ASSUMPTION COLLEGE KILMORE

Year 9 Mathematics Study

Program
Helping Create the Independent Learner
Faculty of Mathematics
2014

This document is designed to help students to develop study techniques and create their own individual learning plan
for Mathematics. The strategies outlined coincide with the Year 9 General Mathematics learning outcomes and can
be readily applied at home.

Table of Contents
Introduction ............................................................................................................................................................................ 2
Purpose ................................................................................................................................................................................... 2
Contacts .................................................................................................................................................................................. 2
Part 1 - Getting Organised ...................................................................................................................................................... 3
Part 2 - Suggested Home Study .............................................................................................................................................. 4
Completing questions from the exercise ............................................................................................................................ 4
Class notes .......................................................................................................................................................................... 5
Assignments ........................................................................................................................................................................ 5
Examination Preparation .................................................................................................................................................... 5
MathsOnline ....................................................................................................................................................................... 5
Part 3 - Expectations ............................................................................................................................................................... 6
Maintaining a Mathematics Workbook .............................................................................................................................. 6
Showing Working Out ......................................................................................................................................................... 7
Part 4 - Need Help? ................................................................................................................................................................. 8
Mathematics Teachers ....................................................................................................................................................... 8
AIMS Program ..................................................................................................................................................................... 8
Part 5 - The Work Program ..................................................................................................................................................... 9
The Timeline ....................................................................................................................................................................... 9
Work Program................................................................................................................................................................... 10
Part 6 Preparing for Tests and Examinations ..................................................................................................................... 18
Suggestions for Students .................................................................................................................................................. 18
Suggestions for Parents/Guardians .................................................................................................................................. 19

Introduction
Learning Mathematics in Australia is not only fundamental for our daily lives but also ensures that our students excel in
their chosen life after school careers. The Australian Curriculum: Mathematics provides students with essential
mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability1.
The Australian Curriculum has been designed to ensure that all students:

are able to link and relate real-life situations/scenarios to skills and knowledge obtained ensuring that they are
creative and confident
acquire a fluent understanding of all concepts and processes learnt in order to find solutions in all areas: Number
and Algebra, Measurement and Geometry and Statistics and Probability
comprehend and are able to make connections with other subject areas strengthening their appreciation for the
Mathematics discipline

Purpose
The purpose of this document is to help Year 9 Mathematics students develop independent learning skills and home
study plans. We aim to help all students develop a positive attitude towards their mathematics allowing each child a
chance to accomplish a sense of achievement and success.
We hope to encourage all Year 9 students to develop an independent study routine ensuring they are keeping on top of
their studies as well as extending themselves mathematically.
We encourage students to take active responsibility for their home study throughout each unit of study with
consideration given to the following proficiency strands:
1. Understanding: knowledge obtained previously will help establish whether students are able to
establish a link connecting the why and how of mathematical concepts
2. Fluency: the development of skills, knowledge and concepts helping carry out procedures and
methods where answering problems
3. Problem Solving: modelling is used here to link the skills obtained with real-life scenarios
4. Reasoning: the development of solutions to sophisticated situations.
These proficiency strands, which underpin the Australian Curriculum, are designed as a set of stepping stones towards
mathematical proficiency and understanding for each unit studied.

Contacts
If there are any questions or concerns at any stage of the year please feel free to contact the school any time.
Narelle Collins
Learning Area Coordinator - Junior Mathematics

(03) 5782 1422

narelle.collins@assumption.vic.edu.au

Laila Sarraf
Learning Area Coordinator - Senior Mathematics

(03) 5782 1422

laila.sarraf@assumption.vic.edu.au

We hope the partnership between school and home continues to grow ensuring each student obtains a strong
mathematical future.

http://ausvels.vcaa.vic.edu.au/Mathematics/Overview/Rationale-and-Aims

2|Year 9 Mathematics Study Program 2014

Part 1 - Getting Organised

All students are to ensure there is a quiet and fully equipped study area/space for nightly homework. The materials that
each student is required to have readily available for Mathematics studies are as follows:

Workbook: where all worked calculations and solutions are recorded. This workbook is to
be kept neat and tidy at all times. Under no circumstances are students permitted to tear
pages out of their workbooks.

Work book: where notes and worked examples taken in class are recorded.
Students are to ensure that this is kept up to date if a student is absent from class
it is his or her responsibility to catch up.

