Year 7

Learning About Chance, Probability (and Data) in Everyday Life

This term in Mathematics, our students have been exploring the fascinating world of chance and probability. They have been learning how to describe and predict outcomes by using everyday situations to understand how probability works. For example, they have looked at real-life examples such as the chance of rain, the likelihood of drawing different coloured balls from a bag and throwing preferred outcomes with dice.

Students have used online sites to roll dice, spin spinners and make tables and graphs. They investigated and compared what they expected would happen (theoretical), with what actually occurred (experimental). This has helped them see that while probability can tell us what is likely, it doesn’t always mean we can predict exactly what will happen in a single trial.

As part of their learning, students have been revising words like impossible, unlikely, even chance, likely, and certain to describe outcomes. They have been building their mathematical skills by expressing probabilities as fractions and decimals and discussing how these can be used to compare the chance of different events.

An important part of this unit has been encouraging students to explain their reasoning, recognise patterns, and think critically about fairness and chance. By the end of the unit, they will have developed stronger problem-solving skills and an appreciation of how probability plays a role in decision-making, both in mathematics and in real life.

Ms Warburton
Year 7 Mathematics Teacher

Year 8

Year 8 Mathematics: A Term of Real-World Thinking and Logical Discovery

This term, Year 8 students have explored mathematics in ways that connect directly to the world around them. From predicting weather patterns to solving equations, their learning has been hands-on, practical and deeply engaging.

?️ The term began with an investigation into probability, where students learned to distinguish between theoretical and experimental approaches. Their challenge? To determine the likelihood of dry days during the haymaking season—a real-world scenario faced by farmers.

Using digital simulation tools, students modelled weather outcomes and calculated the chances of successful haymaking. These experimental results were then compared to theoretical predictions based on historical weather data. This task helped students understand how probability can be used to make informed decisions, especially when dealing with uncertainty.

Through this project, students developed:

• Skills in interpreting and analysing data
• An understanding of how probability applies to everyday life
• Confidence in using digital tools to simulate real-world outcomes

? In the second half of the term, students turned their attention to algebra—a key building block of mathematical thinking. They began by learning the language and structure of algebraic expressions, before moving on to solving linear equations.

Two core principles guided their learning:

• “Undo by doing the opposite operation”
• “Whatever you do to one side, you must do to the other”

These rules formed the foundation of their problem-solving strategies, helping students approach equations with clarity and confidence. Through repetition and guided practice, they built fluency in algebraic reasoning—skills that will support them in future studies and beyond.

? To wrap up the term, students will sit an exam in Week 9, covering both probability and algebra. This will be an opportunity to showcase their understanding, apply their skills, and reflect on the progress they’ve made.

This term’s work has equipped students with:

• Critical thinking skills for interpreting data and solving problems
• Real-world applications of mathematical concepts
• A deeper appreciation for how mathematics influences decision-making in fields like agriculture, science and technology

Whether predicting dry days or balancing equations, Year 8 students are learning to think logically, creatively and confidently. Their efforts this term have laid a strong foundation for future success—and we’re proud of the curiosity and determination they’ve shown.

Let’s celebrate their achievements and continue encouraging them to see mathematics not just as numbers, but as a powerful tool for understanding the world.

Mr Cuming, Mr Richards and Mrs Thornton
Year 8 Maths Teachers

Year 9

This term, our Year 9 Mathematics students have made excellent progress in developing their algebra skills. They applied these skills in a real-world modelling task, where they investigated whether the proposed location for a new telecommunications tower would be suitable. Students explored mathematical models to assess signal coverage and considered potential issues with signal interference, allowing them to see how algebra can be used to solve practical community-based problems.

Through this project, students not only strengthened their algebraic reasoning but also built confidence in interpreting and applying mathematics to real-world contexts. It was rewarding to see students engaged in a task and that they could see the link between classroom learning and everyday technology they rely on.

Looking ahead, students should begin preparing for their end-of-term examination. This exam will focus on two major areas of study from this semester: statistics and geometry. In statistics, students will demonstrate their ability to analyse and interpret data, while in geometry they will apply problem-solving skills to angles, shapes and spatial reasoning.

We encourage all students to continue revising regularly and seeking support where needed, so they can approach the exam with confidence. Parents can support by encouraging consistent practice and review at home.

Ms D'Arcy
Year 9 Mathematics Teacher

Year 10

Year 10 Core Mathematics – Building Skills for the Future

This term, our Year 10 students have explored a wide range of mathematical concepts that not only extend their problem-solving skills but also prepare them for future study, employment and everyday life.

