𝑇𝑇(𝑥𝑥, 𝑦𝑦) = (𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏, 𝑐𝑐𝑐𝑐 + 𝑑𝑑𝑑𝑑); a transformation 𝑇𝑇 is linear if and only
if 𝑇𝑇(𝛼𝛼(𝑥𝑥1 , 𝑦𝑦1 ) + 𝛽𝛽(𝑥𝑥2 , 𝑦𝑦2 )) = 𝛼𝛼𝛼𝛼(𝑥𝑥1 , 𝑦𝑦1 ) + 𝛽𝛽𝛽𝛽(𝑥𝑥2 , 𝑦𝑦2 );
linear transformations include:
𝑎𝑎 0
• dilations modelled by the matrix � �
0 𝑏𝑏
linear transformations in two • rotations of angle θ about the origin modelled by the matrix
dimensions cos(𝜃𝜃) − sin(𝜃𝜃)
� �
sin(𝜃𝜃) cos(𝜃𝜃)
• reflections in the line 𝑦𝑦 = 𝑥𝑥 tan(𝜃𝜃) modelled by the matrix
cos(2𝜃𝜃) sin(2𝜃𝜃)
� �
sin(2𝜃𝜃) −cos(2𝜃𝜃)
translations are not linear transformations
rational and valid; internally consistent; reasonable; reasoning in

accordance with the principles/rules of logic or formal argument;
logical characterised by or capable of clear, sound reasoning; (of an
action, decision, etc.) expected or sensible under the
circumstances

Page 65 of 82
Term Explanation
according to the rules of logic or formal argument; in a way that

logically shows clear, sound reasoning; in a way that is expected or
sensible
the logistic equation has applications in a range of fields, including

biology, biomathematics, economics, chemistry, mathematical
psychology, probability, and statistics.
One form of this differential equation is:
logistic equation 𝑑𝑑𝑑𝑑
= 𝑎𝑎𝑎𝑎 − 𝑏𝑏𝑦𝑦 2 (where 𝑎𝑎 > 0 and 𝑏𝑏 > 0 )
𝑑𝑑𝑑𝑑
the general solution of this is:
𝑎𝑎
𝑦𝑦 = −𝑎𝑎𝑎𝑎 , where 𝐶𝐶 is an arbitrary constant
𝑏𝑏+𝐶𝐶𝑒𝑒
select from available options; weigh up positives and negatives of

make decisions
each option and consider all the alternatives to arrive at a position
the magnitude of a vector 𝒂𝒂 is the length of any directed line

segment that represents 𝒂𝒂; it is denoted by |𝒂𝒂|; this can be
𝑎𝑎1
magnitude of a vector represented in two dimensions by |𝒂𝒂| = ��𝑎𝑎 �� = �𝑎𝑎12 + 𝑎𝑎22 and in
2
𝑎𝑎1
three dimensions by |𝒂𝒂| = ��𝑎𝑎2 �� = �𝑎𝑎12 + 𝑎𝑎22 + 𝑎𝑎32 .
𝑎𝑎3
manipulate adapt or change to suit one's purpose
a depiction of a situation that expresses relationships using

mathematical model mathematical concepts and language, usually as an algebraic,
diagrammatic, graphical or tabular representation
involves:
• formulating a mathematical representation of a problem derived
from within a real-world context
mathematical modelling • using mathematics concepts and techniques to obtain results
• interpreting the results by referring back to the original problem
context
• revising the model (where necessary)
a matrix is a rectangular array of elements or entries displayed

in rows and columns;
matrix a square matrix has the same number of rows and columns;
a column matrix (or vector) has only one column;
a row matrix (or vector) has only one row

Page 66 of 82
Term Explanation
for 2 by 2 matrix
if 𝐀𝐀, 𝐁𝐁 and 𝐂𝐂 are 2 × 2 matrices, 𝐈𝐈 the 2 × 2 (multiplicative) identity
matrix and 𝐎𝐎 the 2 × 2 zero matrix then:
𝐀𝐀 + 𝐁𝐁 = 𝐁𝐁 + 𝐀𝐀 (commutative law for addition)
(𝐀𝐀 + 𝐁𝐁) + 𝐂𝐂 = 𝐀𝐀 + (𝐁𝐁 + 𝐂𝐂) (associative law for addition)
𝐀𝐀 + 𝐎𝐎 = 𝐀𝐀 (additive identity)
matrix algebra
𝐀𝐀 + (−𝐀𝐀) = 𝐎𝐎 (additive inverse)
(𝐀𝐀𝐀𝐀)𝐂𝐂 = 𝐀𝐀(𝐁𝐁𝐁𝐁) (associative law for multiplication)
𝐀𝐀𝐀𝐀 = 𝐀𝐀 = 𝐈𝐈𝐈𝐈 (additive identity)
−𝟏𝟏 −𝟏𝟏
𝐀𝐀 𝐀𝐀 = 𝐀𝐀 𝐀𝐀 = 𝐈𝐈 (multiplicative inverse)
𝐀𝐀(𝐁𝐁 + 𝐂𝐂) = 𝐀𝐀𝐀𝐀 + 𝐀𝐀𝐀𝐀 (left distributive law)
(𝐁𝐁 + 𝐂𝐂)𝐀𝐀 = 𝐁𝐁𝐁𝐁 + 𝐂𝐂𝐂𝐂 (right distributive law)
matrix multiplication is the process of multiplying a matrix by

