The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.
Each strand is organised by sub-strands. Sub-strands group content descriptions under an appropriate concept, to provide both a focus and a clear sequence for the development of related concepts and skills within strands and across levels.
| Strands | Number and Algebra | Measurement and Geometry | Statistics and Probability |
|---|---|---|---|
| Sub-strands | Number and place value | Using units of measurement | Chance |
| Fractions and decimals | Shape | Data representation and interpretation | |
| Real numbers | Geometric reasoning | ||
| Money and financial mathematics | Location and transformation | ||
| Patterns and algebra | Pythagoras and trigonometry | ||
| Linear and non-linear relationships |
Number and Algebra are developed together, and each enriches the study of the other. Students apply number sense and strategies for counting and representing numbers. They explore the magnitude and properties of numbers. They apply a range of strategies for computation and understand the connections between operations. They recognise patterns and understand the concepts of variable and function. They build on their understanding of the number system to describe relationships and formulate generalisations. They recognise equivalence and solve equations and inequalities. They apply their number and algebra skills to conduct investigations, solve problems and communicate their reasoning.
Measurement and Geometry are presented together to emphasise their relationship to each other, enhancing their practical relevance. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of two-dimensional figures in the plane and three-dimensional objects in space. They investigate properties and apply their understanding of them to define, compare and construct figures and objects. They learn to develop geometric arguments. They make meaningful measurements of quantities, choosing appropriate metric units of measurement. They build an understanding of the connections between units and calculate derived measures such as area, speed and density.
Statistics and Probability develops initially in parallel, with the curriculum progressively building links between them. Students recognise and analyse data and draw inferences. They represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data. Students recognise variation, assess likelihood and assign probabilities using experimental and theoretical approaches. They develop an increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data.
In Mathematics, students progress along a curriculum continuum that provides the first achievement standard at Foundation and then at Levels 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10. Level 10 also has an optional Level 10A, which is intended for students requiring further mathematical studies.
A 'Towards Foundation Levels A to D' curriculum is provided for students with disabilities or additional learning needs in this curriculum area.
