Further Mathematics

HOLIDAY HOMEWORK
2019

Teacher/Subject [email protected]

Coordinator [email protected]

Contacts: Roy Menegas & Nick Tsipouras

Key Links: FACEBOOK

https://www.facebook.com/groups/626970837738718/

EDROLO
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VCAA
http://www.vcaa.vic.edu.au/Pages/vce/studies/mathematics/further/exams.aspx

ITUTE
http://www.itute.com/
 Further Mathematics 2019
Work required in preparation for start of 2019.

VCE Further Mathematics Semester 1 2019

Text book (new 2016*): Cambridge Further Maths Unit 3&4
Week Data Analysis
starting
Content Class work/ Homework
Term 1
Holiday Classifying data Ex 1A Q1 to 6
Homework
Holiday Displaying and describing the distributions of categorical Ex 1B Q1 to 7
Homework variables
Holiday Displaying and describing the distributions of numerical Ex 1C Q1 to 9
Homework variables
Holiday Using a log scale to display data Ex 1D Q 1 to 4
Homework
Holiday
Homework Dot points and stem plots Ex 2A Q1 to 5
Holiday
Homework The Median, range and interquartile range (IQR) Ex 2B Q1 to 8
Holiday The five number summary and the box plot Ex 2C Q1 to 10
Homework
Holiday Relating box plots to shape Ex 2D Q1
Homework
Holiday Using box plots to describe and compare distributions Ex 2E Q1 to 3
Homework
Holiday Describing the centre and spread of symmetric Ex 2F-1 Q1 to 8
Homework distributions
Holiday Standard deviation Ex2f-2 Q1 to 6
Homework

Due date 31/01/2019

 INTRODUCTION TO FURTHER MATHEMATICS

Course Content
Unlike Methods and Specialist, which both feature higher level mathematical concepts such as calculus, Further
Mathematics is focused primarily on math that can be used in everyday life. Consequently, it is accessible to
almost all VCE students, irrespective of their mathematical background. Further Mathematics extends simple
arithmetic skills developed in Year 9 and 10 by applying them to new contexts, which divide the course into two
sections.
The first two of these sections are known as the “core modules”. All students undertake these sections, which
consist of Data analysis and Recursion and financial modelling. These modules are studied in Unit 3.
Data analysis: Covers a range of methods to categorise, analyse, present and interpret data sets.
Recursion and financial modelling: Involves basic financial concepts, including depreciation, interest, interest
rates, annuities and perpetuities.
The last two sections are known as the “application modules”. Unlike the core modules, there are four.
However, each student will only complete two in the exam – usually the two that their school has elected to
teach. These modules are studied in Unit 4, and are:
1. Matrices: Matrices are constructs used to store and manipulate information. This module covers the definition
of a matrix, different types of matrices, matrix operations, transition matrices and the use of recurrence relations
to model matrix-related problems.
2. Networks and decision mathematics: A network is a set of objects that are connected. This module covers the
definition and representation of various types of networks, and the use of networks to solve travel, connection,
and optimisation problems.
3. Geometry and measurement: Focuses on the use of measurement, geometry and trigonometry to solve
problems involving angles, lengths, areas and volumes.
4. Graphs and relations: Involves the study of linear relations and non-linear relations to model a range of
practical situations.
Although the content of these modules will probably sound unfamiliar, the mathematical operations required all
rely only upon mathematics learned in earlier years, applied to these new concepts.

Assessment
SACs
Although SAC structure may vary from school to school, most SACs are in the form of a standard test, with the
exception of the Data analysis SAC, which is rather an extended application task.
Unit 3:
1. An application task assessing Data analysis module, spanning 4 to 6 hours over a period of 1 to 2 weeks. At
my school, this took the form of an analysis task broken up into 5 tests, which were taken under test conditions.
Contributes to 13% of final study score.
2. A problem-solving task assessing the Recursion and financial modelling module, spanning a duration of 2 to
3 hours. In my case, this was in the form of a standard test. Contributes to 7% of final study score.
Total Contribution: 20% of final study score.
Unit 4:
1. A problem-solving task assessing the first module elected by your school, spanning a duration of 2 to 3 hours.
In my case, this was in the form of a standard test. Contributes to 7% of final study score.
2. A problem-solving task assessing the second module elected by your school, spanning a duration of 2 to 3
hours. In my case, this was in the form of a standard test. Contributes to 7% of final study score.
Total Contribution: 14% of final study score.
 Exams
Further Mathematics has two examinations.
1. Exam 1 consists of 40 multiple choice questions worth one mark each. The exam is divided into four sections:
16 questions examining knowledge of the Data analysis module, and 8 questions on Recursion and financial
modelling and the two selected applications modules. A bound reference and CAS calculator are permitted.
Students are allowed 15 minutes reading time and 90 minutes writing time. Exam 1 contributes 33% towards
your final study score.
2. Exam 2 consists of 60 marks worth of short answer questions. The exam is again divided into sections by
modules. A bound reference and CAS calculator are permitted. Students are allowed 15 minutes reading time
and 90 minutes writing time. Exam 2 contributes 33% towards your final study score.
Total Contribution: 66% of final study score.

WHY CHOOSE FURTHER MATHEMATICS?

