NB: Sample chapters do not have working links.
This sixth edition is a thorough revision of our established course in mathematics for Year 11. The main difference is a complete revision of Chapter 4 Statistics and some revision of Chapter 2 Models of Growth.
Other features:
| 1 | QUADRATIC AND OTHER POLYNOMIALS | 9 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 2 | MODELS OF GROWTH | 93 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 3 | FUNCTIONS AND GRAPHS | 185 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 4 | STATISTICS | 239 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 5 | SIMULATING RANDOM PROCESSES | 331 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| ANSWERS | 373 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| INDEX | 423 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
This 6th edition is a thorough revision of our established course in mathematics for Year 11 students, written to embrace the concepts outlined in the Stage 1 Mathematics Curriculum Statement.
The main difference in this new edition is the complete revision of Chapter 4 Statistics which we have undertaken in response to comments and suggestions from teachers. There has also been some revision of other chapters, notably Chapter 2 Models of Growth. The book is printed in full colour and is accompanied by a new and improved version of our interactive Student CD.
The CD offers exciting possibilities for students and teachers. It contains links to spreadsheets, graphing and geometry software, graphics calculator instructions, computer demonstrations and simulations. Teachers will be able to demonstrate concepts quickly, clearly and simply, and students have the opportunity to revisit the demonstrations and experiment for themselves.
The book contains many problems from basic to advanced, to cater for a range of student abilities and interests. While some of the exercises are designed simply to build skills, every effort has been made to contextualise problems so that students can see everyday uses and practical applications of the mathematics they are studying.
Emphasis has been placed on the gradual development of concepts with appropriate worked examples. However, we have also provided extension material for those who wish to go beyond Stage 1 and look towards further studies or applications of mathematics for their career choices. It is not our intention that each chapter be worked through in full. Time constraints will not allow for this. Consequently, teachers much select exercises carefully, according to the abilities and prior knowledge of their students, in order to make the most efficient use of time and give as thorough coverage of work as possible.
The extensive use of graphics calculators and computer packages throughout the book enables students to realise the importance, application and appropriate use of technology. No single aspect of technology has been favoured. It is as important that students work with a pen and paper as it is that they use their calculator or graphics calculator, or use a spreadsheet or graphing package on computer. Instructions appropriate to each graphics calculator problem are on the CD. They are written for Texas Instruments and Casio calculators, and can be printed from the CD.
It is not our intention to define the course, but we hope that this book, with the associated use of technology, will enhance the students’ understanding, knowledge and appreciation of mathematics.