1. Congruence, Similarity and Scale Drawings
   Students learned how to compare shapes, justify geometric reasoning and interpret scale drawings. These skills are vital in fields such as architecture, engineering, construction and design, where accurate measurements and scaled models are essential.
2. Koch Snowflake and Fractals
   By exploring the Koch Snowflake, students were introduced to the world of fractals—mathematical patterns that repeat at smaller and smaller scales. Fractals appear in computer graphics, digital imaging, biology and finance, helping professionals model complex, real-world systems.
3. Networks and Weighted Graphs
   Through studying networks, students investigated how connections can be mapped and optimised. Weighted graphs model distances, costs or times, which are directly relevant to logistics, transport planning, telecommunications, computer science and even social networks.

“I enjoyed learning about networks because it felt like solving real-world puzzles. We worked out the shortest paths between places, and it reminded me of how GPS apps find the quickest route. It showed me how maths connects to technology we use every day.” – Year 10 student

1. Pythagoras’ Theorem and Trigonometric Calculations
   Students applied these tools to solve problems involving lengths and angles. These foundational ideas underpin surveying, navigation, physics, robotics and many trades, where precise calculation is critical for safety and accuracy.

“When we were learning trigonometry, I realised how useful it is outside the classroom. An arborist showed us how they use trigonometry to work out the height of a tree and decide whether it can be safely cut down without damaging nearby buildings or powerlines. It made me see how these skills are directly applied in real jobs.” – Year 10 student

Across these topics, students are not only practising abstract mathematics but also developing reasoning, logical thinking and problem-solving skills. These are highly valued in today’s workforce, equipping our students to adapt to rapidly changing careers and technologies.

Ms Daysh, Mr Richards, Mr Mhende, Ms Zhao, Ms Lever and Ms Thornton
Year 10 Mathematics Teachers

Maths Extension

This term has been very special for our Year 10 Maths Extension students, as this is the first time the course has been offered. Designed for students who are passionate about learning maths and seeking more challenges, the new extension class has provided an exciting opportunity to deepen mathematical understanding.

From Week 1 to Week 8, we have focused on three main areas: deductive geometry, networks and trigonometry.

In the first unit, students explored deductive geometry, learning about angles, triangles, congruence, scale factors and creating scale drawings. This foundation helped them develop logical reasoning skills and understand geometric relationships more deeply.

Next, we moved into networks, where students studied isomorphic and planar graphs and applied problem-solving techniques to real-world scenarios. This unit encouraged critical thinking and introduced computational thinking concepts, which are essential skills in modern mathematics.

The majority of the term was dedicated to trigonometry, covering topics such as Pythagoras’ theorem in two and three dimensions, trigonometric ratios, angles of elevation and depression, bearings, and the sine and cosine rules. Students also explored the unit circle and graphs of trigonometric functions, which are fundamental for understanding periodic phenomena.

Throughout the term, students completed regular work return tasks to consolidate their learning and prepare for assessments. These tasks, combined with lessons and textbook exercises, provided a comprehensive learning experience.

The term concludes with a summative exam to assess students’ understanding of the topics covered.

Overall, the newly introduced Year 10 Maths Extension course offers a challenging and enriching experience that prepares students for advanced mathematical studies. It encourages problem-solving, logical reasoning, and the practical application of mathematical concepts, equipping students with skills valuable both in school and beyond.

Ms Zhao and Mrs Lever
Year 10 Mathematics Teachers

Year 11

Essential Mathematics

This term, our Year 11 Essential Mathematics students have been applying their numeracy skills to a real-life scenario involving travel planning. Using timetables and schedules, students are making informed decisions as they plan a day trip to Movie World on the Gold Coast. They are learning how to allocate time, navigate transport options, and create an efficient route through the park. This hands-on approach helps students see the practical applications of maths in everyday life. Next term, students will complete a formal exam to consolidate their learning from the year.

Ms Keogh
Year 11 Mathematics Teacher

Mathematical Methods

A common question asked by students (and parents) is “Why do I have to do this in Maths as I’ll never use it in life?”  The answer is that the world we live in is full of maths - it helps you with life skills such as telling the time, measuring distances, managing a budget, building furniture, being a better cook. 

Coming from a different angle, Maths is important because it:

• promotes healthy brain function
• improves problem-solving skills
• supports logical reasoning and analytical thinking
• develops flexible thinking and creativity
• sharpens your memory
• teaches perseverance.

