MM 2015 Year 12 Exam Marking Advice

UNIT 3 & 4 MATHEMATICAL METHODS
EXAM ADVICE
GENERAL ADVICE
EXAM 1
Overall, if you know your work, you should do well.
The marks required for each letter score last year are given below. These percentages
are quite similar each year.
A+ = 91.25%
A = 81.25%
B = 57.5%
C+ = 45%
EXAM 2
Examination 2 is a challenging assessment, and is designed to sort out the strong,

average and weak students.
Saying that, do not freak out if you come across many questions that you think you
cannot solve. Last year, the average mark obtained in Exam 2 was 51.375%, which
ended up being a low B! So if you only manage to complete half the paper correctly,
youve got that B. This is a great point to remember if/when you get anxious in the
exam.
The marks required for each letter score last year are given below. These percentages
are quite similar each year.
A+ = 84.375%
A = 71.875%
B = 48.75%
C+ = 38.75%
If you run out of time during Exam 2, make sure that you record an answer for each
multiple choice question, even if your answer is a guess. No marks will be deducted for
incorrect answers.
The School For Excellence 2015
VCAA Mathematical Methods Exam Advice
Page 1
EXAM MARKING SCHEMES

The following marks are awarded in mathematics examinations:
A mark = Answer mark
This mark is awarded if the given answer is correct (equivalent forms are accepted).
M marks = Method marks
These marks are awarded if a student indicates something that clearly shows how they
arrived at the answer or would try to arrive at an answer. In most cases, the equation that is
to be solved needs to be provided.
H marks = His/her marks (Consequential marks)
These marks are awarded when a student obtains a correct answer from an incorrect
statement or slip.
Part marks may be awarded for solutions that contain an error or which do not reach a
final conclusion. Therefore, even if you make a mistake at the start of a solution, you
can still earn marks for the rest of the answer if your working is correct.
If using a formula, show the values being substituted as this may earn you that first
mark.
Students should write an expression or equation, even if they think their answer to a
previous question is incorrect, as methods marks can be awarded.
Many exams allocate marks for specific steps or statements. Therefore, if you are
unsure as to what constitutes marks, show all working and explanations.
Questions worth 1 mark:

Unless the question asks students to "show" or "prove", then an answer will suffice.
Workings must be provided in "show" and "prove" questions.
Questions that can be solved using technology do not require students to state the
CAS function that was used to obtain the answer.
Page 2
Questions worth 2 marks (with 1 Method and 1 Answer mark):

Unless the question asks students to "show" or "prove", writing out the mathematical
expression to be evaluated or equation to be solved is considered as sufficient working.
Full workings should be provided in "show" and "prove" questions.
Answers are only accepted if they are the result of correct workings.
Equation
Answer
Marks Awarded
Correct
Correct
2 Marks
Correct
Incorrect
1 Mark
Not Provided
Correct
0 1 Marks
Not Provided
Incorrect
0 Marks
Incorrect
Correct
0 Marks
Note:
If it is not possible to provide the equation to be solved, in order to obtain a Method
mark, students need to include a diagram or statement that shows how the answer was
obtained.
At times, there may not be any Method marks available. For example, a 2 mark
question may consist of 2 Answer marks!
Questions worth 3 or more marks:

As students will not be given any information as to how many marks are available for
the actual solution and how many relate to the correct answer(s), it may be safer to
provide full workings.
At the very least, assume that 1 mark relates to the answer, and include an equation or
mathematical statement for each of the remaining marks.
Use the number of marks to give you an idea as to how many steps are required.
Page 3
Marks Awarded
Student Needs to Provide
2 Method marks
2 equations (equations would be based on

different topics/themes.
1 Answer mark
The correct answer.
1 Method mark
The equation that is to be used to find the

required answer.
2 Answer marks
1 mark for each answer required
6 half marks
Half a mark for each correct component.
Other combinations are possible

Questions that award half-marks for each correct component are rounded down to the
nearest integer. Rounding occurs at the end of each part of a question.
Page 4
APPROACHING QUESTIONS
The exam papers will have numerous questions that use arbitrary constants, something
that many students find difficult to deal with. If you struggle with such a question, using
a pencil, re-write the given equation replacing the letters with numbers. Solve the
question, and then apply the same solution process to the equation with the arbitrary
constants.
Use numbers or basic scenarios to simplify complex expressions and applications.
Always sketch diagrams or pictures to help visualise what is going on. A picture does
tell a thousand words! You will often find that once you transfer all the given data to a
diagram, the requirements of the question become much easier to identify.
Simplify confusing, lengthy or wordy questions by writing direct clear statements such
as Find x when y 20 .
Assume nothing!
Do not assume something is true unless either the question says so, or there is
information on a diagram which tells you so. For example, do not assume a triangle is
right-angled or that an arbitrary constant is negative just because it looks like it might be.
Always choose the simplest and quickest method.