Textbook: The textbook is required to ensure that students are able to complete the
assigned problems. The textbook should also be used as a resource to obtain worked
examples as well as consolidate classroom based learning.

Calculator (Scientific): ensures that students are able to proceed with most
mathematical worked solutions. Practice with the calculator also ensures that
students are familiar with adjusting certain settings for certain units/topics studied.
Teachers will not be able to assist with adjusting or showing how to work the
calculator in a test or examination.
Writing Materials: correct materials are used to guarantee that the
workbook is kept presentable. The ruler should be used to rule
margins and for all graphing. Graphing should always be done using a
lead pencil.
MathsOnline: every student is able to access MathsOnline an
online mathematics resource. The program contains many online
tutorials with a step by step guide through examples as well as
additional worksheets to help consolidate understanding.
Student Diary (or alternative): will help keep track of tasks, questions and assignments that need
to be completed.

iPad: while pen and paper study techniques remain critical to successful learning in
Mathematics, the iPad is an engaging tool that can support a students study program if used
effectively.

Part 2 - Suggested Home Study

These general guidelines are provided to support students in developing individual home study plans and techniques
that allow them to perform at their best throughout Year 9 and future years.
The Suggested Home Study Options include practical activities that students can undertake to manage their studies.
While these activities are suggested to support students in their home study, it is important that students realise that
they are ultimately responsible for investing time and effort into developing and fulfilling their personal study plan.

Completing questions from the exercise

1. Ensure that all questions set by the teacher are complete.
2. Students should endeavour to complete a range of questions from the four proficiency strands: Understanding,
Fluency, Problem Solving and Reasoning. These are located with each exercise in the text book:

The textbook also contains example references beside certain questions that can be used. The calculator icon
indicates when the calculator is recommended.
Finally, enrichment tasks can be used as extension questions for those willing to extend their learning.
Students are advised to correct their work as they work through the set tasks to ensure they have the right
mathematical procedures in place.
Any difficulties in completing the work accurately may be due to a lack of understanding or problems in following
the procedures involved. If students are unable to resolve the difficulties they are advised to seek assistance from
their teacher as soon as possible.

Greenwood et al. (2011) Essential Mathematics Year 9: For the Australian Curriculum Cambridge University Press, Australia

4|Year 9 Mathematics Study Program 2014

Class notes
1. Students should ensure that class notes are up to date.
2. Read over the notes taken in class to check their understanding of what was taught in class.
3. Where understanding is not there, students are encouraged to follow up with their
teacher, ask questions and ask for help.
4. Even if students have understood the classroom based learning, they are encouraged to
add diagrams, colour (highlighting) and side notes to ensure that they understand their
class notes if they were to read them again, for example, in two weeks time.

Assignments
1. All assignments need to be done over 2-3 nights. Students should never begin an assignment the night before it
is due!
2. When working through an assignment, students should ensure that they are setting out their solutions neatly
and that are referring to notes for guidance.
3. All diagrams and graphs need to be drawn neatly with a ruler and in pencil. The assignment needs to be
completed neatly on loose leaf paper (unless otherwise stated) NOT on a piece of paper torn from an exercise
book.

Examination Preparation
1. Exam preparation needs to begin during the semester - NOT right before the examination day. Preparation for
the mid-year examination needs to begin in term 1. Preparation for the end of year examination needs to begin
in term 3.
2. Prepare summary notes and reference sheets and refer to them regularly.
3. Study and review the mathematical concepts learned in class every week whether revision homework has
been set or not. (Use the Work Program outlined in this booklet to help).
4. Complete randomly selected questions (from exercises, chapter review or MathsOnline) using the reference
sheets which will give a good indication of whether the reference sheets will be useful in the examination.

MathsOnline
All students in Year 9 have access to MathsOnline using their unique login and password details. The web-based
software provides example driven, online tutorials that guide students in the processes involved in solving standard
problems associated with the given topic. Students are advised to:
1. Visit MathsOnline to assist in revising the work learned in class.
2. Watch tutorials of topics that are currently being covered in class. Complete the worksheets that are linked to
the tutorials to consolidate skills in the mathematical processes, gain more practice on a wider range of
problems (not just those in the text book) and gain feedback on where errors may be arising.
3. To help with examination preparation, choose a topic of difficulty and watch the tutorials, practice the skills and
read the feedback.