Universal, real world application:
Whilst all mathematical subjects have strong links to real world application, Further Mathematics is unique in
that the skills learned pertain not only to STEM jobs, but to everybody’s everyday life. Although not all portions
are equally useful, being able to critically analyse, interpret and represent data is not only a skill required for
many jobs, but also an important tool to assist in day-to-day decision making. The financial modelling skills
provide a foundational understanding of interest rates – an important part of everyday banking.
Relatively low workload:
Further is often criticised for being ‘shallow’ in terms of content, relative to other subjects. Whilst this is
undoubtedly true, the other side of the coin instead presents the subject as one with a lower workload than most
other VCE courses. Let’s be honest, Year 12 is pretty hectic, so it can be nice to have one or two subjects that
don’t leave you drowning in concepts to wrap your head around. Additionally, this is also why I believe it is a
great choice to complete as a 3/4 subject in Year 11. The relatively low workload is a nice way to steadily
transition into the increased pressure and expectations of Year 12, whilst also leaving you with ample time to
also provide attention to your Year 11 subjects. The extra time available to you as a Year 11 student will also
allow for the completion of many practice papers, which leads on to my next point.
Hard work is almost always rewarded:
From my experiences, Further Mathematics is one of those subjects where you can almost assure yourself of an
amazing result with the correct preparation. Exam questions tend to be quite repetitive, and whilst this kind of
constant repetition may be monotonous, those that are able to master the kind of questions VCAA likes to ask
and identify common tricks are almost always rewarded for their efforts.
Improves examination techniques:
The consequence of narrow scope of the course, however, is that at the very top end, results are not so much
determined by knowledge, but exam preparation. Whilst this may not be necessarily the ‘fairest’ way to
construct an exam, the subject forces you to refine your understanding of not only the content covered, but to
really figure out how individually, you can best approach an examination. This is beneficial not only for your
Further Mathematics studies, but any study you undertake with an exam.

WHO SHOULD (AND WHO SHOULDN’T) UNDERTAKE FURTHER MATHEMATICS?

I would strongly recommend considering Further Mathematics if:
1. You feel as if you would benefit from the type of ‘real world’ math covered in the subject, and don’t entertain
the idea of tackling the more difficult topics covered in Methods or Specialist.
2. You want to do a Unit 3/4 subject in Year 11. The extra time you have available will allow you to meticulously
refine your knowledge and put a lot of effort into the subject, provide an opportunity to refine your examination
technique and potentially achieve a great study score to provide yourself a nice platform to enter your final year
upon.
3. You want a subject that will help you develop strong examination techniques. As long as you keep yourself
motivated, and pay the subject a sufficient amount of your time and effort, you can really figure out a routine
that works for you.
 I would recommend hesitantly approaching Further Mathematics if:
1. You want to do an ‘easy’ subject and get an ‘easy’ high score. Whilst the course in Further Maths is easier than
both Methods and Specialist, it is easier for everyone. This mindset will invariably lead to complacency and
boredom, in what is potentially one of the most competitive subjects (due to the large enrolment), and
consequently, a resulting waste of time.
2. You are in Year 12 and are already doing Methods and Specialist. Since only 2 out of 3 mathematics subjects
can contribute to your top 4 subjects, if you have a strong foundation in mathematics you’ll be more rewarded
placing all your efforts into Methods and Specialist, instead of trying to divide your attention between three
mathematics subjects.
3. You are contemplating Further for the sole purpose of saying you completed a math subject. If you don’t think
that learning this kind of math would benefit you, and have no interest in math, you may be better off picking a
subject you’d enjoy instead. But check university prerequisites.

MISCONCEPTIONS
From what I’ve heard conversing with fellow peers and through reading ATAR Notes, there are several
common misconceptions surrounding Further Mathematics that are worth clearing up.
“A strong Methods/Specialist student won’t need to study to get a high score in Further.”
Being a strong Methods/Specialist student does not directly imply you will be successful in Further
Mathematics, and vice versa. Although they are all maths subjects, their varying focuses leave little overlap. Of
course, that is not to stay a student can’t do well in all three subjects, but it is important to realise being good at
one does not directly translate to being good at another without any effort.
“Further doesn’t require any extra work to get a high study score.”
Although the content in Further is easier than that of Specialist or Methods, the consequences for making
mistakes are much higher. Hence, almost all students that receive the highest study scores are those that have
worked hard to ensure they have complete understanding of every concept, completed many practice questions
to identify the tricks VCAA may use, and a solid exam strategy to minimise mistakes, all of which require extra
work.
“It is impossible to score highly in Further; it is too competitive.”
Although Further Maths is very competitive, it is not impossible to score well in. Rather, as previously detailed,
hard work will almost always pay off in this subject; it is very possible to receive a high study score with the
appropriate preparation.
“You must ace all SACs and be rank 1 to score highly.”
Although ranking does play a part in your final study score, especially in a weaker cohort, a high ranking is not
necessary for a solid score. Personally, I wasn’t even ranked within the top 5 of my cohort, after a disastrous
SAC result in Unit 3. So, don’t give up after a tough SAC; instead, use it for motivation to ensure you don’t
make the same mistakes again.