10 Maths Sequencing
Time Allotment
The following table indicates the amount of time each component would be expected to take to be covered via explicit instruction techniques given a mixed-ability class, based on the topic complexity, student learning load (the skill complexity) and other things.
| Component of Achievement Standard | Time allotment |
|---|---|
| Recognise the effect of approximations of real numbers in repeated calculations. | 4 |
| Use mathematical modelling to solve problems involving growth and decay in financial and other applied situations, applying linear, quadratic and exponential functions as appropriate, and solve related equations, numerically and graphically. | 8 |
| Make and test conjectures involving functions and relations using digital tools. | 8 |
| Solve problems involving simultaneous linear equations and linear inequalities in 2 variables graphically and justify solutions. | 8 |
| Interpret and use logarithmic scales representing small or large quantities or change in applied contexts. | 4 |
| Solve measurement problems involving surface area and volume of composite objects. | 8 |
| Apply Pythagoras’ theorem and trigonometry to solve practical problems involving right-angled triangles. | 8 |
| Identify the impact of measurement errors on the accuracy of results. | 4 |
| Use mathematical modelling to solve practical problems involving proportion and scaling, evaluating and modifying models, and reporting assumptions, methods and findings. | 12 |
| Use deductive reasoning, theorems and algorithms to solve spatial problems. | 4 |
| Interpret networks used to represent practical situations and describe connectedness | 4 |
| Plan and conduct statistical investigations involving bivariate data. | 4 |
| Represent the distribution of data involving 2 variables, using tables and scatter plots, and comment on possible association. | 4 |
| Analyse inferences and conclusions in the media, noting potential sources of bias. | 4 |
| Compare the distribution of continuous numerical data using various displays, and discuss distributions in terms of centre, spread, shape and outliers. | 4 |
| Apply conditional probability to solve problems involving compound events. | 4 |
| Design and conduct simulations involving conditional probability, using digital tools. | 4 |
Statistics (Of Notional time)
Shows how the numbers above were also scaled to fit into an annual sequence with other events and assessment preparation following being taught the content.
- Total number of 45 minute lessons for content: 96.
- Total number of assessments: 9
- Total number of 45 minute lessons for revision or work toward assessment: 36 (minimum)
- Total number of numeracy lessons: 24 (2 numeracy every 3 weeks)
- Total amount of notional time used: 165
- Total number of official teaching weeks: 37
- Total number of actual teaching weeks (sans public holidays, events, disruptions, excursions, school events): 33
- Total number of official lessons per week: 5
- Total number of lesson in year (of 33 teaching weeks without interruption, with 5x 45 minute sessions per teaching week): 165
Learning Intentions
See 10 Maths Lesson Material for the learning intentions of content lessons. They are not all lessons taught, nor do they cover the entire year 10 curriculum or the optional content.