Part 3 - Expectations
Maintaining a Mathematics Workbook
It is vital that all students take pride in their work.
Some students very easily fall into the trap of leaving blank pages between exercises, tearing out messy pages (causing
their exercise book to fall apart) and scribbling out work.
It is recommended that students set up and maintain their exercise book in a neat and well-ordered manner.
Below are two options that can be taken:

Exercise book with two (2) columns

6|Year 9 Mathematics Study Program 2014

Exercise book with no columns

Showing Working Out

Students must always show working out before writing down their answer to any problem.
Simply writing an answer down to a question does not meet the required standard at year 9.
Students must set out all calculations in a clear and concise manner. An example (to compare):

Correct set-out

Incorrect set-out

Example: Find the value of the pronumeral. Express your

answer correct to two decimal places.

Example: Find the value of the pronumeral. Express your

answer correct to two decimal places.

Label your diagram:

Most students will skip important steps:

2 = 2 + 2
2 = 144 + 16
= 128

Write out the formula you need to use (where

applicable):
2 = 2 + 2
2 = 2 2
Substitute in the values then calculate:
2 = (12)2 (4)2
2 = 144 16
= 144 16
= 128 = 11.3137
Write your answer to two decimal places:

Firstly, the equation wasnt written down correctly

resulting with a poor start.
It shows that the student has attempted to solve the
problem using the calculator and not working through
the correct process.

= 11.31 (units)

Student work must always resemble the set-out in the first column (above).
All tests, assignments and the examination have marks allocated for both set-out and the correct answer.
Students who do not practice the correct setting-out jeopardise their chances of obtaining the best possible mark.
DONT THROW AWAY MARKS SHOW ALL WORKING OUT!

Part 4 - Need Help?

Mathematics Teachers
The first person to contact is a student finds him or herself struggling or falling behind with their work is their
mathematics teacher. The year 9 mathematics team are listed below:
Teacher
Mr M Egan
Mr A Langdon
Mr D Coonan
Mr M Johnson
Mr J Weber
Mr K Edwards
Ms T Frost
Mrs N Collins
Ms L Sarraf

Class
9A/B (Accelerated)
9A/B
9C and 9E
9D
9F
9G
LEC
LAC Jnr Maths
LAC Snr Maths

Office Location
216
217
661
Gonzales Centre
107
526
LEC
334
526

Email
michael.egan@assumption.vic.edu.au
alexander.langdon@assumption.vic.edu.au
damien.coonan@assumption.vic.edu.au
matthew.johnson@assumption.vic.edu.au
john.weber@assumption.vic.edu.au
kim.edwards@assumption.vic.edu.au
tonya.frost@assumption.vic.edu.au
narelle.collins@assumption.vic.edu.au
laila.sarraf@assumption.vic.edu.au

AIMS Program
The AIMS (Academics in Mathematics and Science) Program is a tutorial session held in the library every Wednesday
after school. The purpose of the program is to help all students with troubles they may be experiencing with their
Mathematics (and Science) work.
Any student who feels the need for extra one-on-one help with Mathematics homework or a study routine is
encouraged to make the most of this resource. Contact the library for more information.

8|Year 9 Mathematics Study Program 2014

Part 5 - The Work Program

The Timeline
The timeline is a yearly planner that will show an overview of the topics covered over the year.
Term
Terms
1 and 2

Terms
3 and 4

Chapter/Unit
Chapter 1: Reviewing Number and Financial Mathematics
Chapter 6: Indices
Chapter 3: Pythagoras Theorem & Trigonometry

Assessment
Test
Test
Test and Assignment

--End of Semester 1-Chapter 5: Measurement

Chapter 2: Algebraic Expressions and Linear Equations
Chapter 4: Linear and Non-Linear Modelling
Chapter 9: Probability
--End of Semester 2--

Examination
Test and Assignment
Test
Test
Test
Examination

Work Program
The following sets of tables are a list of work that must be completed by students. The tables are divided into sections allowing students to see the advancement and difficulty
level of questions. The Understanding and Fluency questions indicate questions at a standard level in year 9. The Problem Solving column shows questions that require
students to link the real-life scenario with the skills that have been learned and the Reasoning column relates to the questions that will extend students wanting to advance.
The Reasoning questions are particularly challenging but will support students in developing a deeper understanding of the concepts being studied. The final column gives
students the lesson number of the related MathsOnline lesson. Each lesson incorporates an animation, summary and activities for skills practice.