another matrix; the product 𝑨𝑨𝑨𝑨 of two matrices 𝑨𝑨 and 𝑩𝑩 with
dimensions 𝑚𝑚 × 𝑛𝑛 and 𝑝𝑝 × 𝑞𝑞 is defined if 𝑛𝑛 = 𝑝𝑝; if it is defined,
the product 𝑨𝑨𝑨𝑨 is an 𝑚𝑚 × 𝑞𝑞 matrix and it is computed as shown in
the following example:
6 10
1 8 0 94 34
� � �11 3 � = � �
2 5 7 151 63
12 4
the entries are computed as shown
1 × 6 + 8 × 11 + 0 × 12 = 94
matrix multiplication 1 × 10 + 8 × 3 + 0 × 4 = 34
2 × 6 + 5 × 11 + 7 × 12 = 151
2 × 10 + 5 × 3 + 7 × 4 = 63
the entry in row 𝑖𝑖 and column 𝑗𝑗 of the product 𝐀𝐀𝐀𝐀 is computed by
‘multiplying’ row 𝑖𝑖 of 𝐀𝐀 by column 𝑗𝑗 of 𝐁𝐁 as shown
𝑎𝑎11 𝑎𝑎12
𝑏𝑏 𝑏𝑏12 𝑏𝑏13
If 𝐀𝐀 = �𝑎𝑎21 𝑎𝑎22 � and 𝐁𝐁 = � 11 � then
𝑎𝑎31 𝑎𝑎32 𝑏𝑏21 𝑏𝑏22 𝑏𝑏23
𝑎𝑎11 𝑏𝑏11 + 𝑎𝑎12 𝑏𝑏21 𝑎𝑎11 𝑏𝑏12 + 𝑎𝑎12 𝑏𝑏22 𝑎𝑎11 𝑏𝑏13 + 𝑎𝑎12 𝑏𝑏23
𝐀𝐀𝐀𝐀 = �𝑎𝑎21 𝑏𝑏11 + 𝑎𝑎22 𝑏𝑏21 𝑎𝑎21 𝑏𝑏12 + 𝑎𝑎22 𝑏𝑏22 𝑎𝑎21 𝑏𝑏13 + 𝑎𝑎22 𝑏𝑏23 �
𝑎𝑎31 𝑏𝑏11 + 𝑎𝑎32 𝑏𝑏21 𝑎𝑎31 𝑏𝑏12 + 𝑎𝑎32 𝑏𝑏22 𝑎𝑎31 𝑏𝑏13 + 𝑎𝑎32 𝑏𝑏23
a domain of knowledge in Marzano’s taxonomy, and acted upon

by the cognitive, metacognitive and self-systems; sometimes
referred to as ‘procedural knowledge’;
mental procedures there are three distinct phases to the acquisition of mental
procedures — the cognitive stage, the associative stage, and the
autonomous stage; the two categories of mental procedures are
skills (single rules, algorithms and tactics) and processes
(macroprocedures)
performed, disposed or acting in a systematic way; orderly;

methodical characterised by method or order; performed or carried out
systematically
minimal least possible; small, the least amount; negligible
change the form or qualities of; make partial or minor changes to

modify
something
if 𝑧𝑧 is a complex number and 𝑧𝑧 = 𝑥𝑥 + 𝑖𝑖𝑖𝑖 then the modulus of 𝑧𝑧

modulus of a complex number is the distance of 𝑧𝑧 from the origin in the Argand plane; the
modulus of 𝑧𝑧 denoted by |𝑧𝑧| = �𝑥𝑥 2 + 𝑦𝑦 2

Page 67 of 82
Term Explanation
the momentum p of a particle is the vector quantity p = mv

momentum
where m is the mass and v is the velocity
uses a combination of at least two modes (e.g. spoken, written),

delivered at the same time, to communicate ideas and information
multimodal to a live or virtual audience, for a particular purpose; the selected
modes are integrated so that each mode contributes significantly
to the response
let a be a non-zero vector and k a positive real number (scalar);

then the scalar multiple of a by k is the vector ka, which has
multiplication by a scalar magnitude |k||a| and the same direction as a; if k is a negative
real number, then k a has magnitude |k||a| but is directed in the
opposite direction to a (see negative of a vector)
suppose a choice is to be made in two stages; if there are 𝑎𝑎

choices for the first stage and 𝑏𝑏 choices for the second stage, no
matter what choice has been made at the first stage, then there
multiplication principle
are 𝑎𝑎𝑎𝑎 choices altogether; if the choice is to be made in 𝑛𝑛 stages
and if for each 𝑖𝑖, there are 𝑎𝑎𝑖𝑖 choices for the 𝑖𝑖 𝑡𝑡ℎ stage then there
are 𝑎𝑎1 𝑎𝑎2 … 𝑎𝑎𝑛𝑛 choices altogether
a multiplicative identity matrix is a square matrix in which all the

elements in the leading diagonal are ones and the remaining
multiplicative identity matrix elements are zeros. Identity matrices are designated by the letter
𝑰𝑰; there is an identity matrix for each order of square matrix; when
clarity is needed, the order is written with a subscript: 𝑰𝑰𝒏𝒏
Multiplicative inverse of a square matrix

the inverse of a square matrix 𝐀𝐀 is written as 𝐀𝐀−𝟏𝟏 and has the
property that
𝐀𝐀 𝐀𝐀−𝟏𝟏 = 𝐀𝐀−𝟏𝟏 𝐀𝐀 = 𝐈𝐈
not all square matrices have an inverse; a matrix that has an
multiplicative inverse inverse is said to be invertible
Multiplicative inverse of a 2 × 2 matrix

𝑎𝑎 𝑏𝑏 1 𝑑𝑑 −𝑏𝑏
the inverse of the matrix 𝐀𝐀 = � � is 𝐀𝐀−1 = � �, when
𝑐𝑐 𝑑𝑑 det 𝐀𝐀 −𝑐𝑐 𝑎𝑎
det 𝐀𝐀 ≠ 0 .
limited in range or scope; lacking breadth of view; limited in

narrow
amount; barely sufficient or adequate; restricted
if P is a statement then the statement ‘not P’, denoted by ¬P is

negation the negation of P; if P is the statement ‘it is snowing’, then ¬P is
the statement ‘it is not snowing’
showing a subtle difference or distinction in expression, meaning,

response, etc.; finely differentiated;
nuanced characterised by subtle shades of meaning or expression; a subtle
distinction, variation or quality; sensibility to, awareness of, or
ability to express delicate shadings, as of meaning, feeling, or
value
objectives see ‘syllabus objectives’, ‘unit objectives’, ‘assessment objectives’