Every question in an exam has been designed to be answered within a specific time,
with the number of marks allocated suggesting how long it should take. However,
students are often guilty of using a more complicated method when a simple one would
do the job effectively. After reading a question, dont jump in impulsively and start
writing straight away, not knowing where it will lead. Think about the most efficient
method of solution.
Re-read questions before you move on with the next component of the paper, and
ensure that you have met the requirements of the question eg. The correct number of
decimal places etc.
Solve multiple choice questions by elimination. Read through all the choices and cross
out which responses you know are wrong.
A HENCE question requires that you use the answer to the previous section, otherwise,
no marks will be awarded.
You should treat a SHOW THAT question (or a PROVE question) like a normal
question, and work towards getting the answer as the end result.
Do NOT solve SHOW/PROVE questions by substituting in the answer. These types of

questions are asking you to SHOW/PROVE the last line, not the first.
SHOW/PROVE questions require all the major steps involved in the solution process.
As markers/assessors are warned to watch for fudged lines of working, take the safe
approach and include every step.
Page 5
Your written responses must show a logical development throughout each solution.
Assessors are warned to watch for fudging lines of working.
If a question in Examination 2 does not ask you to show or prove something, use the
CAS. Those students who answer such questions using algebraic approaches or
long-hand processes will run out of time and will not be able to complete the paper.
Take care with your writing as work that is illegible will be disadvantaged. Assessors who
cannot decipher between:
6 or 1 6
2,3 or 2,3
an open or closed circle as an endpoint on a graph
will award NO marks.
ANSWERING QUESTIONS
Do NOT use technology syntax in your answers.

For example, DO NOT write [10, 5; 2, 6] to represent a matrix. You are expected to use
10 5
.
2 6
conventional mathematical notations i.e.
For example, writing binompdf (20, 0.3, 11) would not earn a mark unless the student
indicated that n 20, p 0.3, X 11 .
Do not include CAS parameters eg. n19 etc. Replace these parameters with what they
actually represent.
DO NOT PERFORM ANY CALCULATIONS IN YOUR HEAD.

It is so easy to make silly mistakes in exams even if you are an A+ student.
Its not worth the risk.
When solving any equations, never divide through by a function that could equal zero. A
common example of this is dividing through by a trig function like cos x . If you do that,
several solutions may be missed.
Equating is a very important topic that will most likely be examined in one, if not both
dy
and you are able
dx
dy
, then
to produce an expression for the same thing using the given information i.e.
dx
exams. If you have been given an expression for something eg.
you will be able to equate the two expressions and solve for the required values.
Page 6
For example:
Find the values of m and n for which
d
2 x 2 mx n e x 2 x 2 3 x e x .
dx
This question can be rewritten as:
If y 2 x 2 mx n e x then
dy
2 x 2 3 x e x , find the values of m and n .
dx
Solution:
We have been given an expression for
dy
. We can also produce a separate
dx
dy
using y 2 x 2 mx n e x . Once this is done, we can let the two
dx
dy
equal each other and solve for m and n . i.e.
expressions for
dx
expression for
Let
dy
dy
=
dx
dx
Therefore: 2 x 2 ( m 4) x ( m n ) e x 2 x 2 3 x 0 e x
Equating gives: ( m 4) x 3 x therefore, m 7 .
m n 0 therefore, n 7 .
Page 7
PRESENTING ANSWERS
Answer questions in exact form unless you are told otherwise.

