Level 7 applied mathematics and statistics learning programme example
 The following learning programme example is divided into two semesters of work. Each semester has an overarching mathematics and/or statistics focus to support the learning.
 Possible teaching and learning activities are given, from which teachers could select activities that best meet the needs of the students in their class/school. In addition teachers could select teaching and learning activities that they currently use, or source others that would meet student needs and address the focus.
 Each semester has a list of possible achievement objectives to select from, the choice of which will depend on the selected teaching and learning activities.
 The intent is to be more holistic in the selection of achievement objects to allow for natural connections between and within strands.
 Some achievement objectives could be summatively assessed directly through achievement standards; others could be assessed through inclass formative or summative assessment. Not all achievement objectives need to be assessed.
Semester 1 – Applied mathematics and algebra focus
Applied mathematics and algebra focuses on the development of mathematical thinking and reasoning in patterns, relationships, equations, and expressions.
Ideas for teaching and learning activities
Suggested achievement objectives
Select from below depending on the teaching and learning activities chosen.
Patterns and relationships
 M71 Apply coordinate geometry techniques to points and lines.
 M73 Use arithmetic and geometric sequences and series.
 M74 Apply trigonometric relationships, including the sine and cosine rules, in two and three dimensions.
 M75 Choose appropriate networks to find optimal solutions.
Equations and expressions
 *M76 Manipulate rational, exponential, and logarithmic algebraic expressions.
 *M77 Form and use linear, quadratic, and simple trigonometric equations.
 M78 Form and use pairs of simultaneous equations, one of which may be nonlinear.
*Some aspects of these two AOs are integral to the other AOs, but not all aspects would be expected to included in the teaching and learning programme.
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Semester 2 – Statistics
Statistics and probability focuses on the development of statistical thinking, reasoning and literacy.
Ideas for teaching and learning activities
Suggested achievement objectives
Select from below depending on the teaching and learning activities chosen.
Statistical investigation
 S71 Carry out investigations of phenomena, using the statistical enquiry cycle:
 A – conducting surveys that require random sampling techniques, conducting experiments, and using existing data sets
 B – evaluating the choice of measures for variables and the sampling and data collection methods used
 C – using relevant contextual knowledge, exploratory data analysis, and statistical inference.
 S72 Make inferences from surveys and experiments:
 A – making informal predictions, interpolations, and extrapolations
 B – using sample statistics to make point estimates of population parameters
 C – recognising the effect of sample size on the variability of an estimate.
Statistical literacy
 S73 Evaluate statistically based reports:
 A – interpreting risk and relative risk
 B – identifying sampling and possible nonsampling errors in surveys, including polls.
Probability
 S74 Investigate situations that involve elements of chance:
 A – comparing theoretical continuous distributions, such as the normal distribution, with experimental distributions
 B – calculating probabilities, using such tools as twoway tables, tree diagrams, simulations, and technology.
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Book resources

Drake, M., Francis, J., Beckett, C., Coulston, A., & McIntyre, R. (1995). Learning experiences for level 7 mathematics. Teacher Support Services, Wellington.

McIntyre, R. (1994). Cooperative mathematics for level seven. Auckland, New Zealand: Longman Paul.

Fergusson, S., Jessup, E., Snow, P., Stewart, A., & Valente, F. (1990). Mathematics projects and investigations for years 11 & 12 (NZ Years 12 & 13). Nelson, Australia.

Lovitt, C. (1991). Maths problem solving and modelling: For year 12. Nelson, Australia.

Britt, M., Gargiulo, S. V., Hughes, P. (1988). Investigations in mathematics. New House, Auckland.
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Possible assessment programme
It is envisaged that this course could lead to assessment for a wide range of achievement standards enabling teachers to select appropriate assessment programme to suit individual students within the class/school. It is important that these are selected with a view to future courses.
 AS91256 Mathematics and statistics 2.1 Apply coordinate geometry methods in solving problems – 2 credits; internal
 AS91259 Mathematics and statistics 2.4 Apply trigonometric relationships in solving problems – 3 credits; internal
 AS91260 Mathematics and statistics 2.5 Apply network methods in solving problems – 2 credits; internal
 AS91263 Mathematics and statistics 2.8 Design a questionnaire – 3 credits; internal
 AS91266 Mathematics and statistics 2.11 Evaluate a statistically based report – 2 credits; internal
 AS91267 Mathematics and statistics 2.12 Apply probability methods in solving problems – 4 credits; external
 AS91269 Mathematics and statistics 2.14 Apply systems of equations in solving problems – 2 credits; internal
OR
 AS91256 Mathematics and statistics 2.1 Apply coordinate geometry methods in solving problems – 2 credits; internal
 AS91258 Mathematics and statistics 2.3 Apply sequences and series in solving problems – 2 credits; Internal
 AS91259 Mathematics and statistics 2.4 Apply trigonometric relationships in solving problems – 3 credits; internal
 AS91260 Mathematics and statistics 2.5 Apply network methods in solving problems – 2 credits; internal
 AS91263 Mathematics and statistics 2.8 Design a questionnaire – 3 credits; internal
 AS91264 Mathematics and statistics 2.9 Use statistical methods to make an inference – 4 credits; internal
 AS91267 Mathematics and statistics 2.12 Apply probability methods in solving problems – 4 credits; external
OR other combinations that fit with the achievement objectives selected for teaching and learning.
Last updated September 14, 2020
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