Unit

Outline

Week 1 Lesson 1.1 Lesson 1.2 Time Lesson 1.3 Lesson 1.4 Lesson 1.5
Latitude and Zones Daylight Saving UTC and IDL International
Longitude time zones
-locate points -calculation of -solve - solve - find time
on Earth’s times and time problems problems differences
Outcomes: surface using differences involving time involving between two
MS11-3, latitude, around the world zones in Coordinated places on
MS11-4, longitude or -review using Australia and in Universal Earth using
MS11-9 position units of time, neighbouring Time (UTC), recognised
MS11-10 coordinates converting nations, and the international
with a globe, between 12-hour making any International time zones
an atlas and and 24-hour necessary Date Line
digital clocks and allowances for (IDL) -Assessment
technologies, calculating time daylight saving task1
for example, intervals
a smartphone
or GPS device
Week 2 Lesson 2.1 Lesson 2.2 Lesson 2.3 Lesson 2.4 Lesson 2.5
Time tables Travelling and Revision Unit Exam Feedback
Phone usage
-review how -solve practical -revision of -Assessment -Assessment
to interpret problems, for topic task: Unit task 1
timetables, example, -sample Exam feedback
Outcomes: for example, travelling east problem
MS11-3, bus, train and and west, solving and
MS11-4, ferry incorporating preparation to
MS11-9 timetables, time zones, or exam
MS11-10 and use them internet and
to solve phone usage
problems across time
zones, or the
timing of events
broadcast live
from states of
countries
between
different time
zones



















































Unit Assessment- General Mathematics- Working with Time

Name: Student Number: Class: Date
Submitted:

WHERE ON THE EARTH

IS THE FAMILY GUY!!!

Assessment task: The Family Guy has arranged the trip to Australia. As always, the
family has not obeyed the rules and gone out of control. Now, all of them have been
lost except Lois. To find them she has to make great plan. She finds out that
everyone had gone to different countries around the world. Thank God everyone
had their phones with them. That makes easy for her to communicate with all.

To start her perfect mission to find all of the rest, she draws a chart that would give her
accurate time to ring everyone. She points out importance of giving both 12-hour time and 24-
hour time with day. She also planned to mark on the world map where each person along with
dog are for location.

Since you are very kind person and expert with calculations of time you have offered help Lois
to complete the chart and find everyone.
Some important hints for you:
- you are required to complete on week 2 Friday and hand it.
- representation of information and correct calculations are significant
- Right 300 words reflection of your experience through helping Lois with her mission
Some useful resources for you to use:
World Time Differences http://www.whitepages.com.au/wp/search/tools.jhtml
World Atlas site http://worldatlas.com/aatlas/world.htm
 Where on the earth is the
family guy?
Lois is in
Sydney,
Australia
STEWIE MEG CHRIS PETER GLEN BRIAN CARTER HERBERT
IS IN….
IF MARGE
RINGS AT
10:00 AM
ON A
MONDAY
EACH ERSON LOIS LOIS LOIS LOIS LOIS LOIS LOIS LOIS
TO BE EXPECTED EXPECTED EXPECTED EXPECTED EXPECTED EXPECTED EXPECTED EXPECTED
CONTACTED TO CALL TO CALL TO CALL TO CALL TO CALL TO CALL TO CALL TO CALL
AT 11 AM AT AT AT AT AT AT AT AT AT
THEIR TIME
ZONE
TIME ZONE
DIFFRERENCE
(BEHIND OR
AHEAD)
LOIS HAS
ARRANGE
THE
LAWYERS TO
HELP OUT.
EACH
LAWYER
WILL CALL
FROM
SYDNEY AT
1:45 PM ON
A TUESDAY.
WHAT TIME
WILL EACH
OF THEM
EXPECT TO
BE RINGED?

Assessment Rubric for Where on the Earth are the ‘Family Guy’?