All rational numbers (numbers that can be written as a fraction) are exact whether
given in decimal or fraction form. For example:
0.5 is an exact answer.
3
is an exact answer. 0.866025.... is not.
2
0.625 is an exact answer as its equivalent fractional form is
5
.
8
If you give the exact answer and then go further to give the approximated decimal answer
when you have not been asked to, you will NOT be given that answer mark. For example:
2
(correct) 0.67 (incorrect).
3
Generally, stating answers as improper fractions is fine. To be safe, state answers as

proper or mixed fractions, unless otherwise indicated.
It is wise to include units in answers for areas, length, volume, time etc, as sometimes it
is required, but not always.
Unless otherwise stated, you may write answers using negative powers. eg. x 3e
Unsimplified answers in Exam 1 lose marks, but sometimes not in Exam 2.
2 m
In Exam 1: Factorise, and remember to take out the highest common factor.
In Exam 2: Factorise when asked, or when solving.
Sometimes, 1 mark in Exam 2 is awarded if answers are consistently
given in their simplified (eg. In 2008).
There is no pattern to what is acceptable and what is not therefore,
always simplify, where possible, even if you just take out the highest
common factor.
Page 8
Take care when rounding values that represent real life scenarios eg. the number of
people.
As an example, if your answer is 23.8 people and the question asks you to state your
answer as a whole number or integer, then you would be required to round down as
you cannot have eight tenths of a person. Your final answer would therefore be 23
people.
If the question requires that you state the answer as the closest whole number/integer
value: Your answer will be 24 people.
Be careful to include appropriate equal signs and identify which is your final answer
(underline, highlight, draw square around)
In multi part questions, highlight answers or box them. This will reduce the time you
need to spend looking for answers when addressing the remainder of extended
response questions.
Only round answers at the very last step as early rounding can introduce huge errors
into answers. Students are expected to be able to store and recall values, and
questions will be designed to trap those students who round too early.
If a rounded answer is required in a later part, you MUST use the unrounded value in
your workings. This is often already stored in your calculator, otherwise, write the
unrounded answer before stating an answers as a rounded value.
For example:
If part (a) requires the answer to be given to 3 decimal places:
Unrounded answer = 1.23456
Rounded answer = 1.235
Do not use 1.235 in subsequent parts. Use 1.23456 instead.
At times, a mark will be awarded for justifying answers. Therefore, always explain why
you have rejected an answer eg. Time cant be negative, you cannot find the square
root of a negative number etc.
If any part of an answer is incorrect, then the answer mark cannot be awarded.
If any part of your answer falls outside the given or implied domain, the answer mark
will not be awarded.
Do not go beyond what the question asks. If you make an error in extra workings, you
can lose the mark you had already earned.
When you complete a question, get into the habit of checking that you have actually
answered all aspects of the question in the required format.
State answers using decimal notation NOT scientific notation. For example: If your
calculated value is 0.0000712 and the question requires that you state your answer to
3 decimal places, the correct answer would be 0.000 . Do NOT write 0.0000712 as
7.12 105 and give 7.120 105 as your answer.
Page 9
Always check the validity of solutions irrespective of which topic you are working on.
x 2 x 10 .
For example: Solve for x given that
Equivalent answers will be accepted unless it is specified that the answer is to be

written in a specific form.
For example: Both y 3x
and y
3
would be accepted.
x2
For example:
As all of the below matrix equations would produce the same answer, any of the below
would be accepted as the correct answer.
x ' m 0 1 0 x 0
y ' 0 n 0 1 y d

x ' m 0 x 0
y ' 0 n y d

x ' m 0 x
y ' 0 n y d

x ' m 0 x 0
y ' 0 n y d

x ' m 0 x m 0 0
y ' 0 n y 0 n d

Page 10
RULES, EXPRESSIONS & EQUATIONS
An equation must include an equals (=) sign. Eg. y 2 x 1
An expression is a mathematical phrase that contains ordinary numbers, variables

(like x or y) and operators (like add, subtract, multiply and divide). It cannot, however,
include an equals (=) sign.
An equation:
y 2x 1
The expression: 2 x 1
A rule must have the function notation included eg. f ( x ) 2 x 1 .

DO NOT include the domain when stating rules (you will lose the answer mark).
A function needs a rule and its corresponding domain.
If you are asked to find the inverse function or to find f 1 , YOU MUST state the rule
and the domain.
i.e. f 1 : R R where f 1 ( x) expression
USING TECHNOLOGY
As you are required to know how to use the CAS, there will be questions in Examination 2
that can only be solved using the CAS.
The most common indicator that technology must be used is an instruction detailing the
number of decimal places that are required in answers.
Technology is also essential in the following applications:
Solving equations consisting of different families of functions.

For example: log e ( x) sin( x) , sin( x) x 2 1
Products or quotients of functions. For example: ( x 1)2 x 1 3
Trigonometric equations where terms have different angles.