Chapter 1: Reviewing Number and Financial Mathematics

Lesson 1
Lesson 2
Lesson 3

1.3 Rational
Numbers

1.4 Operations with

Fractions

Lesson 5

1.2 Decimals and

Rounding

Lesson 4

1.1 Integer
Operations

1.10 Simple Interest

Complete?
Student / Teacher

MathsOnline
Reference
(Lesson Number)

Understanding (ALL)

Fluency (ALL)

Problem Solving
(SELECTED)

Reasoning

Exercise 1A
(p 6)

1, 2, 3

4, 5, 6, 7, 8

9, 10, 11

14, 15

#8136

Exercise 1B
(p 12)

1, 2, 3

4, 5, 6,
7, 8, 9

10, 11, 12

14, 15, 16

#4184
#8138

Exercise 1C
(p 17)

1, 2, 3, 4

5, 6, 7,
8, 9, 10

11, 12, 13

15, 16

Exercise 1D
(p 22)

1, 2, 3

4, 5, 6, 7,
8, 9, 10

11, 12, 14, 15

17, 18

Exercise 1J
(p56)

1, 2

3, 4, 5,
6, 7, 8

9, 10, 11, 12

13, 14

Topic

#8137

#3200

Chapter 6: Indices
Fluency (ALL)

Problem Solving
(SELECTED)

Reasoning

Exercise 6A
(p 329)

1, 2, 3, 4

5, 6, 7, 8,
9, 10, 11

12, 13, 14

16, 17, 18

Exercise 6B
(p 334)

1, 2, 3

4, 5, 6,
7, 8

9, 10, 11

12, 13, 14

#4135
#4136

Exercise 6C
(p 339)

1, 2, 3

4, 5, 6, 7, 8

9, 10

12, 13

#4137
#4138

Exercise 6D
(p 344)

1, 2

7, 8

9, 10

#4139

6.5 Negative Indices

Exercise 6E
(349)

1, 2

3, 4, 5, 6

7, 8, 9

10, 11

#4140

6.6 Scientific
Notation

Exercise 6F
(p354)

1, 2, 3

4, 5, 6, 7, 8

9, 10, 11

15

#4100
#4101

Lesson 1
Lesson 2
Lesson 3

6.3 Index Law 3 and

the zero power

6.4 Index Laws 4

and 5

Lesson 6

Lesson 5

6.2 Index Laws

1 and 2

Lesson 4

6.1 Index Notation

3, 4, 5, 6

Complete?
Student / Teacher

MathsOnline
Reference
(Lesson Number)

Understanding (ALL)

Topic

Chapter 3: Pythagoras Theorem

Understanding (ALL)

Fluency (ALL)

Problem Solving
(SELECTED)

Reasoning

Exercise 3A
(p 135)

1, 2, 3

4, 5, 6, 7, 8

9, 10, 11, 12

15, 16, 17

Exercise 3B
(p 140)

1, 2

3, 4, 5, 6

7, 8, 9, 10

12, 13

Exercise 3C
(p 144)

2, 3, 4, 5, 6

7, 8, 9

11, 12

Exercise 3D
(p 150)

2, 3, 4, 5, 6

7, 8

10, 11

Lesson 1

3.2 Finding the

Shorter Sides

Lesson 4

Lesson 3

3.1 Pythagoras
Theorem

Lesson 2

Topic

3.3 Applying
Pythagoras
Theorem
3.4 Pythagoras in
3D

12 | Y e a r 9 M a t h e m a t i c s S t u d y P r o g r a m 2 0 1 4

Complete?
Student / Teacher

MathsOnline
Reference
(Lesson Number)

Chapter 3: Trigonometry (continued)

Lesson 1

3.5 Trigonometric
Ratios

Lesson 2

3.6 Finding side

lengths

Lesson 3

3.7 Solving for the

denominator

Lesson 4

Topic

3.8 Finding and

Angle

Exercise 3E
(p 155)

Complete?
Student / Teacher

MathsOnline
Reference
(Lesson Number)

Understanding (ALL)

Fluency (ALL)

Problem Solving
(SELECTED)

Reasoning

1, 2, 3

4, 5, 6

8, 9, 10

12, 13, 14

#4253

Exercise 3F
(p 161)

1, 2, 3

4, 5

6, 7, 8

10, 11

#4254
#4255

Exercise 3G
(p 165)