(Preliminary Hsc General Mathematics MS-M2 Working with Time)


Criteria Developing Proficient Advanced
0-5 / 15 6-10 /15 11-15 / 15
Effort Shows very little shows sufficient Shows significant
effort, attempt to effort, solutions effort,
solve and shows efficiently shown and Solutions clear and
insufficient work shows adequate shows completed
work work
Results and marking Do not provides Provides satisfactory Provides mostly
the map results, and results and well- correct results and
unmarked map marked map sustainably marked
map
Understanding and Shows little Shows sufficient Shows conceptual
use of resources understanding of understanding of understanding,
topic, use of topic good use of substantial use of
resources lacking resources resources
Reflection Demonstrates little Demonstrates Demonstrates
reflection and no satisfactory significant reflection
evaluation reflection and and evaluation
evaluation
Limited perceptions, Deep understanding
not sufficient Well justified of key concepts
justification understanding of provided
concepts and
perceptions





























HSC
ASSESSMENT TASK 4
2017

Mathematics General 2
Name:

Class:

Marks

Total MC 6 7 8 9 10

General Instructions Weight – 15% of internal assessment

• Reading time – 5 minutes Total marks –

• Working time – 45 mins
Section I
• Write using black or blue pen
5 marks
• Black pen is preferred
• Attempt Questions 1-5
• Board-approved calculators may • Allow about 10 minutes for this section
be used
• A formula and data sheet is Section II
provided at the back of this 25 marks
paper
• Attempt Questions 5-10
• In Questions 6 - 10, show • Allow about 35 minutes for this section
relevant mathematical reasoning
and/or calculations

Section I

5 marks
Attempt questions 1-5
Allow about 10 minutes for this section

Use the multiple-choice answer sheet for Questions 1-5.

Marks
1 Point X on the Earth’s surface has coordinates (69°S, 12°E), while point Y is at (8°S, 12°E). 1

The distance between X and Y is:


A 61 M B 77 M C 3660 M D 4620 M

2 At a point on the Earth’s surface, the coordinates are (45°N, 135°W). The standard 1

time at this point would be:


A GMT −3 B GMT +3 C GMT −9 D GMT +9

3 It is 11.00 am Tuesday at a point X with coordinates (32°S, 90°W). At a point, Y, with 1

coordinates (51°N, 120°E), what is the time if daylight saving time applies at Y?


A 9.00 pm Monday B 10.00 pm Monday


C 1.00 am Wednesday D 2.00 am Wednesday

-8-
4 1
Adelaide is located at (35°N, 139°E) and Yokohama is located at (35°S, 139°E). What is

the distance between Adelaide and Yokohama to the nearest kilometre? (Assume the radius

of Earth is 6400 km.)


A 559 km B 3910 km C 7819 km D 15 526 km

5 What is the time difference between locations at (43°S, 20°E) and (58°S, 65°E)? 1


A 4 h B 3 h C 2 h D 1 h
Section II

25 marks
Attempt questions 6-10
Allow about 35 minutes for this section

Answer the questions in the spaces provided.

Your responses should include relevant mathematical reasoning and/or calculations.
Extra writing space is provided at the end of this booklet. If you use this space, clearly indicate which
question you are answering.

Marks
Question 6 (5 marks)

a. Hobart is located at (42°S, 147°E) and Port Moresby is located at (9°S, 147°E).

i. Describe the relative positions of these cities on the Earth’s surface. 1

ii. What are the coordinates of a point half-way between these cities? 2

b. The coordinates of Dublin are (53°N, 6°W). What are the coordinates of Hamburg if it is 2
16° due east of Dublin?

- 10 -
 Marks
Question 7 (5 marks)

Kingston is located at (17°N, 76°W). Jakarta is located at (6°S, 106°E).

i. What is the difference in latitude between Kingston and Jakarta? 1

ii. What are the coordinates of a point 20° due south of Kingston? 2

iii. What are the coordinates of a point 80° due east of Jakarta? 2

- 11 -
 Marks
Question 8 (5 marks)

2
a. Molly flew from Sydney (34ºS, 151ºE) to Chittagong (22ºN, 91ºE). Her plane left

Sydney at 8.30 a.m. Thursday (Sydney time), stopped for 4 hours in Singapore and

arrived in Chittagong at 1 p.m. Thursday (Chittagong time). What was the total flying

time?

b. Andrew is planning a trip from Townsville (GMT +9.5) to Hong Kong (GMT +8).

