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SC211 Calculating with complex numbers using the fx-100AU PLUS

This short video shows how to perform a range of calculations with complex numbers. These include calculating the argument and complement of a complex number and converting between polar and rectangular forms. These calculations will be done using the Complex …

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SC611 Calculating with vectors using the fx-100AU PLUS

This short video shows how to perform a range of calculations with vectors, including addition, scalar, dot and cross products. These calculations will be done using the Vectors mode of a Casio fx-100AU PLUS.

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SC331 Calculating Z-distribution probabilities using the fx-100AU PLUS

This short video shows how to calculate probabilities corresponding to regions of the distribution of Z, the standard normal distribution. These calculations will be done using the Distribution menu of the Statistics mode of a Casio fx-100AU PLUS.

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SC511 Verifying the truth of numerical statements using the fx-82/100AU PLUS

This short video shows how to verify the truth, or otherwise, of numerical statements, using a Casio fx-82/100AU PLUS. The verification is performed on an exact trigonometric ratio and a surd simplification.


SC322 Equation of exponential model of ‘best fit’

This short video shows how to calculate the equation of the exponential model of ‘best fit’, using a Casio fx-82/100AU PLUS. This calculation is performed on atmospheric carbon data. Comparison is made with a linear model using Pearson’s r.


SC321 Equation of regression line of best fit using fx82/100AU PLUS

This short video shows how to calculate the equation of the regression line of ‘best fit’, using a Casio fx-82/100AU PLUS. This calculation is performed on length of spring under suspension data. An extrapolation is made.


SC312 Summary statistics frequency table using fx82/100AU PLUS

This short video shows how to calculate univariate summary statistics using a Casio fx-82/100AU PLUS. Calculated are the mean, standard deviation and five number summary of the outcomes of a probability experiment in a frequency table form.


SC311 Summary statistics raw data using fx82/100AU PLUS

This short video shows how to calculate univariate summary statistics using a Casio fx-82/100AU PLUS. Calculated are the mean and median of raw rental data.  


Video solutions to the 2016 HSC Maths General 2 exam (feat. efficient fx-82 use) – Section II, Qu 26 & 27

These two videos present an approach to the 2016 HSC Mathematics General 2 examination – Section II, Questions 26 and 27. They feature efficient the use of the Casio fx82AU PLUS II, as well as ‘by hand’ solution methods. A discussion of approaches to questions is shared. The video series is accompanied by pdf solutions.

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Video solutions to the 2016 HSC Maths General 2 exam (feat. efficient fx-82 use) – Section I

These two videos present an approach to the 2016 HSC Mathematics General 2 examination – Section I. They feature efficient the use of the Casio fx82AU PLUS II, as well as ‘by hand’ solution methods. A discussion of approaches to questions is shared. The video series is accompanied by pdf solutions.

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Video solutions to the 2016 HSC Maths General 2 exam (feat. efficient fx-82 use) – Section II, Qu 28 & 29

These two videos present an approach to the 2016 HSC Mathematics General 2 examination – Section II, Question 28 and 29. They feature efficient the use of the Casio fx82AU PLUS II, as well as ‘by hand’ solution methods. A discussion of approaches to questions is shared. The video series is accompanied by pdf solutions.

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Video solutions to the 2016 HSC Maths General 2 exam (feat. efficient fx-82 use) – Section II, Qu 30

This video presents an approach to the 2016 HSC Mathematics General 2 examination – Section II, Question 30. It features efficient the use of the Casio fx82AU PLUS II, as well as ‘by hand’ solution methods. A discussion of approaches to questions is shared. The video series is accompanied by pdf solutions.

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Video Solutions – 2019 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section A – Q11 to Q20.

These two videos present an approach or approaches to the 2019 VCE Mathematical Methods Examination 2 – Section A, Q11 to Q20. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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ClassPad Top Tips for Exams – Collection 1

Using a ClassPad in an examination? Make sure you are familiar with these tips on ClassPad use.

This first collection of tips are:

* Tip #1 – Exact calculation taking too long? Interrupt it and calculate a decimal approximation.
* Tip #2 – Getting numerical results for an algebraic calculation? Clear any numerical values previously assigned to variables.
* Tip #3 – Solve for a parameter using a previously created user defined function
* Tip #4 – Evaluate an ‘improper’ definite integral (integrand not defined at endpoints)

All tips are presented in easy-to-follow video format

This collection also includes a video on how to create user defined function, a very useful approach to frequently performed calculations.

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Approaches to the 2011 VCE Mathematical Methods (CAS) Exam

This document presents an approach or approaches to the 2011 VCE Maths Methods Examination 2. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most deserning and efficient way to tackle the mathematics presented in this form of assessment.

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Video solutions to the 2016 VCE MM CAS Exam (feat. efficient Classpad use) – Section A – Q11 to Q20.

These two videos present an approach or approaches to the 2016 VCE Mathematical Methods Examination 2 – Section A, Q11 to Q20. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment. The video series is accompanied by a pdf of screenshots.

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Video solutions to the 2016 VCE MM CAS Exam (feat. efficient Classpad use) – Section B – Q1 & Q2.

This two videos present an approach or approaches to the 2016 VCE Mathematical Methods Examination 2 – Section B – Q1 & Q2. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment. The video series is accompanied by a pdf of screenshots.

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Video solutions to the 2016 VCE MM CAS Exam (feat. efficient Classpad use) – Section A – Q1 to Q10.

These two videos present an approach or approaches to the 2016 VCE Mathematical Methods Examination 2 – Section A, Q1 to Q10. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment. The video series is accompanied by a pdf of screenshots.

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Video Solutions – 2019 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section A – Q1 to Q10.