Page 68 of 82
Term Explanation
data or information required to solve a mathematical problem

observation
and/or develop a mathematical model; empirical evidence
clearly perceptible or evident; easily seen, recognised or

obvious
understood
optimal best, most favourable, under a particular set of circumstances
arrange, order; form as or into a whole consisting of

organise interdependent or coordinated parts, especially for harmonious or
united action
systematically ordered and arranged; having a formal

organised organisational structure to arrange, coordinate and carry out
activities
exceptionally good; clearly noticeable; prominent; conspicuous;

outstanding
striking
P
𝑎𝑎1
when 𝒂𝒂 = �𝑎𝑎2 � is the position vector of a point on a straight
𝑎𝑎3
𝑑𝑑1
parametric equation of a straight line in three-dimensional space and 𝒅𝒅 = �𝑑𝑑2 � is any vector
line 𝑑𝑑3
with direction along the line; the line consists of all points
P(𝑥𝑥, 𝑦𝑦, 𝑧𝑧) whose parametric form is given by 𝑥𝑥 = 𝑎𝑎1 + 𝑘𝑘𝑑𝑑1 , 𝑦𝑦 =
𝑎𝑎2 + 𝑘𝑘𝑑𝑑2 , 𝑧𝑧 = 𝑎𝑎3 + 𝑘𝑘𝑑𝑑3 for some real number k.
partial not total or general; existing only in part; attempted, but incomplete
distinguished or different from others or from the ordinary;

particular
noteworthy
a triangular arrangement of binomial coefficients in which the 𝑛𝑛𝑡𝑡ℎ

𝑛𝑛
row consists of the binomial coefficients � �;
𝑟𝑟
Pascal’s triangle for 0 ≤ 𝑟𝑟 ≤ 𝑛𝑛, each interior entry is the sum of the two entries
above it, and the sum of the entries in the 𝑛𝑛𝑡𝑡ℎ row is 2𝑛𝑛
identities include the recurrence relation 𝑛𝑛𝐶𝐶𝑘𝑘 = 𝑛𝑛−1𝐶𝐶𝑘𝑘−1 + 𝑛𝑛−1𝐶𝐶𝑘𝑘
having or showing insight and the ability to perceive or understand;

perceptive
discerning (see also ‘discriminating’)
an assessment technique that requires students to demonstrate a

range of cognitive, technical, creative and/or expressive skills and
to apply theoretical and conceptual understandings, through the
performance psychomotor domain; it involves student application of identified
skills when responding to a task that involves solving a problem,
providing a solution or conveying meaning or intent; a performance
is developed over an extended and defined period of time

Page 69 of 82
Term Explanation
a permutation of 𝑛𝑛 objects is an arrangement or rearrangement of

𝑛𝑛 objects (order is important); the number of arrangements of 𝑛𝑛
objects is 𝑛𝑛!
permutations the number of permutations of 𝑛𝑛 objects taken 𝑟𝑟 at a time is
denoted 𝑛𝑛𝑃𝑃𝑟𝑟 ;
𝑛𝑛
𝑛𝑛!
𝑃𝑃𝑟𝑟 = = 𝑛𝑛 × (𝑛𝑛 − 1) × (𝑛𝑛 − 2) × … × (𝑛𝑛 − 𝑟𝑟 + 1)
(𝑛𝑛 − 𝑟𝑟)!
capable of changing someone’s ideas, opinions or beliefs;

appearing worthy of approval or acceptance; (of an argument or
persuasive statement) communicating reasonably or credibly
(see also ‘convincing’)
time allocated in an assessment to reading items and tasks and

associated assessment materials; no writing is allowed; students
perusal time
may not make notes and may not commence responding to the
assessment in the response space/book
if there are 𝑛𝑛 pigeon holes and 𝑛𝑛 + 1 pigeons to go into them, then

pigeon-hole principle
at least one pigeon hole must get two or more pigeons
time allocated in an assessment to planning how to respond to

items and tasks and associated assessment materials; students
may make notes but may not commence responding to the
planning time
assessment in the response space/book; notes made during
planning are not collected, nor are they graded or used as
evidence of achievement
polished flawless or excellent; performed with skilful ease
definite or exact; definitely or strictly stated, defined or fixed;

precise
characterised by definite or exact expression or execution
accuracy; exactness; exact observance of forms in conduct or

precision
actions
give an expected result of an upcoming action or event; suggest

predict
what may happen based on available information
the probability density function (pdf) of a continuous random

variable is the function that when integrated over an interval
gives the probability that the continuous random variable having
probability density function
that pdf lies in that interval; the probability density function is
therefore the derivative of the (cumulative probability)
distribution function
may include estimating, identifying patterns, guessing and

problem-solving strategies checking, working backwards, using diagrams, considering similar
problems and organising data
instructional terms used in a mathematical context (e.g. calculate,

procedural vocabulary
convert, determine, identify, justify, show, sketch, solve, state).
a list of sequential steps that are used to solve a problem or

procedure
perform a task
an assessment technique that focusses on the output or result of a

process requiring the application of a range of cognitive, physical,
product technical, creative and/or expressive skills, and theoretical and
conceptual understandings; a product is developed over an
extended and defined period of time

Page 70 of 82
Term Explanation
well advanced or expert in any art, science or subject; competent,

proficient
skilled or adept in doing or using something
an assessment technique that focusses on a problem-solving

process requiring the application of a range of cognitive, technical
and creative skills and theoretical understandings; the response is
a coherent work that documents the iterative process undertaken
project
to develop a solution and includes written paragraphs and
annotations, diagrams, sketches, drawings, photographs, video,
spoken presentations, physical prototypes and/or models; a
project is developed over an extended and defined period of time
put forward (e.g. a point of view, idea, argument, suggestion) for

propose
consideration or action
use a sequence of steps to obtain the required result in a formal

prove
way
a domain of knowledge in Marzano’s taxonomy, and acted upon

by the cognitive, metacognitive and self-systems; these are
physical procedures used to negotiate daily life and to engage in
psychomotor procedures complex physical activities; the two categories of psychomotor
procedures are skills (foundational procedures and simple
combination procedures) and processes (complex combination
procedures)
having an intended or desired result; having a useful purpose;

purposeful
determined; resolute; full of meaning; significant; intentional
cos 2 (𝐴𝐴) + sin2 (𝐴𝐴) = 1