Year 11 Maths Methods students will be completing their IA3 exam this week. Topics covered in the exam include exponential and logarithmic functions and calculus.  Much of the work covered in the lead up to this exam has taken students into aspects of Maths that are totally new to them but also required them to utilise prior knowledge and skills as they deal with abstract concepts that don’t necessarily focus on calculations involving numbers.

What are the real-life applications of these apparently irrelevant topics?

Many real-life applications can be modelled using exponential or logarithmic functions.  These include:

• investment returns (compound interest)
• population growth
• earthquake intensity (Richter scale)
• sound intensity (decibel scale)
• measurement of acidity (pH scale).

Calculus is the mathematical study of rates of change and is used in Biology, Engineering, Economics, Astronomy to name but a few. Calculus is everywhere – yes, even in pizza.

Ms Brownson
HoD Maths

General Mathematics

This term, Year 11 General Mathematics students have covered a wide range of new topics. They have studied trigonometry, with a focus on applying rules to non–right-angled triangles, and they have developed their understanding of matrices and their applications. For the remainder of Term 3, students will begin work on univariate data, where they will learn to analyse, interpret, and present data effectively. To be successful in this unit, students will need to become confident using the statistics functions on their calculators, as this will be an important tool in both classwork and assessment.

Students have now completed their third assessment task for the year, and we congratulate them on reaching this milestone. Looking ahead, there is one final exam in Term 4, Week 6, which will complete their Year 11 assessment program.

To ensure the best preparation for their final term, we strongly encourage students to:

• Engage in regular revision rather than leaving study until the last minute.
• Attend live lessons each week, or if unable to, make sure to watch the recordings promptly to stay up to date.
• Seek help early if they are unsure about concepts or skills, so gaps in understanding do not build up.

Ms Switzer
Year 11 Mathemtics Teacher

Year 12

Mathematical Methods

Hello parents/caregivers and students! Now that we have officially completed the Mathematical Methods course, the focus has shifted to preparation for the upcoming external assessments. I take this opportunity to commend students on their hard work and commitment to date. Incidentally, I know some students have been spending well over the recommended hours each week on independent study. Keep in mind, while it is important to study, it is also important to prioritise regular ‘downtime’ – the brain needs to be rested in order to effectively consolidate learning and memory.

Regarding approach to study, note that quality is far better than quantity. It makes sense to be strategic and there are some very simple steps students can take, from today, to make study effective and efficient. It is easy to feel quickly overwhelmed while thinking about all the content and skills that must be “mastered” in time for the exam. So the first step is to make a step-by-step plan of approach. For example, a first step might be to complete the proficiencies template to identify areas in need of particular attention, so subsequent revision can be targeted to these areas. The next step would be to focus on revision and textbook questions, including chapter review exercises.

Regardless of the plan and approach, all students are strongly encouraged to attend the online lessons leading up to the exams. This will provide invaluable opportunities to clarify concepts and go through questions. I will also be using lessons to provide practice under pressure (time constraints) and review strategies on devising appropriate and organised responses.

May you all have a relaxing break! Please do not hesitate to contact me by email if you have any questions or comments.

Ms Lever
Year 12 Maths Methods Teacher

General Mathematics

Term 3 has been a particularly busy and productive term, especially throughout the first four weeks as students prepared for their IA3 General Mathematics examination. Considerable time and effort were dedicated to consolidating knowledge and refining problem-solving skills in readiness for this important assessment.

Students sat their IA3 examination in Week 5. This marks the completion of their internal assessment program, with IA1, IA2, and IA3 collectively contributing 50% of their final subject result. The remaining 50% will be determined by the final external examination, scheduled for Term 4.

With IA3 now completed, the focus has shifted entirely to comprehensive revision. The coming weeks are crucial as students prepare for the external examinations in Term 4, Week 4. They are strongly encouraged to review and revise all topics covered since Term 1, ensuring a thorough understanding across the full scope of the syllabus.

Class time will be devoted to systematic revision of key content areas, practice across a wide range of question types, and strategies to strengthen exam readiness. Students are reminded that consistent and diligent revision at home will be essential to success.

The preliminary external examination dates are as follows:

• Paper 1: Monday, 3 November 2025
• Paper 2: Tuesday, 4 November 2025

Term 4 will therefore be vital in maximizing preparation, consolidating skills, and building confidence as students approach their final examinations.

Mr Mhende
Year 12 General Mathematics Teacher