I. What is the time and day in Hong Kong if it is 7.30 a.m. on 5 June in Townsville? 1

II. A flight leaves Townsville at 7.30 a.m. and flies non-stop to Hong Kong. The flight 2

is in the air for 7 hours. What time and day does the flight arrive in Hong Kong?

- 12 -
 Marks
Question 9 (5 marks)

a. The standard time in Dubbo is based on the 149°E meridian and for Fremantle the

116°E meridian.

I. Isabella is in Dubbo and rings a friend in Fremantle at 8 p.m. on a Saturday. What day 2

and time is it in Fremantle?

II. Isabella caught a plane, at 8 p.m. on a Saturday, from Dubbo to Fremantle. The travel 2

time for the trip was 5 hours. What is the time when Isabella arrives in Fremantle?

b. The time zone in New Zealand is GMT +12 while in Turkey it is GMT +2. Calculate 1

the time difference between New Zealand and Turkey.

- 13 -
Question 10 (5 marks) Marks

A diagram of Earth’s surface is shown opposite.

a. What is the latitude and longitude of point A? 1

1
b. What is the latitude and longitude of point B?

c. What are the coordinates of a point 60o due south 2
of point A?

d. What are the coordinates of a point 10o due east of point B? 1

End of paper

- 14 -
Section II Extra writing space
If you use this space, clearly indicate which question you are answering.

 FORMULAE AND DATA SHEET

Assessment Task 2
Topic Test
Marking Guideline

Section I
Answres to multiple choice questions- 1 mark each

Questions Answers

1 C

2 C
3 D

4 B

5 A

Section II
Question 6 (a)(i)
Criteria Marks
• Provides correct solution 1

Sample Solution

Locations of the Hobart and Port Moresby are on the 147oE meridian of longitude. Hobart
(42oS) is further south than Port Moresby (90S).
Question 6 (a)(ii)

Criteria Marks
• Provides correct calculation 1
• Correct answer 1

Sample solution:

42 + 9
Latitude =
2
= 25.5
Coordinates of the halfway point are (25.5o S, 147o E).

Question 6 (b)

Criteria Mark
• Provides correct solution process 1
• Shows correct result 1

Sample solution:

Same latitude as Dublin 53°N

Longitude is 6°W + 16° = 10°E
Hamburg’s coordinates are (53°N, 10°E).

Question 7 (i)
Criteria Mark
• Provides correct answer 1

Sample solution:

Latitude difference = 17 + 6

= 23
Question 7 (ii)
Criteria Mark
• Provides correct answer 1
Sample solution:

Located on the 76° west meridian of longitude.

Coordinates 3°S, 76°W

Question 7 (iii)

Criteria Mark
• Provides correct answer 1

Sample solution:

Located on the 6° south parallel of latitude.

Coordinates 6°S, 174°W (186˚E)

Question 8 (a)

Criteria Mark
• Provides correct solution process 1
• Shows correct result 1

Sample solution:

Longitude difference = 151 − 91 = 60

Time difference = 60× 4 = 240 min (or 4h)

Chittagong Sydney
91˚E 151˚E

West – East +

Time in Chittagong = 8.30 - 4h

= 4.30 a.m. Thursday

Travelling time = (1.00 p.m. - 4.30 a.m.) - 4h

= 4.5 h
Question 8 (a)(I)

Criteria Mark
• Provides correct solution process 1
• Shows correct result 1

Sample solution:
Longitude difference = 151 − 91 = 60

Time difference = 60 × 4 = 240 min (or 4h)

Question 8 (b)