Pythagorean identities tan2 (𝐴𝐴) + 1 = sec 2 (𝐴𝐴)
cot 2 (𝐴𝐴) + 1 = cosec 2 (𝐴𝐴)
QCE Queensland Certificate of Education
statements relating to a quality or qualities; of a non-numerical

qualitative statements
nature
for all (for each)

• symbol ∀
• for all real numbers 𝑥𝑥, 𝑥𝑥 2 ≥ 0 (∀ real numbers 𝑥𝑥, 𝑥𝑥 2 ≥ 0)
quantifiers there exists
• symbol ∃
• there exists a real number that is not positive (∃ a real number
that is not positive)
use of mathematical measurements and calculations, including

statistics, to analyse the relationships between variables; may
quantitative analysis
include use of the correlation coefficient, coefficient of
determination, simple residual analysis or outlier analysis
a set of data in which the value of each observation is governed

by some chance mechanism that depends on the situation; the
random sample most common situation in which the term random sample is
used refers to a set of independent and identically distributed
observations

Page 71 of 82
Term Explanation
rarely infrequently; in few instances

𝑔𝑔(𝑥𝑥)
a function such that 𝑓𝑓(𝑥𝑥) = , where 𝑔𝑔(𝑥𝑥) and ℎ(𝑥𝑥) are
ℎ(𝑥𝑥)
rational function polynomials; usually 𝑔𝑔(𝑥𝑥) and ℎ(𝑥𝑥) are chosen so as to have no
common factor of degree greater than or equal to one, and the
domain of 𝑓𝑓 is usually taken to be 𝑅𝑅\{𝑥𝑥: ℎ(𝑥𝑥) = 0}
a real number is rational if it can be expressed as a quotient of two

integers; otherwise, it is called irrational;
rational numbers
all rational numbers can be expressed as decimal expansions that
are either terminating or eventually recurring
create or make (e.g. a musical, artistic or dramatic work);

realise
actualise; make real or concrete; give reality or substance to
the numbers generally used in mathematics, in scientific work and

in everyday life are the real numbers; they can be pictured as
points on a number line, with the integers evenly spaced along the
line, and a real number 𝑎𝑎 to the right of a real number 𝑏𝑏 if 𝑎𝑎 > 𝑏𝑏;
real numbers a real number is either rational or irrational; the set of real numbers
consists of the set of all rational and irrational numbers;
every real number has a decimal expansion; rational numbers are
the ones whose decimal expansions are either terminating or
eventually recurring
endowed with reason; having sound judgment; fair and sensible;

reasonable
based on good sense; average; appropriate, moderate
to justify solutions obtained with or without technology using

everyday language, mathematical language or a combination of
reasonableness of solutions
both; may be applied to calculations to check working, or to
questions that require a relationship back to the context
logical and sound; based on logic or good sense; logically thought

reasoned out and presented with justification; guided by reason; well-
grounded; considered
remember; present remembered ideas, facts or experiences; bring

recall
something back into thought, attention or into one’s mind
1
sec(𝐴𝐴) = , cos(𝐴𝐴) ≠ 0
cos(𝐴𝐴)
reciprocal trigonometric 1
cosec(𝐴𝐴) = , sin(𝐴𝐴) ≠ 0
functions sin(𝐴𝐴)
cos(𝐴𝐴)
cot(𝐴𝐴) = , sin(𝐴𝐴) ≠ 0
sin(𝐴𝐴)
identify or recall particular features of information from knowledge;

recognise identify that an item, characteristic or quality exists; perceive as
existing or true; be aware of or acknowledge
refined developed or improved so as to be precise, exact or subtle
reflect on think about deeply and carefully
rehearsed practised; previously experienced; practised extensively
related associated with or linked to
relevance being related to the matter at hand

Page 72 of 82
Term Explanation
bearing upon or connected with the matter in hand; to the purpose;

relevant
applicable and pertinent; having a direct bearing on
containing or characterised by repetition, especially when

repetitive
unnecessary or tiresome
providing information that succinctly describes student

reporting
performance at different junctures throughout a course of study
in this syllabus, a selection of subject matter that accurately

representatively sample
reflects the intended learning of a topic
in the Arts, consolidate and communicate intent through a

resolve
synthesis of ideas and application of media to express meaning
often encountered, previously experienced; commonplace;

customary and regular; well-practised;
routine
performed as part of a regular procedure, rather than for a special
reason
relating to rudiments or first principles; elementary; undeveloped;

rudimentary involving or limited to basic principles; relating to an immature,
undeveloped or basic form
safe secure; not risky
sample mean the arithmetic average of the sample values
the process of multiplying a matrix by a scalar (number); in

scalar multiplication general, for the matrix 𝐀𝐀 with entries 𝑎𝑎𝑖𝑖𝑖𝑖 the entries of 𝑘𝑘𝐀𝐀 are
𝑘𝑘𝑎𝑎𝑖𝑖𝑖𝑖
𝑎𝑎1 𝑏𝑏1
let 𝒂𝒂 = �𝑎𝑎2 � and 𝒃𝒃 = �𝑏𝑏2 � ; 𝒂𝒂 . 𝒃𝒃 = 𝑎𝑎1 𝑏𝑏1 + 𝑎𝑎2 𝑏𝑏2 + 𝑎𝑎3 𝑏𝑏3 is the
𝑎𝑎3 𝑏𝑏3
scalar (dot) product;
when expressed in 𝒊𝒊̂, 𝒋𝒋̂, 𝒌𝒌 � notation, 𝒂𝒂 = 𝑎𝑎1 𝒊𝒊̂ + 𝑎𝑎2 𝒋𝒋̂ + 𝑎𝑎3 𝒌𝒌
� and 𝒃𝒃 =
scalar (dot) product � then 𝒂𝒂 . 𝒃𝒃 = 𝑎𝑎1 𝑏𝑏1 + 𝑎𝑎2 𝑏𝑏2 + 𝑎𝑎3 𝑏𝑏3 ;
𝑏𝑏1 𝒊𝒊̂ + 𝑏𝑏2 𝒋𝒋̂ + 𝑏𝑏3 𝒌𝒌
the scalar (dot) product has the following geometric
interpretation; 𝒂𝒂 . 𝒃𝒃 = |𝒂𝒂||𝒃𝒃|𝑐𝑐𝑜𝑜𝑠𝑠 (𝜃𝜃) where 𝜃𝜃 is the angle between
𝒂𝒂 and 𝒃𝒃;
note |𝒂𝒂| = √𝒂𝒂 . 𝒂𝒂
sure; certain; able to be counted on; self-confident; poised;

