General Mathematics 2019 v1.

2
IA2 sample marking scheme
April 2019

Examination — short response (15%)

This sample has been compiled by the QCAA to model one possible approach to allocating
marks in an examination. It matches the examination mark allocations as specified in the
syllabus (~ 60% simple familiar, ~ 20% complex familiar and ~ 20% complex unfamiliar) and
ensures that all assessment objectives are assessed.

Assessment objectives
This assessment instrument is used to determine student achievement in the following
objectives:
1. select, recall and use facts, rules, definitions and procedures drawn from all Unit 3 topics
2. comprehend mathematical concepts and techniques drawn from all Unit 3 topics
3. communicate using mathematical, statistical and everyday language and conventions
4. evaluate the reasonableness of solutions
5. justify procedures and decisions by explaining mathematical reasoning
6. solve problems by applying mathematical concepts and techniques drawn from all Unit 3
topics.

190440
 Instrument-specific marking guide (ISMG)
Criterion: Foundational knowledge and problem-solving
Assessment objectives

1. select, recall and use facts, rules, definitions and procedures drawn from all Unit 3 topics
2. comprehend mathematical concepts and techniques drawn from all Unit 3 topics
3. communicate using mathematical, statistical and everyday language and conventions
4. evaluate the reasonableness of solutions
5. justify procedures and decisions by explaining mathematical reasoning
6. solve problems by applying mathematical concepts and techniques drawn from all Unit 3
topics.

The student work has the following characteristics: Cut-off Marks

• consistently correct selection, recall and use of facts, rules, definitions and
procedures; authoritative and accurate command of mathematical concepts and > 93% 15
techniques; astute evaluation of the reasonableness of solutions and use of
mathematical reasoning to correctly justify procedures and decisions; and fluent
application of mathematical concepts and techniques to solve problems in a
comprehensive range of simple familiar, complex familiar and complex unfamiliar > 87% 14
situations.

• correct selection, recall and use of facts, rules, definitions and procedures; > 80% 13
comprehension and clear communication of mathematical concepts and
techniques; considered evaluation of the reasonableness of solutions and use of
mathematical reasoning to justify procedures and decisions; and proficient
application of mathematical concepts and techniques to solve problems in simple > 73% 12
familiar, complex familiar and complex unfamiliar situations.

• thorough selection, recall and use of facts, rules, definitions and procedures; > 67% 11
comprehension and communication of mathematical concepts and techniques;
evaluation of the reasonableness of solutions and use of mathematical reasoning
to justify procedures and decisions; and application of mathematical concepts
and techniques to solve problems in simple familiar and complex familiar > 60% 10
situations.

• selection, recall and use of facts, rules, definitions and procedures; > 53% 9
comprehension and communication of mathematical concepts and techniques;
evaluation of the reasonableness of some solutions using mathematical
reasoning; and application of mathematical concepts and techniques to solve > 47% 8
problems in simple familiar situations.

• some selection, recall and use of facts, rules, definitions and procedures; basic > 40% 7
comprehension and communication of mathematical concepts and techniques;
inconsistent evaluation of the reasonableness of solutions using mathematical
reasoning; and inconsistent application of mathematical concepts and > 33% 6
techniques.

• infrequent selection, recall and use of facts, rules, definitions and procedures; > 27% 5
basic comprehension and communication of some mathematical concepts and
techniques; some description of the reasonableness of solutions; and infrequent
application of mathematical concepts and techniques. > 20% 4

General Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

IA2 sample marking scheme April 2019
Page 2 of 9
 The student work has the following characteristics: Cut-off Marks

• isolated selection, recall and use of facts, rules, definitions and procedures; > 13% 3
partial comprehension and communication of rudimentary mathematical
concepts and techniques; superficial description of the reasonableness of
solutions; and disjointed application of mathematical concepts and techniques. > 7% 2

• isolated and inaccurate selection, recall and use of facts, rules, definitions and
procedures; disjointed and unclear communication of mathematical concepts and > 0% 1
techniques; and illogical description of the reasonableness of solutions.

• does not satisfy any of the descriptors above. 0

Task
See the sample assessment instrument for IA2: Examination — short response (15%) available
on the QCAA Portal.