For example: 2 sin(3 x) cos(x 2) 0
Derivatives and antiderivatives of complex expressions.
Page 11
CAS ISSUES TO BE AWARE OF
It is essential that you enter information into your calculator correctly to obtain the desired
graph or answer. For example:
Place brackets around all denominators or use the fraction key.
Use the correct - sign for negatives and subtraction.
The window must be appropriate for the section of the curve you wish to view.
The CAS must be set to RADIAN mode, otherwise, you will obtain incorrect derivatives
and antiderivatives for expressions/equations involving trigs.
At times, the CAS struggles to provide a solution to equations, particularly those

involving exponential and logarithmic equations. As an example, some CAS calculators
provide incorrect or unusable solutions to equations such as:
t
y (t ) 15 e0.04t sin , 0 t 60
3
So what should students do in these circumstances?
(a) Change the mode.
t
9
3
t
When in APPROX mode (TI-nspire), CAS gives: (1.04081) sin
t
9
3
When in EXACT mode (TI-nspire), CAS gives: e 25 sin
(b) Include a multiplication sign between constants and variables. Sometimes, this is
not actually necessary, but more often than not, omitting multiplication signs will
result in incorrect answers. For example:
5e ax 2 will not provide a useable solution (TI-nspire).

1
5
5e a x 2 gives an answer of x log e when in EXACT mode (TI-nspire).
a
2
(c) Find a solution to the equation using graphs (i.e. points of intersection) or tables.
Important note:
There may be questions on the exam that can be solved using the Classpad but not the
TI-nspire CAS and visa versa.
This is to be expected, and VCAA will not give students any concessions for this. VCAA
assumes that students are aware that technology has its limitations, and if it cannot be
used to solve a question, students need to explore other applications on the CAS or
solve the questions "by hand.
Page 12
ADDITIONAL TECHNOLOGY ADVICE
Always zoom in on key features on a graph.
If the answer obtained on the CAS is not present in the multiple choice options, do not
assume that your answer is incorrect.
Sometimes, all you will need to do is write the answer given by the CAS in a different
form.
At other times, you will simply need to produce a numeric value for your solution as well
as the given options, and identify the correct answer in this manner.
Always check answers using mathematical reasoning.

As an example: What is the range of f ( x) sin(log e x ) ?
Many students would resort to technology and write (1,1) . However, closer inspection
on the CAS would show that the graph does touch what would be perceived by many to
be the horizontal asymptote! In addition, the curve does pass through y 1 , though
many students would not see this unless they chose the viewing domain carefully.
Nevertheless, those students who check the CAS output using simple reasoning would
be alerted to such problems, as shown below.
When can sin x 1 ?
When x
3
2
Can log e ( x) be equal to these values?

As long as x 0 , then log e ( x) will be defined, so yes, log e ( x) can
equal
3
2
This means that sin(log e x ) 1 , and hence, the range is [1,1]
Page 13
GRAPHING & TRANSFORMATIONS
Ensure that you are able to sketch neat graphs clearly showing all key features, such as
intercepts, stationary points and asymptotes with their equations.
0.5 1 marks will be awarded for the correct shape. Lines will need to look like lines (use
a ruler), quadratic functions and trigonometric graphs will need to show symmetry etc.
Curves must be smooth (and symmetrical where it needs to be).
Make sure you always use pencil when sketching graphs so that you are able to make
changes if needed. If your graph is in stages, (as in addition of ordinates, or reciprocal
functions) leave your early stage graphs there. Dont erase them. If needed, use an arrow
to point to your final graph.
If there are straight line asymptotes, make sure you rule the lines so that they are straight.
Do not forget to include the equations describing any asymptotes.
Make sure that the curves approach the asymptotes, and dont curl away from them.
Watch for when coordinates are specifically asked for. If no instructions have been
provided, state intercepts, stationary points and other significant points in coordinate
form.
Where applicable, clearly illustrate end points using hollow or filled in circles.
Include arrows on axes and graphs where applicable.
Label and scale the axes.
Be able to correctly apply transformations to produce the graph of y = A(n(x + b)) + c

from y = (x).
Make sure you understand and can perform these transformations algebraically, with
matrices, as well as in words.
Examiners will NOT accept arrows to describe translations to the left, right, up or down.
Students MUST be familiar with the "FROM AXES" notation for describing dilations as
some questions will present information using this notation.
Unless otherwise indicated, students can describe dilations using any notation they are
comfortable with eg. from the Y axis or towards the X axis etc.
Page 14
DIFFERENTIATION & APPLICATIONS
1 mark will usually be allocated in Exam 2 for showing the ability to use the CAS to find
a derivative or antiderivative.
Complex derivatives will earn 2 marks in Exam 1 and only 1 mark in Exam 2 (unless
you are asked to show or prove a derivative).
Practise recognising the different methods needed to differentiate a function as you may
be asked to use a specific method. Eg. Using the Quotient Rule, find
If the question states using calculus, you must state the equation describing the
derivative.
Equations describing normals/tangents are usually worth 2 marks.