secure
dependable; confident; assured; not liable to fail
select choose in preference to another or others; pick out
capable of perceiving with a sense or senses; aware of the

attitudes, feelings or circumstances of others;
sensitive
having acute mental or emotional sensibility; relating to or
connected with the senses or sensation
𝑑𝑑𝑑𝑑
differential equations of the form = 𝑔𝑔(𝑥𝑥)ℎ(𝑦𝑦) can be rearranged
𝑑𝑑𝑑𝑑
separation of variables 1 𝑑𝑑𝑑𝑑
as long as ℎ(𝑦𝑦) ≠ 0 to obtain = 𝑔𝑔(𝑥𝑥)
ℎ(𝑦𝑦) 𝑑𝑑𝑑𝑑

Page 73 of 82
Term Explanation
place in a continuous or connected series; arrange in a particular

sequence
order
show provide the relevant reasoning to support a response
important; of consequence; expressing a meaning; indicative;

includes all that is important;
significant
sufficiently great or important to be worthy of attention; noteworthy;
having a particular meaning; indicative of something
easy to understand, deal with and use; not complex or

complicated; plain; not elaborate or artificial;
simple
may concern a single or basic aspect; involving few elements,
components or steps

• relationships and interactions are obvious and have few
elements; and
• all of the information to solve the problem is identifiable; that is
simple familiar
- the required procedure is clear from the way the problem is
posed, or
Students are not required to interpret, clarify and analyse problems
to develop responses. Typically, these problems focus on
objectives 1, 2 and 3.
used to model oscillations in two dimensions; occurs when the

acceleration is proportional to displacement but in opposite
𝑑𝑑 2 𝑥𝑥
directions modelled by 2 = −ω2 𝑥𝑥 where ω represents the
𝑑𝑑𝑡𝑡
angular frequency; the equations for simple harmonic motion with
amplitude A, phase α or β, velocity 𝑣𝑣, period 𝑇𝑇 and frequency 𝐹𝐹
simple harmonic motion include:
displacement 𝑥𝑥 = 𝐴𝐴 sin(ω𝑡𝑡 + α) or 𝑥𝑥 = 𝐴𝐴 cos(ω𝑡𝑡 + β)
velocity 𝑣𝑣 2 = ω2 (𝐴𝐴2 − 𝑥𝑥 2 )
2𝜋𝜋
period 𝑇𝑇 =
ω
1
frequency 𝑓𝑓 =
𝑇𝑇
characterised by extreme simplification, especially if misleading;

simplistic
oversimplified
a formula for approximating the integral of a function;

𝑏𝑏
𝑤𝑤
� 𝑓𝑓(𝑥𝑥) 𝑑𝑑𝑑𝑑 ≈ [𝑓𝑓(𝑥𝑥0 ) + 4[𝑓𝑓(𝑥𝑥1 ) + 𝑓𝑓(𝑥𝑥3 ) + ⋯ ]
Simpson’s rule 𝑎𝑎 3
+ 2[𝑓𝑓(𝑥𝑥2 ) + 𝑓𝑓(𝑥𝑥4 ) + ⋯ ] + 𝑓𝑓(𝑥𝑥𝑛𝑛 ) ]
where the interval [𝑎𝑎, 𝑏𝑏] of the function 𝑓𝑓(𝑥𝑥) is divided into an even
number 𝑛𝑛 of equal strips of width 𝑤𝑤.
execute a drawing or painting in simple form, giving essential

features but not necessarily with detail or accuracy;
sketch in mathematics, represent by means of a diagram or graph; the
sketch should give a general idea of the required shape or
relationship and should include features

Page 74 of 82
Term Explanation
having technical facility or practical ability; possessing, showing,

involving or requiring skill; expert, dexterous;
skilful
demonstrating the knowledge, ability or training to perform a
certain activity or task well; trained, practised or experienced
having or showing the knowledge, ability or training to perform a

skilled certain activity or task well; having skill; trained or experienced;
showing, involving or requiring skill
slope field (direction or gradient field) is a graphical representation

of the solutions of a linear first-order differential equation in which
slope field
the derivative at a given point is represented by a line segment of
the corresponding slope
the result of a mathematical process undertaken to answer or

solution
resolve a problem
find an answer to, explanation for, or means of dealing with (e.g. a

problem);
solve work out the answer or solution to (e.g. a mathematical problem);
obtain the answer/s using algebraic, numerical and/or graphical
methods
of intellectual complexity; reflecting a high degree of skill,

sophisticated intelligence, etc.; employing advanced or refined methods or
concepts; highly developed or complicated
clearly defined or identified; precise and clear in making

statements or issuing instructions; having a special application or
specific
reference; explicit, or definite; peculiar or proper to something, as
qualities, characteristics, effects, etc.
happening now and again or at intervals; irregular or occasional;

sporadic
appearing in scattered or isolated instances
statement a sentence or assertion
straightforward without difficulty; uncomplicated; direct; easy to do or understand
verb
give a pattern, organisation or arrangement to; construct or
arrange according to a plan;
structure noun
in languages, arrangement of words into larger units, e.g. phrases,
clauses, sentences, paragraphs and whole texts, in line with
cultural, intercultural and textual conventions
structured organised or arranged so as to produce a desired result
a branch or area of knowledge or learning defined by a syllabus;

subject school subjects are usually based in a discipline or field of study
(see also ‘course’)
the subject-specific body of information, mental procedures and

subject matter psychomotor procedures that are necessary for students’ learning
and engagement within that subject