Sample marking scheme

Criterion Marks allocated Result

Foundational knowledge and problem-solving

15 —
Assessment objective/s 1, 2, 3, 4, 5, 6

Total 15 —

General Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

IA2 sample marking scheme April 2019
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 The annotations are written descriptions of the expected response for each question and are
related to the assessment objectives.

1
Note:  = mark
2
Marking scheme
Combined paper consisting of simple familiar, complex familiar and
complex unfamiliar questions.

Question 1 (4 marks) SF
Q1
1. recall and
use facts and Gender Set up 2-way table 
procedures Substitute given values 
Female Male Total
Calculate other 6 values
Fonestar 12 6 18 
Provider

3. organise and
Telcall 19 13 32
present
information Alternative 4 6 10

Total 35 25 60

Q2 Question 2 (4.5 marks) SF

1. recognise
particular a. A: positive and perfect 
features of B: negative and moderate 
information C: positive and strong 
b. A: 1 
2. understand B: –0.3 
and identify the C: 0.8 
critical
elements
Question 3 (4.5 marks) SF
a.
Q3
2. understand
Number of twin births Queensland
purpose and axes labelled 
identify 2004-2014
techniques scale 
1,100
points plotted 
Number of twin births

3. organise and 1,000

connected line
present 900 graph 
information in
graphical form 800

700
2002 2004 2006 2008 2010 2012 2014 2016
Year

3. describe a b. Steady increase initially  then levels out and decreases slightly.
mathematical
model

General Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

IA2 sample marking scheme April 2019
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 Q4 Question 4 (4 marks) SF
1. select, recall
and use rules/ a. Common difference, 𝑑𝑑 = 8.5 − 6 = 2.5, 𝑑𝑑 = 11 − 8.5 = 2.5 
definitions Since there is a common difference of $2.50 between successive terms, then the
2. identify total fares form an arithmetic sequence. 
relevant
techniques b. Using 𝑡𝑡𝑛𝑛 = 6 + 2.5(𝑛𝑛 − 1) 
3. communicate 𝑡𝑡35 = 6 + 2.5(35 − 1) 
using everyday 𝑡𝑡35 = 91 
language The predicted fare for a 35-kilometre taxi ride will cost $91. 

Q5 Question 5 (5 marks) SF
1. select rules
and put them a. 𝑎𝑎2 = 3𝑎𝑎1
into effect 𝑎𝑎2 = 3 × 4 = 12 
𝑎𝑎3 = 3𝑎𝑎2
𝑎𝑎3 = 3 × 12 = 36 
b.
axes labelled
Graph of recursive formula 
scale 
2. comprehend 350 points plotted
mathematical 
300
concepts and smooth line
techniques 250 graph 
200
150
3. organise and
present 100
information in
50
graphical form
0
0 1 2 3 4 5 6
𝑛𝑛
3. communicate
using everyday
language c. Exponential model  showing increasing bacterial population.

Q6 Question 6 (5 marks) SF
1. recognise
particular a. Port Vila (17°S, 168°E)  accept tolerance ±1°
features; b. Angular distance = 42°⎼9° = 33° 
perform c. Distance = 33 × 111.2 
calculations
= 3669.6 km 
= 3670 km 

General Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

IA2 sample marking scheme April 2019
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 Question 7 (6.5 marks) SF
a.
Q7 Time Price (cents) 3-point moving average (rounded to 1dp)
1. select, recall
and use facts 1 132.4 ─
and procedures
132.4+129.5+130.4
2. comprehend 2 129.5 3
= 130.8 
mathematical
concepts and 129.5+130.4+124.6
techniques 3 130.4 3
= 128.2 

130.4+124.6+128.7
3. organise and 4 124.6 = 127.9 
3
present
information in 124.6+128.7+130.7
symbolic form; 5 128.7 3
= 128.0 
use
mathematical 6 130.7 ─
symbols and
conventions
correct procedure 

b.

