| Effective Term: | 2026/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Profit, Loss and Gambling (Intermediate Level) |
| Unit ID: | MATHS2003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMTH1000 or SCCOR1300 or STATS1000) (At least 15 credit points from MATHS subject-area at 1000-1999 level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (MA553 and MA653 and MATHS1003) |
| ASCED: | 010101 |
| Other Change: | |
| Brief description of the Unit |
This unit forms part of a general sequence of mathematics units, and will be taught at an intermediate level. Through the investigation of popular gambling games, such as Lotto, Keno, casino games, and gaming machines, students will be introduced to the concepts of probability. Common gambling fallacies and misconceptions will also be investigated. A wide variety of statistical distributions and simulations are used to examine important probability concepts. Financial mathematics will also be covered to deal with common problems encountered in everyday financial decisions. This unit will be valuable to both primary and high school teachers interested in teaching with real-life illustrations. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | explain and apply mathematical models and probability concepts that underpin games of chance, including their historical and contemporary applications; |
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| K2. | use statistical and analytical techniques to explore the impact of gambling and to compare alternative financial investment strategies; |
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| Skills: |
| S1. | perform probability calculations using appropriate mathematical notation and combinatorial methods; |
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| S2. | explain and compute conditional probabilities, independent events, and apply Bayes’ rule to relevant problems; |
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| S3. | describe and analyse discrete probability distributions, including calculations of variance and standard deviation; |
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| S4. | evaluate and discuss the probabilities and expected outcomes of various games of chance; |
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| S5. | use graphs, tables and formulas to conduct financial calculations and model investment scenarios; |
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| Application of knowledge and skills: |
| A1. | use technology to create simulations, explore mathematical models and perform calculation; |
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| A2. | discuss the long term expected outcomes for both the player and the casino (or other gaming host); |
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| A3. | compare different investments and choose the best one. |
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| Unit Content: |
•probability theory (including conditional probability and Bayes` rule);
•discrete probability distributions;
•games of chance;
•simple and compound interest;
•time value of money, annuities, present and future values. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, S1, S2, S3, S4, S5 | Participate in class activities | Portfolio of completed work | 10 - 25% | | 2. | K1, K2, S1, S2, S3, S4, S5, A1, A2, A3 | Self-directed or group exploration | Projects, assignments, homework exercises | 25 - 50% | | 3. | K1, K2, S1, S2, S3, S4, S5 | Review and skills practice | Test(s)/examination(s)/viva(s) | 30 - 60% |
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