Page 75 of 82
Term Explanation
a branch or area of knowledge or learning defined by a syllabus or

alternative sequence; school subjects are usually based in a
subject discipline or field of study
(see also ‘course’)
of ample or considerable amount, quantity, size, etc.; of real worth

substantial or value; firmly or solidly established; of real significance; reliable;
important, worthwhile
substantiated established by proof or competent evidence
subtended angle the angle made by a line, arc or object at a given point
fine or delicate in meaning or intent; making use of indirect

subtle
methods; not straightforward or obvious
achieving or having achieved success; accomplishing a desired

successful
aim or result
expressed in few words; concise; terse; characterised by

succinct
conciseness or brevity; brief and clear
sufficient enough or adequate for the purpose
appropriate; fitting; conforming or agreeing in nature, condition, or

suitable
action
give a brief statement of a general theme or major point/s; present

summarise
ideas and information in fewer words and in sequence
assessment whose major purpose is to indicate student

summative assessment achievement; summative assessments contribute towards a
student’s subject result
concerned with or comprehending only what is on the surface or

obvious; shallow; not profound, thorough, deep or complete;
superficial
existing or occurring at or on the surface; cursory; lacking depth of
character or understanding; apparent and sometimes trivial
supported corroborated; given greater credibility by providing evidence
carried on continuously, without interruption, or without any

sustained
diminishing of intensity or extent
syllabus a document that prescribes the curriculum for a course of study
outline what the school is required to teach and what students

have the opportunity to learn; described in terms of actions that
syllabus objectives operate on the subject matter; the overarching objectives for a
course of study
(see also ‘unit objectives’, ‘assessment objectives’)
symbolise represent or identify by a symbol or symbols
combine different parts or elements (e.g. information, ideas,

synthesise
components) into a whole, in order to create new understanding

Page 76 of 82
Term Explanation
done or acting according to a fixed plan or system; methodical;

organised and logical;
systematic having, showing, or involving a system, method, or plan;
characterised by system or method; methodical; arranged in, or
comprising an ordered system
terms that have a precise mathematical meaning (e.g. categorical

data, chain rule, decimal fraction, imaginary number, log laws,
technical vocabulary linear regression, sine rule, whole number); may include everyday
words used in a mathematical context (e.g. capacity, differentiate,
evaluate, integrate, order, property, sample, union)
take measures to check the quality, performance or reliability of

test
something
carried out through, or applied to the whole of something; carried

out completely and carefully; including all that is required;
thorough complete with attention to every detail; not superficial or partial;
performed or written with care and completeness; taking pains to
do something carefully and completely
occupied with, or given to thought; contemplative; meditative;

thoughtful
reflective; characterised by or manifesting thought
a division of, or sub-section within a unit; all topics/sub-topics

topic
within a unit are interrelated
unclear not clear or distinct; not easy to understand; obscure
perceive what is meant by something; grasp; be familiar with (e.g.

understand an idea); construct meaning from messages, including oral, written
and graphic communication
unequal; not properly corresponding or agreeing; irregular;

uneven
varying; not uniform; not equally balanced
not previously encountered; situations or materials that have not

unfamiliar
been the focus of prior learning experiences or activities
a defined amount of subject matter delivered in a specific context

unit or with a particular focus; it includes unit objectives particular to
the unit, subject matter and assessment direction
drawn from the syllabus objectives and contextualised for the

subject matter and requirements of a particular unit; they are
unit objectives assessed at least once in the unit
(see also ‘syllabus objectives’, ‘assessment objectives’)
a vector with magnitude 1; given a vector 𝒂𝒂 the unit vector in the

1
unit vector same direction as 𝒂𝒂 is |𝒂𝒂| 𝒂𝒂;
�
this vector is often denoted as 𝒂𝒂
unrelated having no relationship; unconnected
operate or put into effect; apply knowledge or rules to put theory

use
into practice

Page 77 of 82
Term Explanation
not definite in statement or meaning; not explicit or precise; not

definitely fixed, determined or known; of uncertain, indefinite or
unclear character or meaning; not clear in thought or
vague understanding;
couched in general or indefinite terms; not definitely or precisely
expressed; deficient in details or particulars;
thinking or communicating in an unfocused or imprecise way
sound, just or well-founded; authoritative; having a sound basis in

valid logic or fact (of an argument or point); reasonable or cogent; able
to be supported; legitimate and defensible; applicable
adjective
apt or liable to vary or change; changeable; inconsistent; (readily)
susceptible or capable of variation; fluctuating, uncertain;
variable
noun
in mathematics, a symbol, or the quantity it signifies, that may
represent any one of a given set of number and other objects
a number or range of things of different kinds, or the same general

variety class, that are distinct in character or quality;
(of sources) a number of different modes or references
in Specialist Mathematics, the term vector is used to describe a

physical quantity like velocity or force that has a magnitude and
direction;
vector a vector is an entity 𝒂𝒂 which has a given length (magnitude) and
→
a given direction; if AB is a directed line segment with this length
→
and direction, then we say that AB represents 𝒂𝒂
when expressed in 𝒊𝒊̂, 𝒋𝒋̂, 𝒌𝒌 � notation, 𝒂𝒂 = 𝑎𝑎1 𝒊𝒊̂ + 𝑎𝑎2 𝒋𝒋̂ + 𝑎𝑎3 𝒌𝒌
� and
� then 𝒂𝒂 × 𝒃𝒃 = (𝑎𝑎2 𝑏𝑏3 – 𝑎𝑎3 𝑏𝑏2 )𝒊𝒊̂ +
𝒃𝒃 = 𝑏𝑏1 𝒊𝒊̂ + 𝑏𝑏2 𝒋𝒋̂ + 𝑏𝑏3 𝒌𝒌
�;
(𝑎𝑎3 𝑏𝑏1 – 𝑎𝑎1 𝑏𝑏3 )𝒋𝒋̂ + (𝑎𝑎1 𝑏𝑏2 – 𝑎𝑎2 𝑏𝑏1 )𝒌𝒌
vector (cross) product the vector (cross) product has the following geometric
interpretation; let 𝒂𝒂 and 𝒃𝒃 be two non-parallel vectors then
|𝒂𝒂 × 𝒃𝒃| is the area of the parallelogram defined by 𝒂𝒂 and 𝒃𝒃 and
𝒂𝒂 × 𝒃𝒃 is normal to this parallelogram
let 𝒂𝒂 be the position vector of a point on a straight line and 𝒅𝒅