3. organise and
3-point moving averages
present 132
Petrol prices (cents)

information in 131
graphical form
130
129
128
127
126
1 2 3 4 5 6
Time (Months)

axes labelled  points plotted  scale  smooth line graph unnecessary but no
penalty if included

3. communicate
using everyday c. Initially decreasing  and then levels off 
language

Question 8 (4, 4 marks) SF, CF

Q8 21
1. select, recall a. × 100% 
45
and use ≈ 47% 
procedures to
put them into 12
effect, b. × 100% 
36
performing ≈ 33% 
calculations
with technology

General Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

IA2 sample marking scheme April 2019
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 5. justify c.
procedures and
Preferred sport
decisions by Clearly labelled 2-way table 
constructing Cricket Volleyball
mathematical Junior
arguments 67% 43%
school

section
School
Senior
3. organise and 33% 57%
school
present
information 100% 100%
 
4. interpret
mathematical The change in percentages from cricket to volleyball and vice versa suggests there is
results in the an association between the sport preferences and different school sections. 
context of the
situation The data suggests that volleyball is the preferred sport from the Junior school (i.e. 43%)
to the Senior school (i.e. 57%) or conversely less students (67%  33%) are continuing
4. evaluate the to take up cricket from the Junior school to the Senior school. However, the sample size
reasonableness is quite small  so although there is a difference it probably isn’t reasonable to assume
of solutions an association is present. 

Question 9 (6 marks) CF
Q9 a. A quarter of 20 000 L is removed every 15 minutes.
2. comprehend
𝑡𝑡1 = 20000 
mathematical
concepts and 𝑟𝑟 = 0.75 
techniques
𝑡𝑡𝑛𝑛 = 𝑡𝑡1 𝑟𝑟 𝑛𝑛−1 

2. identify and 𝑡𝑡𝑛𝑛 = 20000(0.75)𝑛𝑛−1 

articulate Let 𝑡𝑡𝑛𝑛 = 500 
relevant
concepts and 500 = 20000(0.75)𝑛𝑛−1
techniques
0.025 = (0.75)𝑛𝑛−1  Method to find 𝒏𝒏

5. justify 𝑛𝑛 (0.75)𝑛𝑛−1
procedures and 10 0.075 need to lose more, so try 𝑛𝑛 = 15
decisions by
explaining 15 0.018 lost too much, so try 𝑛𝑛 = 14
mathematical 14 0.024 slightly too low, so try 𝑛𝑛 = 13
reasoning
13 0.032
So 𝑡𝑡13 = 20000(0.75)12
𝑡𝑡13 = 633.5

4. evaluate the 𝑡𝑡14 = 20000(0.75)13  Find 𝒏𝒏

reasonableness 𝑡𝑡14 = 475.1
of solutions;
interpret results ∴ 14 terms would be too long and 13 terms would be too short
in the context of
𝟏𝟏𝟏𝟏 × 𝟏𝟏𝟏𝟏 minutes = 3 hours, 15 minutes and 𝟏𝟏𝟏𝟏 × 𝟏𝟏𝟏𝟏 minutes = 3 hours, 30
the solution
minutes 
The pump can only run for a little over 3 hours 15 minutes to reduce the water in
the tank to 500 litres. 

General Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

IA2 sample marking scheme April 2019
Page 7 of 9
 Q10 Question 10 (6 marks) SF, (3 marks) CF
1. recall facts
a. Response variable is Number of complete laps and explanatory variable is the
2. identify Age. 
relevant
b. Using the calculator yields: 𝑦𝑦-intercept ≈ 11.76 and slope ≈ –0.14. 
techniques
c. The 𝑦𝑦-intercept of 11.76 represents the information at age zero and it appears that
4. interpret approximately 11–12 laps were being completed and that’s nonsensical.
mathematical The slope of –0.14 represents the decreasing rate at which the number of laps is
results in the being completed as the athletes age which would make absolute sense because
context of the as we age we are generally not as physically fit to run further. 
situation
d. If the correlation coefficient is –0.91 this is a strong, negative, linear relationship.
5. justify 
decisions by e. A negative correlation coefficient indicates a downward trend in the data and the
explaining value of 0.91 indicates a strong correlation between age and number of laps as
mathematical the closer to 1 the value is, the stronger the association.  Therefore, this
reasoning correlation coefficient indicates as age increases the number of laps decreases in
a strong direction. 