These two videos present an approach or approaches to the 2018 VCE Mathematical Methods Examination 2 – Section A, Q1 to Q10. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2019 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section B – Q5

This video presents an approach or approaches to the 2019 VCE Mathematical Methods Examination 2 – Section B, Q5. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2019 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section B – Q3 and Q4

These two videos present an approach or approaches to the 2019 VCE Mathematical Methods Examination 2 – Section B, Q3 and Q4. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2019 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section B – Q1 and Q2

These two videos present an approach or approaches to the 2019 VCE Mathematical Methods Examination 2 – Section B, Q1 and Q2. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2018 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section B – Q5

These two videos present an approach or approaches to the 2018 VCE Mathematical Methods Examination 2 – Section B, Q5. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2018 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section B – Q3 and Q4

These two videos present an approach or approaches to the 2018 VCE Mathematical Methods Examination 2 – Section B, Q3 and Q4. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2018 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section B – Q1 and Q2

These two videos present an approach or approaches to the 2018 VCE Mathematical Methods Examination 2 – Section B, Q1 and Q2. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2018 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section A – Q11 to Q20.

These two videos present an approach or approaches to the 2018 VCE Mathematical Methods Examination 2 – Section A, Q11 to Q20. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2018 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section A – Q1 to Q10.

These two videos present an approach or approaches to the 2018 VCE Mathematical Methods Examination 2 – Section A, Q1 to Q10. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2017 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section B – Q3 and Q4.

These two videos present an approach or approaches to the 2017 VCE Mathematical Methods Examination 2 – Section B, Q3 and Q4. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2017 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section B – Q1 and Q2.

These two videos present an approach or approaches to the 2017 VCE Mathematical Methods Examination 2 – Section B, Q1 and Q2. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – 2017 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section A – Q11 to Q20.

These two videos present an approach or approaches to the 2017 VCE Mathematical Methods Examination 2 – Section A, Q11 to Q20. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Approaches to the 2012 VCE Mathematical Methods (CAS) Exam

This document presents an approach or approaches to the 2012 VCE Maths Methods Examination 2. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most deserning and efficient way to tackle the mathematics presented in this form of assessment.

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Video solutions to the 2016 VCE MM CAS Exam (feat. efficient Classpad use) – Section B – Q3 & Q4.

This two videos present an approach or approaches to the 2016 VCE Mathematical Methods Examination 2 – Section B – Q3 & Q4. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment. The video series is accompanied by a pdf of screenshots.

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Financial Mathematics – Further Mathematics – 2016 and beyond.

Below you can download a set of notes that summarise the professional learning workshop conducted at the MAV offices on October 27, 2015. The workshop aimed to provide support to teachers on new VCCA Further Mathematics course to begin in Victoria in 2016.

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2014 VCE MM CAS exam solutions – Efficient Classpad Use

This document presents an approach or approaches to the 2014 VCE Maths Methods Examination 2. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods.

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2015 VCE MM CAS exam solutions – Efficient Classpad Use

This document presents an approach or approaches to the 2015 VCE Maths Methods Examination 2. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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VCE Mathematical Methods (CAS) November 2013 – Discerning, efficient ClassPad use

This document represents an approach to answering questions within the 2013 VCE Mathematical Methods (CAS) examination.
It may prove helpful when answering the questions:

– When should I use my ClassPad?
– When should I put down my ClassPad?
– Am I using my ClassPad efficiently?

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Video Solutions – 2017 VCE Methods Exam 2 (feat. efficient ClassPad use) – Section A – Q1 to Q10.

These two videos present an approach or approaches to the 2017 VCE Mathematical Methods Examination 2 – Section A, Q1 to Q10. These approaches incorporate the use of CAS as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – QCE Methods Sample 2020 Paper 2 – MC – Q1 to Q10

These two videos present an approach or approaches to the QCE Mathematical Methods Sample 2020 Paper 2, Multiple Choice, Questions 1 to 10. These approaches incorporate the use of a Casio fx-CG50 AU as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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VCAA Specialist Mathematics 2016 – Simulation, Sampling Distributions, Hypothesis Testing and the Confidence Interval for the mean.

These notes and data support the support workshops run in September 2016 in Victoria. The workshops aimed to provide support for the use of the Casio ClassPad in the teaching and learning of the simulation, Sampling Distributions, Hypothesis Testing and the Confidence Interval for p, as set out in the VCAA Study Design for Specialist Mathematics.

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VCAA Mathematical Methods 2016 – Numerical Methods, Simulation, Sampling Distributions and the Confidence Interval for p.

These notes, programs and eActivities support the support workshops run in September 2016 in Victoria.
The workshops aimed to provide support for the use of the Casio ClassPad in the teaching and learning of the Bisection method, Newton’s Method, simulation and Sampling Distributions and the Confidence Interval for p, as set out in the VCAA Study Design for Mathematical Methods.

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Video Solutions – QCE Methods Sample 2020 Paper 2 – Q18 to Q20

This video presents an approach or approaches to the QCE Mathematical Methods Sample 2020 Paper 2, Questions 18 to 20. These approaches incorporate the use of a Casio fx-CG50 AU as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – QCE Methods Sample 2020 Paper 2 – Q15 to Q17

This video presents an approach or approaches to the QCE Mathematical Methods Sample 2020 Paper 2, Questions 15 to 17. These approaches incorporate the use of a Casio fx-CG50 AU as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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Video Solutions – QCE Methods Sample 2020 Paper 2 – Q11 to Q14

This video presents an approach or approaches to the QCE Mathematical Methods Sample 2020 Paper 2, Questions 11 to 14. These approaches incorporate the use of a Casio fx-CG50 AU as well as ‘by hand’ solution methods. At times, two alternative methods are presented. The providing of two solutions is intended to encourage a conversation between teachers and students about the most discerning and efficient way to tackle the mathematics presented in this form of assessment.

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