be any vector with direction along the line; the line consists of all
vector equation of a straight line
points P whose position vector 𝒓𝒓 is given by 𝒓𝒓 = 𝒂𝒂 + 𝑘𝑘𝒅𝒅 for
some real number k.
let 𝒂𝒂 be the position vector of a point on a plane and 𝒏𝒏 be any

vector equation of a plane vector normal to the plane; the plane consists of all points P
whose position vector 𝒓𝒓 is given by 𝒓𝒓. 𝒏𝒏 = 𝒂𝒂. 𝒏𝒏

Page 78 of 82
Term Explanation
in this course, a vector function is one that depends on a single

real number parameter 𝑡𝑡, often representing time, producing a
vector 𝒓𝒓(𝑡𝑡) as the result; in terms of the standard unit vectors 𝒊𝒊̂,
� of three-dimensional space, the vector-valued functions of
𝒋𝒋̂, 𝒌𝒌
vector function this specific type are given by expressions such as
�
𝒓𝒓(𝑡𝑡) = 𝑓𝑓(𝑡𝑡)𝒊𝒊̂ + 𝑔𝑔(𝑡𝑡)𝒋𝒋̂ + ℎ(𝑡𝑡)𝒌𝒌
where 𝑓𝑓(𝑡𝑡), 𝑔𝑔(𝑡𝑡) and ℎ(𝑡𝑡) are real valued functions giving
coordinates
when 𝒂𝒂 and 𝒃𝒃 are two vectors and 𝜃𝜃 is the angle between them;
the projection of a vector 𝒂𝒂 on a vector 𝒃𝒃 is the vector |𝒂𝒂| cos(𝜃𝜃) 𝒃𝒃�
�
where 𝒃𝒃 is the unit vector in the direction of 𝒃𝒃;
vector projection
�)𝒃𝒃
the projection of a vector 𝒂𝒂 on a vector 𝒃𝒃 is (𝒂𝒂. 𝒃𝒃 � where 𝒃𝒃
� is the
𝒂𝒂.𝒃𝒃
unit vector in the direction of b; this projection is also given by 𝒃𝒃
𝒃𝒃.𝒃𝒃
to ascertain the truth or correctness of, especially by examination

verify
or comparison
of great range or scope; embracing a great number or variety of

wide
subjects, cases, etc.; of full extent
in words, art, music or movement, conveying or indicating feeling,

with expression spirit, character, etc.; a way of expressing or representing
something; vivid, effective or persuasive communication

Page 79 of 82
7 References
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015, Australian
Curriculum Senior Secondary Curriculum: Specialist Mathematics, Version 7.5, http://v7-
5.australiancurriculum.edu.au/seniorsecondary/mathematics/specialist-
mathematics/curriculum/seniorsecondary.
——2015a, Australian Curriculum Senior Secondary Curriculum: General Mathematics Glossary,
Version 7.5, http://v7-5.australiancurriculum.edu.au/seniorsecondary/mathematics/general-
mathematics/curriculum/seniorsecondary.
Blum, W, Galbraith, PL, Henn, HW & Niss, M 2007, Modelling and applications in mathematics
education, Springer, New York.
Galbraith, P 1989, ‘From applications to modelling’, in D Blane & M Evans (eds), Mathematical
modelling for the senior years, The Mathematical Association of Victoria, Parkville, pp. 78–86.
Geiger, V, Faragher, R & Goos, M 2010, ‘CAS-enabled technologies as “agents provocateurs” in
teaching and learning mathematical modelling in secondary school classrooms’, Mathematics
Education Research Journal, vol. 22, no. 2, pp. 48–68, doi.org/10.1007/BF03217565.
Goos, M 2014, ‘Mathematics classroom assessment’, Encyclopedia of Mathematics Education,
Springer, Dordrecht, pp. 413–417.
——Geiger, V & Dole, S 2012, ‘Auditing the numeracy demands of the middle years curriculum’,
Mathematics Education: Expanding horizons — Proceedings of the 35th annual conference of
the Mathematics Education Research Group of Australasia, Mathematics Education Research
Group of Australasia, Singapore, pp. 314–321.
Grønmo, LS, Lindquist, M, Arora, A & Mullis, IVS 2015, ‘TIMSS 2015 Mathematics Framework’,
TIMSS 2015 Assessment Frameworks, International Study Center, Boston,
http://timssandpirls.bc.edu/timss2015/frameworks.html.
Kaiser, G, Blum, W, Ferri, RB & Stillman, G (eds) 2011, Trends in teaching and learning of
mathematical modelling: ICTMA14, International perspectives on the teaching and learning of
mathematical modelling, vol. 1, Springer, Vancouver.
Kilpatrick, J, Swafford, J, & Bradford, F (eds) 2001, Adding It Up: Helping children learn
mathematics, National Academies Press, Washington, DC.
Marzano, RJ & Kendall, JS 2008, Designing and Assessing Educational Objectives: Applying the
new taxonomy, Corwin Press, USA.
——2007, The New Taxonomy of Educational Objectives, 2nd edn, Corwin Press, USA.
Mevarech, Z, & Kramarski, B 2014, Critical Maths for Innovative Societies: The role of
metacognitive pedagogies, OECD Publishing, Paris.
Norton, S, & O’Connor, BR 2016, Literature review for senior syllabus revisions: Mathematics,
Queensland Curriculum and Assessment Authority, Brisbane.
OECD 2015, PISA 2015 Mathematics Framework, OECD Publishing, Paris.
——2012, ‘Numeracy’, in Literacy, Numeracy and Problem Solving in Technology-Rich
Environments — Framework for the OECD Survey of Adult Skills, OECD,
doi.org/10.1787/9789264128859-en.
——2003, PISA 2003 Assessment Framework, OECD Publishing, Paris.
Polya, G 1957, How to Solve It: A new aspect of mathematical method, 2nd edn, Princeton
University Press, NJ.