1, 2

3, 4

5, 6, 7, 8

#4256

Exercise 3H
(p 169)

1, 2, 3, 4

5, 6, 7

8, 9, 10, 11

13, 14, 15

#4257

Chapter 5: Measurement

Lesson 1

5.3 Area

5.4 Composite
shapes

Lesson 6

Lesson 5

Lesson 3

5.2 Circumference
and perimeter
of a sector

Lesson 4

Lesson 2

5.1 Length

5.5 Surface area of

prisms and
pyramids
5.7 Volume
(and Capacity)

Complete?
Student / Teacher

MathsOnline
Reference
(Lesson Number)

Understanding
(ALL)

Fluency (ALL)

Problem Solving
(SELECTED)

Reasoning

Exercise 5A
(p 267)

1, 2, 3, 4

5, 6, 7, 8

9, 10, 11

13, 14, 15

#4279

Exercise 5B
(p 272)

1, 2, 3, 4

5, 6, 7, 8

9, 10, 11

13, 14

#8164
#8165

Exercise 5C
(p 279)

1, 2, 3

4, 5, 6,
7, 8, 9

10, 11, 12, 13

16, 17

#8166
#8167

Exercise 5D
(p 285)

1, 2

3, 4, 5, 6, 7

8, 9, 10

12, 13, 14

#8168

Topic

Exercise 5E
(p291)

1, 2

3, 4, 5, 6

7, 8, 9

11, 12

#8171
#8172
#4308

Exercise 5G
(p301)

1, 2

3, 4, 5,
6, 7, 8

9, 10, 11, 12

15, 16

#8169
#4300

14 | Y e a r 9 M a t h e m a t i c s S t u d y P r o g r a m 2 0 1 4

Chapter 2: Algebraic Expressions and Linear Equations

Fluency (ALL)

Problem Solving
(SELECTED)

Reasoning

Exercise 2A
(p 75)

1, 2, 3

4, 5, 6, 7

8, 9

11, 12, 13

#4182
#4183

2.2 Simplifying
algebraic
expressions

Exercise 2B
(p 80)

1, 2, 3

4, 5, 6, 7, 8,
9, 10, 11

12, 13

16, 17

#4175
#4176

2.3 Expanding
algebraic
expressions

Exercise 2C
(p 84)

1, 2

3, 4, 5, 6, 7

8, 9, 10

12, 13

#8142
#8143
#8144

Exercise 2D
(p 88)

1, 2, 3

4, 5, 6, 7, 8

10, 11

#4172
#4173

Exercise 8A
(p448)

1, 2, 3

4, 5, 6

7, 8

10, 11

#4143
#4144

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5

2.1 Algebraic
expressions

2.4 Solving linear

equations
8.1 Expanding
binomial
products

Complete?
Student / Teacher

MathsOnline
Reference
(Lesson Number)

Understanding (ALL)

Topic

Chapter 4: Linear and Non-Linear Relations

Understanding
(ALL)

Fluency (ALL)

Problem Solving
(SELECTED)

Reasoning

Exercise 4A
(p 198)

1, 2, 3

4, 5, 6

7, 8, 9

10, 11, 12

Exercise 4B
(p 204)

1, 2, 3, 4

5, 6, 7

8, 9

11, 12, 13

Exercise 4C
(p 208)

1, 2, 3

4, 5, 6, 7

8, 9, 11

13, 14, 15

Exercise 4D
(p 215)

1, 2

3, 4, 5

6, 7

10, 11

Exercise 4E
(p221)

1, 2

3, 4, 5, 6

7, 8, 9

11, 12, 13, 14

Exercise 4F
(p227)

1, 2, 3

4, 5, 6, 7, 8

9, 10, 11

13, 14, 15

Lesson 8

Lesson 7

Lesson 6

Lesson 5

Lesson 4

Lesson 3

Lesson 2

Lesson 1

Topic
4.1 Introduction to
linear relations
4.2 Graphing
straight lines
with intercepts
4.3 Lines with one
intercept

4.4 Gradient

4.5 Gradient and

direct
proportion
4.6 Gradient
intercept form
4.7 Finding the
equation of a
line
4.10 Linear
modelling

Complete?
Student / Teacher

MathsOnline
Reference
(Lesson Number)

#8150
#8151
#4194

#4191

Exercise 4G
(p231)

1, 2

3, 4, 5

6, 7, 9

11, 12, 13

#4192
#4193
#4203

Exercise 4J
(p244)