Criteria Mark
• Provides correct answer 1

Sample solution:
Time in Hong Kong = 6 a.m. + 7 h
= 1 p.m. 5 June

Question 9(a)(I)

Criteria Mark
• Provides correct solution process 1
• Shows correct result 1
Sample solution:
Longitude difference = 149 - 116 = 33

Time difference = 33× 4 = 132 min (or 2h 12 min)

Fremantle Dubbo
116˚E 149˚E

West – East +

Time in Fremantle = 8.00 - 2h 12min

= 5.48 p.m. Saturday

Question 9(a)(II)

Criteria Mark
• Provides correct answer 1

Sample solution:

Longitude difference = 149 - 116 = 33

Time difference = 33× 4 = 132 min (or 2h 12 min)

Fremantle Dubbo
116˚E 149˚E

West – East +

Time in Fremantle = 8.00 - 2h 12min

= 5.48 p.m. Saturday
Question 9(b)

Criteria Mark
• Provides correct answer 1

Sample solution:

12 – 2 = 10

Question 10(a)

Criteria Mark
• Provides correct answer 1

Sample solution:

Latitude is the angle north or south of the equator (0o). Point A is on the equator. Longitude
is the angle east or west of the Greenwich meridian (30o E).
Point A is at (0o, 30o E).

Question 10(b)

Criteria Mark
• Provides correct answer 1

Sample Solution:

Latitude is the angle north or south of the equator (50o N). Longitude is the angle east or
west of the Greenwich meridian (0o). Point B is on the Greenwich meridian.

Point B is at (50o N, 0o).

Question 10(c)

Criteria Mark
• Provides correct answer 1
• Correct producer 1

Sample solution:
Point A is on the equator (0o) hence the required point is 60o S. It has the same longitude
as point A (30o E).

Point is at (60o S, 30o E).

Question 10 (d)

Criteria Mark
• Provides correct answer 1

Sample solution:

Point B is on the Greenwich meridian (0o) hence the required point is 10o E. It has the same
latitude as point B (50o N).

Point is at (50o N, 10o E).



Justification

The preliminary HSC Working with Time component is designed with consideration of the Quality
Teaching model for the purpose of achieving the NSW Mathematics General Stage 6 Syllabus (2017)
outcomes. In this unit students learn to interpret and justify calculations of time, including time differences
in Australia and the World. The unit has been planned to enhance learning outcomes through diverse
learning and teaching activities which aim for high student engagement and firm understanding of the topic
with the use of real world applications. This paper will provide an analysis of the unit outline, lesson plan,
one alternative assessment task and one exam paper along with marking rubrics.

The unit outline is scaffolded based on Bloom’s taxonomy, with the aim of building procedural knowledge.
It focuses on enhancing knowledge building with prior lessons being used as a foundation to establish
knowledge of following lessons. The unit spreads over two weeks which covers 10 lessons and provides a
number of key concepts and hints which will facilitate deeper knowledge of students. According to Gray and
Waggoner (2002), knowledge is stated as the deepest level of the Taxonomy and students are required to
attain knowledge academically and practically, instead of memorising the information. Building conceptual
understating of students was the preliminary purpose in the unit plan preparation. One HSC style exam
paper is arranged to measure the learning outcomes for this unit. Moreover, alternative assessment tasks are
prepared for students to develop deep understanding of previous lessons and easily adapt to next lessons in
an engaging way. These assessments have been prepared based on Kulm’s (2013) advice that alternative
assessment tasks lessen the pressure of profound contents and help avoid limitations regarding high order
thinking. Therefore, preparation of the unit outline has been done with the consideration of boosting
students’ conceptual understanding of the content.

