This assessment resource is suitable for Chapter One of the Jacaranda VCE Year 11 General Mathematics textbook. The assessment resource is available as a TI-Nspire file or PDF.  The TI-Nspire file provides for automated whole class correction and feedback via the TI-Navigator system (Exam) or as automated correction for individual review (Self Check).  TI-Nspire users can add, delete or edit any of the questions provided. 

This assessment resource is suitable for Chapter Two of the Jacaranda VCE Year 11 General Mathematics textbook. The assessment resource is available as a TI-Nspire file or PDF.  The TI-Nspire file provides for automated whole class correction and feedback via the TI-Navigator system (Exam) or as automated correction for individual review (Self Check).  TI-Nspire users can add, delete or edit any of the questions provided. 

Imagine you just arrived home from school, you’re really hungry. You decide the block of chocolate will help you with your homework. Pretty soon half the block is gone, so you quickly put it back in the refrigerator. Your brother arrives home, spots the half eaten block of chocolate and immediately breaks half the remaining block off for himself. Dad’s next, when he visits the refrigerator he too breaks off half the remaining block. How long will the block last you wonder?

This introduction combined with a dynamic representation and accurate mathematical notation is used for the basis of introducing and exploring Geometric sequences and series.

One of the simplest and beautiful mathematical sequences. The simplicity: 1, 1, 2, 3, 5, 8 ... is such that each term is the sum of the previous two terms. Examples of the sequence can be found in nature, architecture and number theory. In this investigation, students explore some of the patterns within the sequence such as the consecutive sum of the squared terms. What about the last digit of term 60, 61, 62 ... what pattern do these form? Don't worry, the magical phi is not left out, including amazing relationships such as 1 + phi. Check it out!

Golf driving distances have increased as technology, player athleticism and technique have improved. If the trend continues this will cause problems for golf courses as some holes become easier. Students use data to see how much driving distances have changed for PGA and LPGA players. The data is then used to make and check predictions and consider the consequences. Should new reduced distance golf balls be introduced?

This activity explores the calculations of the five figure summary: {min, Q₁, median, Q₃ and max}. How is an outlier determined? What is positive / negative skew? By physically dragging the maximum point students can determine when the whisker ‘breaks’ and an outlier is created. The connection between the dot plot and the box and whisker plot improves the visual power of this dynamic interaction.