Guide

How to get a 90+ in General, Methods and Specialist: Advice from an expert teacher

By Narelle - 8 minute read

In this guide, Narelle goes through her top tips and tricks for getting a a 90+ in General, Methods and Specialist Mathematics.

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Introduction

General Mathematics

From Networks to Financial Maths to the use of statistics in analysing data, General
Mathematics is designed for students who want to extend their mathematical skills
beyond Year 10, but whose future studies or employment pathways do not require
calculus.


Mathematical Methods

The major domains are algebra, functions, relations and their graphs, calculus, and
statistics. This can lead to further study in natural and physical sciences (especially
physics and chemistry), mathematics and science education, medical and health
sciences (including human biology, biomedical science, nano science, and
forensics), engineering (including chemical, civil, electrical, and mechanical
engineering, avionics, communications, and mining), computer science (including
electronics and software design), psychology and business.


Specialist Mathematics

This course covers vectors and matrices, real and complex numbers, trigonometry,
statistics, and calculus. Specialist can lead to a career in science, all branches of
mathematics and statistics, computer science, medicine, engineering, finance, and
economics. Mathematical Methods must also be studied as it covers a lot of the
background knowledge required for Specialist.

Each course has its own unique content and is a pathway to future study. I hope you
enjoy this guide and find the advice and tips helpful for you to achieve to the best of
your ability in these wonderful courses.

How to prepare for your IAs

Your IA for Maths makes up 50% of your final grade. You will have 3 IAs throughout the year, a Problem Solving and Modeling Task (15%), a Unit 3 Exam (15%) and a Unit 4 Exam (15%). Achieving your best in the IAs will put less pressure on you during the exam period.


Problem-solving and modelling task

The PSMT is a task where you develop a response to a scenario or context. It requires you to respond with a range of understanding and skills. These include using mathematical language, appropriate calculations, and tables of data, graphs and diagrams.

The response is to a specific task or issues set in a context that highlights a real-life
application of maths. You will be given relevant stimulus material related to the selected subject matter. You need to be familiar with all the stages of the problemsolving and modeling approach (see next page) and technology must be used. The response is written and must be able to be read and interpreted independently to the instrument task sheet.

Submit a complete draft

Develop the mindset that a draft is your first “good copy”. Your teacher will be your best source of guidance for this task and only one draft is allowed for written feedback. Take the time to speak with your teacher if you are unsure of any feedback comments provided in the draft.

Step

Explanation
Formulate Once students understand what the problem is asking, they must design a plan to solve the problem. Students should translate the problem into a mathematically purposeful representation by first determining the applicable mathematical and/or statistical principles, concepts, techniques and technology that are required to make progress with the problem. Appropriate assumptions, variables and observations are identified and documented, based on the logic of the proposed solution and/or model. In mathematical modelling, formulating a model involves the process of mathematisation – moving from the real world to the mathematical world.
Solve Students select and apply mathematical and/or statistical procedures, concepts and techniques previously learned to solve the mathematical problem to be addressed through their model Solutions can be found using algebraic, graphic, arithmetic and/or numeric methods, with and/or without technology.
Evaluate and verify Once possible solution has been achieved, students need to consider the reasonableness of the solution and/or the utility of the model in terms of the problem. They evaluate their results and make a judgement about the solution to the problem in relation to the original issue/statement. This involves exploring the strengths, limitations and checking their output is a valid solution.
Communicate Students should be able to communicate clearly and fully by communicating their findings systematically and concisely using mathematical, statistical and everyday language.

How to revise for exams

Use the unit overview

Ask your teacher for a unit overview or source it yourself from the QCAA website. This can be used as a checklist for you to check off the content as it is covered in class, or as you revise it. You should feel confident across all the content so you can go into an exam feeling good. Make a table called the “I CAN” list after your mock exam. This will help to identify the areas that need more work. Below is part of the one I use with my class – content can be identified by the red question number from the exam.

