# Multiple Choice Questions Ext 1

**Topics:**Mathematics, Convex function, Concave function

**Pages:**27 (2477 words)

**Published:**September 27, 2012

requirements and HSC examination specifications for

Mathematics, Mathematics Extension 1 and

Mathematics Extension 2

The Board of Studies has revised the internal assessment requirements and HSC examination specifications for all Stage 6 Mathematics courses (see Official Notice BOS 17/11). The revisions take effect with the 2012 HSC cohort.

The following materials have been developed to assist teachers implementing the revisions for Mathematics, Mathematics Extension 1 and Mathematics Extension 2: • advice on internal assessment

• advice on programming the Mathematics Extension 1 course • a set of five sample objective-response questions for each HSC examination • a mapping grid for each set of sample questions

• a sample cover page for each HSC examination.

The revised internal assessment requirements and HSC examination specifications are contained in the Assessment and Reporting in Mathematics, Mathematics Extension 1 and Mathematics Extension 2 Stage 6 document, located at www.boardofstudies.nsw.edu.au in the HSC Syllabuses section.

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Advice on internal assessment

Internal assessment components

The mandatory components and weightings for each of the Mathematics, Mathematics Extension 1 and Mathematics Extension 2 HSC courses are set out below. These components and weightings are suggested for use in each Preliminary course. Component

Description

Weighting

Concepts, skills

and techniques

Use of concepts, skills and techniques to solve

mathematical problems in a wide range of theoretical and

practical contexts

50

Reasoning and

communication

Application of reasoning and communication in

appropriate forms to construct mathematical arguments

and proofs and to interpret and use mathematical models

50

100

Teachers may use their discretion in determining the manner in which they allocate tasks within the course content.

Up to 20% of the internal assessment mark submitted to the Board of Studies for the Mathematics course may be based on the Preliminary course.

The Board considers that 3 to 5 tasks are sufficient to assess the components of each course. Measuring attainment of the assessment components will involve assessing a student’s ability in relation to aspects of the Mathematics, Mathematics Extension 1 and Mathematics Extension 2 courses such as:

Concepts, skills and techniques

• recalling mathematical terminology and concepts

• identifying the nature of mathematical problems from theoretical and practical contexts, and appropriate techniques for solution

• applying appropriate techniques to solve routine problems.

Reasoning and communication

• interpreting information from theoretical and practical contexts given in written, diagrammatic or graphical form, and representing given information in other ways • explaining terminology, concepts, techniques for solution or aspects of a solution, using written and/or spoken language and diagrams

• interpreting and using mathematical models, and constructing mathematical arguments and proofs to solve familiar and unfamiliar problems

• evaluating methods of solution in terms of efficiency and breadth of application, and recognising limitations to the validity of solutions.

The two components are weighted equally to:

• reflect their equal importance in mathematics learning

• recognise the benefits to student learning associated with a focus on reasoning and communication at a level appropriate to the respective course objectives, outcomes and syllabus content. Each HSC examination measures attainment relevant to both components and any one internal assessment task may also contribute to measuring attainment of both components. – 2 –

Advice on programming the Mathematics Extension 1 course

Schools can be flexible when programming the Mathematics Extension 1 course in order to meet the needs of their students. Topics from the Mathematics...

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