The correct x, y, m would earn 1 mark.
The second mark would be awarded for the correct final equation.
If the question is worth 3 marks, the third mark would be awarded for providing the
derivative (use calculus questions) or for the coordinates if this is not a straight
forward exercise.
The process of finding stationary points in Exam 2 is usually a 2 mark question.

Method mark = State something like Let
describing
dy
0 for a minimum and give the equation
dx
dy
if it has not already been defined in that question part.
dx
Alternatively, state find the minimum and give the actual equation that needs to be
solved i.e.
dy
0.
dx
Answer mark = the correct answer.
Do not prove the nature of a stationary point unless otherwise stated.
When using the first derivative test or sign diagram to prove the nature of a stationary
point, you MUST state the actual value of f '( x ) at your chosen values of x , otherwise,
you will not be awarded any/full marks in the exam. For example:
f ' ( x)
15
15
Shape
This is what earns

the marks.
This alone would not
earn any marks.
Page 15
Students can use the second derivative to prove the nature of a stationary point, as
long as the technique to be used has not been specified.
However, if you use a technique that is not part of the Maths Methods course and you
get any part of the solution incorrect, you would not be awarded part marks.
This policy applies to every topic/process in Maths Methods.
Irrespective of whether you use the first derivative test (sign diagram) or the second
derivative:
DO NOT use the x coordinates of end points, or any points at which a derivative does
not exist to prove the nature of a stationary point.
For example: The graph of f ( x) x 3 3 x 2 9 x 30 where x 3 has stationary points
at (1, 35) and (3, 3) . Use calculus to determine the nature of these stationary points.
Solution
f ( x) x 3 3x 2 9 x 30
f ' ( x) 3x 2 6 x 9
f ' ( x)
15
15
Shape
Read questions carefully. The maximum value is the value of y at the maximum point.
The maximum point can be a stationary point (where
dy
0 ) or the end point of a
dx
domain!
Include units when stating rates. You could be penalised for omitting rates and what
is acceptable varies with the exam.
Derivatives (and antiderivatives) can be written with negative powers UNLESS the
question requires the answer to be written in a specific form.
Page 16
INTEGRATION & APPLICATIONS
If the question states using calculus, you must state the equation describing the
antiderivative.
2 mark questions usually require an actual antiderivative (integral) and the

corresponding answer.
Make sure you include the dx or equivalent in the integral (1 mark penalty otherwise).
You must include c in your answer unless you are asked for an anti-derivative.
Antiderivatives (and derivatives) can be written with negative powers UNLESS the
question requires the answer to be written in a specific form.
In questions involving integration by recognition:

No marks will be deducted if you do not change the constant of integration as an
equation is algebraically manipulated UNLESS you are specifically asked to do so.
eg. c1, c2, c3 etc.
No marks will be deducted if you do not define the relationships between the different
arbitrary constants eg. c and c1 etc UNLESS you are specifically asked to do so.
For example:
Find the derivative of (3 2 x)5 . Hence find
5(3 2 x)
dx . (3 marks)
Solution
Let f x 3 2 x
f ' x 5 2 3 2 x 103 2 x
4
As
f ' ( x)dx f ( x) c :
103 2 x dx 3 2 x
4
c1`
2 53 2 x dx 3 2 x c1
4
In the VCAA exam, students

can write c in place of c1 .
2 53 2 x dx 3 2 x c1
4
53 2 x dx
4
1
3 2 x 5 c where c c1 . The yellow part is not required
2
2
Page 17
PROBABILITY
Be very careful with probability questions.