The lesson plan forming the second component is focused on calculation of time, time differences around
the world and revision of time unit use as well as calculating time intervals. Lesson plans enriched with
several learning and teaching activities allow students to relate the topic to real world and understand the
necessity learn. As it is stated in the preparation process of the unit outline, building conceptual knowledge
of students was also primary in the lesson plan designing. First learning and teaching activity to assist
students’ conceptual knowledge was asking ‘Why’ after any response to any given question. According to
Darragh (2015) asking questions and listening to students’ answers is an efficient technique to activate
students’ thought process and enhance engagement. Furthermore, Weber (2005) sates that students are
expected to be able to provide explanations of their reasons including why the methodology they used is
mathematically appropriate. The second technique utilised was showing videos which signify connections to
concepts of mathematics and comprehend links to the social world allow them to build higher level
mathematical knowledge with reasoning. It is also aimed to help students with learning disabilities and
students with visual cognitive abilities.

Assessment of student outcomes are achieved with the constructive questions during the class which help
the teacher recognise student engagement. HSC style exam paper and the alternative assessment task which
include real-life connections and applications further determine student comprehension level. Although,
HSC questions are designed with high expectations that encourage student’s achievement (Skiiling, Bobis,
& 2010), it does not provide an effective measurement of students’ higher order thinking (Klum, 2013).
Alternative assessments give students freedom and flexibility with the use of tables, charts and pictures.
Additionally, it shows them the applicability of their knowledge along with achieving a high level
engagement. For example, in the alternative assessment task designed to find the lost ‘Family Guy’
members, student are required to determine different locations and time zones and make calculations based
upon the differences. Stilmann, Brown and Galbraith (2010) points out the importance of such mathematical
modelling by stating “classes applying Mathematical modelling provide various opportunities for
mathematical thinking, knowledge search and experiences in the understanding judgement and interpretation
of problem’. Therefore, assessments tasks are a significant tool in teaching and learning practices.

In conclusion, the main focus of the various components developed was students’ academic process with an
emphasis on developing their conceptual understating and attaining high level engagement. Important
frameworks like Bloom’s taxonomy and mathematical modelling were utilised in the preparation process of
learning activities which will enable students to achieve the outcomes of the syllabus and carry their
understanding of the concepts beyond the classroom through recognising their application in real life
situations.










References

New South Wales Education Standards Authority. (2017). Mathematics General Stage 6
Syllabus Programming Advice. Retrieved from
http://syllabus.nesa.nsw.edu.au/mathematics-standard-stage6/content/1226/

Darragh, L. (2014). Asking Questions and Performing Mathematics Identity. Mathematic Education
Research Article , 175-182.

Gray, C. K. & Waggoner E. J. (2002) Multiple Intelligences Meet Bloom's Taxonomy, Kappa Delta Pi
Record, 38(4), 184-187, doi: 10.1080/00228958.2002.10516371

General Maths Wikispaces. (2017). Spherical Geometry. Retrieved from

https://general-maths.wikispaces.com/file/view/spherical_geo_notes.pdf

Kulm, G. (2013). Back to the future: Reclaiming Effective Mathematics Assessment Strategies. Middle
Grades Research Journal , 8(2), 1-10. Retrieved from
https://www.researchgate.net/publication/258698322_BACK_TO_THE_FUTURE_Reclaiming_Effective_
Mathematics_Assessment_Strategies

Skilling, K., Bobis, J., Martin, K. J., Anderson, J., Way, J. (2016). What secondary teachers
think and do about student engagement in the mathematics. Mathematcs Education
Journal , 1-23. doi: 10.1007/s13394-016-0179-x

Stillman, G., Brown, J.& Galbraith, P. (2010). Researching Applications of Mathematical Modelling in
Mathematics Learning and Teaching. Mathematics Education Research Journal, 22(2), 1-6.

Tatar, E., Akkaya, A. & Kagizmanli, T., B. (2014). Using dynamic software in mathematics: the case of
reflection symmetry. International Journal of Mathematical Education in Science and Technology, 45(7),
980-995, DOI: 10.1080/0020739X.2014.902129

Weber, K. (2005). Students' Understanding of Trigonometric Functions . Mathematics Education Research

Journal , 17(3), 91-112