Question 11 (4 marks) SF, (3 marks) CF

a. Angular distance = 148° + 128°
= 276° 
Q11
1. select and Shortest angular distance = 360° – 276°
use rules and = 84° 
procedures
Shortest distance = 84 × 111.2 cos 70° 
1. perform
calculations = 3194.74 km 
using b. Tiksi is east therefore ahead in time of Deadhorse.
technology
2. understand
the meaning D (148°W) T (128° E)
and purpose of
Angular difference = 276° 
learnt
mathematics Hours difference =
276°
(as 15° = 1 hour difference) 
15
3. use
= 18.4 
mathematical
conventions ≈ 18 hours (rounded to the nearest hour) 
and present
information in
symbolic form D T
(10 am – 18 hours) 10 am
4. interpret Deadhorse time = 10 am – 18 hours
mathematical
results in the = 4 pm previously 
context of the ∴ When it’s 10 am Monday in Tiksi, it will be 4 pm Sunday in Deadhorse. 
situation

Question 12 (9 marks) CU
𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐+𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏+𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑+𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 =
Q12 𝟒𝟒

1. select recall 2017 average = 2610.5 

and use 3243
definitions and 3rd quarter seasonal index = = 1.24 
2610.5
procedures 2907
4th quarter seasonal index = = 1.11 
2610.5

General Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

IA2 sample marking scheme April 2019
Page 8 of 9
 Deseasonalised figures for 2017:
3. use 2312
1𝑠𝑠𝑠𝑠 𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞 = = 2598 
mathematical 0.89
terminology, 1980
2𝑛𝑛𝑛𝑛 𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞 = = 2605 
symbols and 0.76
conventions 3234
3𝑟𝑟𝑟𝑟 𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞 = = 2615 
1.24
2907
4𝑡𝑡ℎ 𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞𝑞 = = 2619 
1.11

Entering the 1 quarter as 𝑥𝑥 = 1, 2nd quarter as 𝑥𝑥 = 2, … as the explanatory variable

st

and the deseasonalised figures for 2017 as the response variable into the calculator ,
3. communicate
the following results were obtained:
using everyday
language 𝑏𝑏 = 7.3  and 𝑎𝑎 = 2591 
The least squares regression line is of the form:
𝑦𝑦� = 𝑎𝑎 + 𝑏𝑏𝑏𝑏
𝑦𝑦� = 2591 + 7.3𝑥𝑥 
5. justify Second quarter of 2018 equates to 𝑥𝑥 = 6 and substituting into equation gives:
procedures and
decisions by 𝑦𝑦� = 2591 + 7.3 × 6 
explaining
𝑦𝑦� = 2634.8 
mathematical
reasoning ∴ The predicted sales of newspapers for the second quarter of 2018 is 2635. 

Question 13 (7 marks) CU
Q13
1. select, recall 𝑎𝑎 = 186 and 𝑡𝑡10 = 546 
and use facts Find 𝑛𝑛 when 𝑡𝑡𝑛𝑛 = 1500
and procedures
𝑡𝑡𝑛𝑛 = 𝑎𝑎 + (𝑛𝑛 − 1)𝑑𝑑
2. understand
the meaning
and purpose of When 𝑡𝑡10 = 546,
the learnt 546 = 186 + (10 − 1)𝑑𝑑 
mathematics
360 = 9𝑑𝑑 
3. present ∴ 𝑑𝑑 = 40 
information in
symbolic form
Find 𝑛𝑛: 𝑡𝑡𝑛𝑛 = 1500
6.analyse the 1500 = 186 + (𝑛𝑛 − 1)40 
context of the
problem and 1354 = 40𝑛𝑛 
make decisions
𝑛𝑛 = 33.85 
about the
techniques
used to develop
a solution ∴ After 33 houses, the garbage truck will be closest to its maximum load. Hence it will
not be able to collect the garbage at the 35th house. 

General Mathematics 2019 v1.2 Queensland Curriculum & Assessment Authority

IA2 sample marking scheme April 2019
Page 9 of 9