Organise your notes

Notes are the best place to start revision. Research suggests that the act of writing notes is one of the fundamental ways to retain and consolidate knowledge. Start a new notebook for the exam. Try not to waste time searching on the internet for
revision or help. Your teacher is the best source and will have provided you with a range of different resources to assist with mastering the content. Organise your notes into topics similar to the checklist. Annotate with a style that suits you – highlighting, underlining, diagrams, flowcharts, etc.

Review your notes

Spaced learning and repetition is the best way to review and retain information. Develop a plan where you go back and continually review the notes you have taken. Read over them, write a summary of them, watch a view or quiz yourself. Try some questions – do a simple familiar, complex familiar and unfamiliar question to find if there are still gaps in your knowledge. Then work on the identified content. Being
able to do these will also increase your confidence.

Create a study timetable

In the lead up to the external exam, it would be a good idea to set up a study timetable of all your subjects. Use a simple calendar template for the weeks leading up to the exam and note when each of your exams are timetabled. Working backwards from your last exam, allocate days and times to study for your exams. You could even allocate specific topics to be covered for each subject. There are lots of good examples on the Internet with advice and templates.

Reviewing the mock exam

At the end of term 3, your school will have mock exams. This is a great way to see where you are at in your subjects. Take them seriously as the data will be so useful to show what you still need to master before the real exam. Use the mock exams to analyse how you went. Use another checklist. The one I showed above is what I used with my Year 12s after their mock exam last year. Students found it very helpful and were able to easily identify the content or type of question that needed
more attention.

Complete more practice exams

Try to do them under timed condition. Set a timer and try to work to the time allocations for each question. Remember, the more marks, the more working required so therefore more time. All subjects’ papers have MC questions which only require an answer shaded in on the bubble sheet for 1 mark each. These should take no longer than 30 seconds to a minute each.

  • For General Maths:

    Paper 1 has only Simple Familiar questions – 15 MC and then
    short response for 45 marks. You should aim to get as many marks as possible on this paper.

    Paper 2 has Complex Familiar and Complex Unfamiliar short response questions.

  • For Methods and Specialist:

    Paper 1 is technology free and Paper 2 is technology
    active.  The short response questions require working to be shown. Always check you have fully answered the question before moving on to the next one. 

Make a study group/find a study buddy

This helps make study more enjoyable and you keep each other accountable. You can share resources, notes, quiz each other and allow yourself a “reward” at the end of a study session.

Exam Day

Perusal time

Use the perusal time to get a feel for the questions and identify which one you might start with to feel confident.

Multiple choice questions

If an answer is not immediately identifiable to you, look for one or two answers, which can be eliminated. If you are totally unsure, guess. Do not leave it blank. You may pick up a mark.

Short answer questions

There are several things to be considered when approaching short answer questions.

Mark allocation

The more marks, the more work and possible justification needed, especially in the CF and CU questions.

Cognitive verb

What is it directly telling me to do? Calculate, determine, justify, etc. Know how to fully answer a question for maximum marks.

Mathematical concept

Look for other key words – compounding quarterly, rate of change, arrangements, etc.
Always look for:
- What information do I have?
- What formula should I use?
- What are my variables?

Always look for

- What information do I have?
- What formula should I use?
- What are my variables?

The more marks, the more work and possible justification needed, especially in the CF and CU questions.

You will be given 2 pages of planning paper. If you are stuck on a question, do not spend too much time on it. Move on and write the number down on the planning paper to go back to it at the end. Timing is important – 90 minutes for each exam
means you do not have time to labour over a question.

Some final tips

1
2
3
4

Use your teachers

1

Set up a study space

2

Have a plan

But most of all – enjoy Mathematics!

Final Tips

Here are some final tips from Narelle on how to get a 90+ in General, Methods and Specialist Mathematics.

Use your teachers

Set up a study space

Have a plan

But most of all – enjoy Mathematics!

By Narelle

Narelle is a passionate mathematics teacher with over 30 years’ experience having taught in Victoria, London and Queensland. Narelle has a range of roles with the QCAA assisting with all
aspects of curriculum and its implementation across Queensland.

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