Page 80 of 82
Shafer, MC & Foster, S 1997, ‘What’s up on the web: The changing face of assessment’,
Principled Practice in Mathematics and Science Education: Fall 1997, vol. 1, no. 2, pp. 1–8,
http://ncisla.wceruw.org/publications/index.html#newsletters.
Stacey, K 2015, ‘The Real World and the Mathematical World’, in Stacey, K & Turner, R (eds),
Assessing Mathematical Literacy: The PISA experience, Springer, Switzerland, pp. 57–84,
doi.org/10.1007/978-3-319-10121-7_3.
Steen, LA 2001, ‘The case for quantitative literacy’, in Mathematics and Democracy: The case
for quantitative literacy, National Council on Education and the Disciplines, Princeton, NJ,
pp. 1–22.
Stillman, G, Galbraith, P, Brown, J & Edwards, I 2007, ‘A framework for success in implementing
mathematical modelling in the secondary classroom’, Mathematics: Essential research,
essential practice, vol. 2, pp. 688–697.
——Kaiser, G, Blum, W and Brown, JP (eds) 2013, Teaching Mathematical Modelling:
Connecting to research and practice, Springer, Vancouver.
Sullivan, P 2011, Teaching Mathematics: Using research-informed strategies, ACER Press,
Camberwell, Vic.
Verhage, H & de Lange, J 1997, ‘Mathematics education and assessment’, Pythagoras, vol. 42,
pp. 14–20.
Webb, DC 2009, ‘Designing professional development for assessment’, Educational Designer,
vol. 1, no. 2, pp. 1–26, www.educationaldesigner.org/ed/volume1/issue2/article6.
White, P, Sullivan, P, Warren, E & Quinlan, C 2000, ‘To investigate or not to investigate? The use
of content-specific open-ended tasks’, The Australian Mathematics Teacher, vol. 56, no. 2,
pp. 6–9, http://aamt.edu.au/Journals/Journals-Index/The-Australian-Mathematics-
Teacher/AMT-56-2-6.

Page 81 of 82
8 Version history
Version Date of change Update
1.1 July 2018 Minor editorial amendments to assumed knowledge, prior learning
and experience
Minor amendments to:

• syllabus objectives 5 and 6, and their associated explanatory
paragraphs
• unit objective 5 across all units
• assessment objective 5 across all assessment instruments
Minor amendments to pedagogical and conceptual frameworks
Unit 1 — minor amendments to:

• Topic 2 title
• subject matter
• assessment guidance
Minor amendments to subject matter across Units 2, 3 and 4
Summative internal assessment 1 (IA1) — minor amendments to:

• description
• conditions
• ISMG
Summative internal assessments 2 and 3 (IA2 & 1A3) — minor

amendments to:
• description
• degree of difficulty definitions
Summative external assessment (EA) — minor amendments to:

• degree of difficulty definitions
• conditions
Glossary updates
1.2 August 2018 Summative internal assessment 1 (IA1) — minor amendments to

assessment objectives 1, 2, and 6

Page 82 of 82
ISBN: 978-1-74378-027-5
Specialist Mathematics General Senior Syllabus 2019
© The State of Queensland (Queensland Curriculum & Assessment Authority) 2017
Queensland Curriculum & Assessment Authority
PO Box 307 Spring Hill QLD 4004 Australia
154 Melbourne Street, South Brisbane
Phone: (07) 3864 0299
Email: [email protected]
Website: www.qcaa.qld.edu.au

SNR Maths Specialist 19 Syll

Uploaded by

Copyright:

Available Formats

SNR Maths Specialist 19 Syll

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SNR Maths Specialist 19 Syll

Uploaded by

Copyright:

Available Formats

What are the main topics covered in the syllabus?

What are the main topics covered in the syllabus?

What are the assessment objectives and structures outlined in the syllabus?

What are the assessment objectives and structures outlined in the syllabus?

Specialist Mathematics 2019 v1.

This syllabus is for implementation with Year 11 students in 2019.

2 Unit 1: Combinatorics, vectors and proof ____________ 20

3 Unit 2: Complex numbers, trigonometry, functions

5 Unit 4: Further calculus and statistical inference ______ 40

8 Version history __________________________________ 82

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Figure 1: Learning area structure

P–10 Australian Curriculum

General Mathematics Essential Mathematics

Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Figure 2: Course structure

Unit 1 Unit 2 Unit 3 Unit 4

Assessment Assessment Assessment Assessment

Students should have opportunities in Units 1

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Syllabus objective Unit 1 Unit 2 Unit 3 Unit 4

1. select, recall and use facts, rules, definitions and procedures

2. comprehend mathematical concepts and techniques drawn

3. communicate using mathematical, statistical and everyday

4. evaluate the reasonableness of solutions ● ● ● ●

5. justify procedures and decisions by explaining mathematical

6. solve problems by applying mathematical concepts and

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

1.2.2 Underpinning factors

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Literacy in Specialist Mathematics

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

21st century Associated skills 21st century Associated skills

• analytical thinking • innovation

• effective oral and written • relating to others

• adaptability/flexibility • operations and concepts

Specialist Mathematics helps develop the following 21st century skills:

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

1.2.3 Aboriginal perspectives and Torres Strait Islander

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

1.2.4 Pedagogical and conceptual frameworks

Figure 3: Assessment pyramid

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

The degree of difficulty

The cognitive system

Using a full range of questions

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Problem-solving and mathematical modelling

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

Students select and apply mathematical and/or statistical procedures,

The development of solutions and models to abstract and real-world

Specialist Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

The teacher explicitly demonstrates and teaches the concepts and

The teacher influences the choice of concepts and techniques,

The teacher cedes control and students work independently,