The question may start off as a normal distribution then change to binomial to discrete
and back to normal. In other words, each time you attempt a different part of a
probability question, you need to ask yourself whether the distribution or the
parameters (eg. what X or p stand for) have changed.
Students MUST be familiar with the following notations:
X ~ N , 2
X ~ Bi (n, p)
In questions worth 2 or more marks, 1 mark will usually be assigned for correctly
recognising the distribution and stating the values of the key parameters. For example:
Binomial, n 8 and p 0.8
Normal, 100 and 12
OR
OR
OR
X ~ Bi(8, 0.8)
X ~ N (100, 144)
Draw normal curve, label 100 and 12
To show an approach towards a steady state (Markov applications):

Unless otherwise specified, you can solve steady state applications using any
technique you are most comfortable with. Examples include:
(a) Using large values of n .
P
Q
P
Q
(b) Using T .
b
P
b
1 a
a b
(c) Using
where T
.
Q a
a 1 b
a b
When using large values of n , you must show that the value of S n is approaching a
steady value (and is not changing significantly) as the value of n increases. Use at
least 2 different values of n , such as 50 and 100.
You could be asked to find the steady state using an algebraic approach, so make sure
you are familiar with either (or both) methods (b) and (c).
Regarding graphs of continuous distributions, students are required to draw the line
y 0 for the parts of the domain described by elsewhere or otherwise. If X
represents something like time, the given axes would not include negative x values.
Page 18
MISCELLANEOUS TOPICS
Practise using special angles in Circular Functions, especially where the angles are
multiples of 30, 45 or 60 as these are the ones that will most usually appear,
especially in Exam 1. Learn your exact values for 30, 45 or 60.
Year 11 coursework can and has been assessed in past VCAA exams. Therefore, dont
forget to revise the following important topics:
Rules used to calculate distance, displacement, speed, velocity and acceleration, and
how to get from one to the other using differentiation or antidifferentiation.
The distance formula.
Long division of polynomials or synthetic division.
Factor and remainder theorems.
Trigonometric ratios (SOHCAHTOA).
Pythagorass Theorem.
The basics relating to similar triangles.
Venn diagrams, sets, mutually exclusive and non-mutually exclusive events, dependent
and independent events, conditional probability.
Note that the below topics are examinable.

Using matrices to solve or represent transformations of points in the plane.
Solving transition matrices with respect to two state Markov chains.
Using matrices to represent and solve systems of simultaneous linear equations.
Functional equations.
Modulus (absolute value) functions.
Strictly increasing and strictly decreasing functions.
What should students know about strictly increasing and strictly decreasing functions?
Refer to:
www.vcaa.vic.edu.au/correspondence/bulletins/2011/April/2011AprilSup2.pdf
Note that the following topics are NOT examinable:

Complicated matrix algebra.
Compound and double angle formulae.
Increasing and decreasing functions. (This is different from strictly increasing and
strictly decreasing functions).
Page 19

MM 2015 Year 12 Exam Marking Advice

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UNIT 3 & 4 MATHEMATICAL METHODS

Overall, if you know your work, you should do well.

Examination 2 is a challenging assessment, and is designed to sort out the strong,

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

EXAM MARKING SCHEMES

Questions worth 1 mark:

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

Questions worth 2 marks (with 1 Method and 1 Answer mark):

Questions worth 3 or more marks:

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

Student Needs to Provide

2 equations (equations would be based on

The correct answer.

The equation that is to be used to find the

1 mark for each answer required

Half a mark for each correct component.

Other combinations are possible

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

Use numbers or basic scenarios to simplify complex expressions and applications.

Always choose the simplest and quickest method.

Do NOT solve SHOW/PROVE questions by substituting in the answer. These types of

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

an open or closed circle as an endpoint on a graph

will award NO marks.

Do NOT use technology syntax in your answers.

conventional mathematical notations i.e.

DO NOT PERFORM ANY CALCULATIONS IN YOUR HEAD.

exams. If you have been given an expression for something eg.

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

This question can be rewritten as:

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

Answer questions in exact form unless you are told otherwise.

Generally, stating answers as improper fractions is fine. To be safe, state answers as

Unsimplified answers in Exam 1 lose marks, but sometimes not in Exam 2.

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

For example: Solve for x given that

Equivalent answers will be accepted unless it is specified that the answer is to be

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

RULES, EXPRESSIONS & EQUATIONS

An equation must include an equals (=) sign. Eg. y 2 x 1

An expression is a mathematical phrase that contains ordinary numbers, variables

A rule must have the function notation included eg. f ( x ) 2 x 1 .

A function needs a rule and its corresponding domain.

Solving equations consisting of different families of functions.

Products or quotients of functions. For example: ( x 1)2 x 1 3

Trigonometric equations where terms have different angles.

Derivatives and antiderivatives of complex expressions.

The School For Excellence 2015

VCAA Mathematical Methods Exam Advice

CAS ISSUES TO BE AWARE OF

At times, the CAS struggles to provide a solution to equations, particularly those

When in EXACT mode (TI-nspire), CAS gives: e 25 sin