1, 2, 3

4, 5, 6, 7

8, 9

11, 12

#8152

16 | Y e a r 9 M a t h e m a t i c s S t u d y P r o g r a m 2 0 1 4

Chapter 9: Probability
MathsOnline
Reference
(Lesson Number)

Lesson 1

Complete?
Student / Teacher

9.1 Probability
review

Exercise 9A
(p 267)

1, 2, 3

4, 5, 6, 7, 8

9, 10, 11

14, 15

#4337

Lesson 2

Reasoning

9.2 Venn diagrams

and two-way
tables

Exercise 9B
(p 272)

1, 2, 3

4, 5, 6, 7

9, 11

14, 15, 16

#8175
#4332

Lesson 3

Problem Solving
(SELECTED)

9.3 Using set

notation

Exercise 9C
(p 279)

1, 2, 3

4, 5, 6, 7

8, 9

11, 13, 15

Lesson 4

Fluency (ALL)

9.4 Multiple events

using tables

Exercise 9D
(p 285)

1, 2, 3

4, 5, 6, 7

8, 9

13, 14, 15

Lesson 5

Understanding
(ALL)

9.5 Tree diagrams

Exercise 9E
(p291)

1, 2

3, 4, 5, 6, 7

8, 9

11, 12

#8174

Lesson 6

Topic

9.6 Experimental
probability

Exercise 9F
(p531)

1, 2, 3

4, 5, 6

7, 8, 9

12, 13, 14

#8173

Part 6 Preparing for Tests and Examinations

Suggestions for Students
Preparation for tests, assignments and examinations can be achieved with a good plan and a steady study
routine. The schedule that students set for themselves leading up to tests and examinations is also
important. It is never a good idea to begin revision or study the night before a test or examination. The
following is a suggested timeline as well as activities to support preparation for tests and examinations.

Test
Suggested start: at least one (1) week before the
scheduled test.
** Read through your notes and make sure
they are a complete set. If you find there are
notes missing see your teacher to catch up
immediately.
Day 1:
Read through the entirety of your notes and
try and make connections with the different
concepts. Aim to understand the concepts
involved.
Day 2:

Day 3:

Write out a summary sheet to take in to your

test/exam. Make sure you read through your
notes to work out what to include. Also
include:
Definitions
Formulae
Key ideas
Examples
Diagrams and Graphs (where necessary)
Practice some basic questions with your
summary notes by your side. Add things to
your summary notes if need be.

Day 4:

At this stage you should be reviewing your

summary notes and ensuring that it helps you.
If you are finding it hard to locate things use
colour to help.

Day 5:

Complete practice questions with your

summary notes. Time yourself. Make a list of
questions that you struggle with and seek
assistance from your teacher.

Days 6
and 7:

Complete more practice questions. Seek

further assistance if necessary.

Examination
Suggested start: the term before (term 2 examination
start in term 1 and term 4 examination start in term 3)
** Read through the entirety of your notes!
Identify the area(s) that you struggled with
throughout the semester.

Step 1:
Review your summary sheets that were used
Summary for the different topics. Review each topic
Sheets
test and see if your summary sheet was
sufficient enough to help you. If not, create a
new summary sheet making sure that it
covers questions and concepts that you had
the most difficulty.

Step 2:
Concepts

You have already learned everything that will

be assessed on the exam. Start to go over all
your tests as a whole and write down
concepts that you struggled with across all
topics this could be simply showing steps to
questions.

Step 3:
Practice,
Practice,
Practice!

Complete as many practice questions as

possible. Use MathsOnline to obtain even
more questions to practice with during your
study time. Also, it is vital that you seek
assistance whenever you are unsure of key
ideas and concepts.

Suggestions for Parents/Guardians

Teachers usually find that most students ask for assistance right before a test or examination leaving
little to no time to help them. Alternatively students do not ask for help at all.
We encourage all students to ask for help as soon as they recognise they are falling behind, not
understanding the concepts being studied or even if they wish to extend themselves further.
Parents are encouraged to contact their childs mathematics teacher any time during the course of the year particularly
if they are struggling with their mathematics.
Due to the nature of the subject, we find students can quickly switch off and give up so any assistance that parents can
provide is greatly appreciated.
The partnership between teacher and parent/guardian is vital to ensure all students achieve success in mathematics
now and into the future.