Search results

Result list

• VC2M6ST02

  identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusions

  Elaborations

  • investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
  • evaluating reports and secondary data relating to the distribution and use of non-renewable resources around the world
  • identifying potentially misleading data representations in the media; for example, graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made and pie charts in which the whole pie does not represent the entire population about which the claims are made
  • investigating both traditional and digital media relating to Aboriginal and Torres Strait Islander Peoples, identifying and critiquing statistically informed arguments

  VC2M6ST02 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• VC2M6A02

  find unknown values in numerical equations involving brackets and combinations of arithmetic operations, using the properties of numbers and operations

  Elaborations

  • using brackets and the order of operations to write number sentences and appreciating the need for an agreed set of rules to complete multiple operations within the same number sentence; for example, for 40 ÷ 2 × (4 + 6) = □, you solve what is in the brackets first then complete the number sentence from left to right as there is no hierarchy between division and multiplication
  • constructing equivalent number sentences involving brackets and combinations of the 4 operations, and explaining the need to have shared agreement on the order of operations when solving problems involving more than one operation to have unique solutions
  • finding pairs of unknown values in numerical equations that make the equation hold true; for example, listing possible combinations of natural numbers that make this statement true: 6 + 4 × 8 = 6 × Δ + □

  VC2M6A02 | Mathematics | Mathematics Version 2.0 | Level 6 | Algebra

• VC2M6M02

  establish the formula for the area of a rectangle and use it to solve practical problems

  Elaborations

  • using the relationship between the length and area of square units and the array structure to derive a formula for calculating the area of a rectangle from the lengths of its sides
  • using one-centimetre grid paper to construct a variety of rectangles, recording the side lengths and the related areas of the rectangles in a table to establish the formula for the area of a rectangle by recognising the relationship between the length of the sides and its calculated area
  • solving problems involving the comparison of lengths and areas using appropriate units
  • investigating the connection between the perimeters of different rectangles with the same area and between the areas of rectangles with the same perimeter

  VC2M6M02 | Mathematics | Mathematics Version 2.0 | Level 6 | Measurement

• VC2M6SP02

  locate points in the 4 quadrants of the Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location with respect to a fixed origin
  • understanding that the axes are number lines that can have different scales, including fractions and decimals, depending on purpose
  • understanding that the horizontal coordinate is written first and is changed if there is a move to the left or right, whereas a move up or down will change the vertical coordinate
  • using the Cartesian plane to draw lines and polygons, listing coordinates in the correct order to complete a polygon
  • investigating and connecting land or star maps used by Aboriginal and Torres Strait Islander Peoples with the Cartesian plane through a graphical or visual way of describing location

  VC2M6SP02 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VC2M6SP03

  recognise and use combinations of transformations to create tessellations and other geometric patterns, using dynamic geometry software where appropriate

  Elaborations

  • using digital tools to create tessellations of shapes, including paver and tiling patterns, describing the transformations used and discussing why these shapes tessellate; and identifying shapes or combinations of shapes that will or will not tessellate, answering questions such as ‘Do all triangles tessellate?’
  • designing a school or brand logo using the transformation of one or more shapes and describing the transformations used
  • using dynamic geometry software and digital tools to experiment with transformations, for example, to demonstrate when the order of transformations produces different results; and experimenting with transformations and their application to fractals
  • designing an algorithm as a set of instructions to transform a shape, including getting back to where you started from; for example, programming a robot to move around the plane using instructions for movements, such as 2 down, 3 to the right, and combinations of these to transform shapes
  • investigating symmetry, transformation and tessellation in different shapes on Country/Place, including rock formations, insects, and land and sea animals, discussing the purpose or role symmetry plays in their physical structure

  VC2M6SP03 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VC2M6ST03

  plan and conduct statistical investigations by posing and refining questions to collect categorical or numerical data by observation or survey, or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation

  Elaborations

  • selecting and using appropriate peripherals; for example, using a scientific probe to collect data about changing soil moisture for plants, interpreting the data and sharing the results as a digital chart
  • using a spreadsheet to record and analyse data, recognising the difference between cell formats in spreadsheets; for example, changing the default general format to numerical, text or date as needed
  • investigating the daily water usage by a student in the home compared to the World Health Organization claim that between 50 and 100 litres of clean water is needed per person per day
  • collecting sample sets of ‘discrete numerical data’ (for example, the number of cars or pets in a household), where the class is surveyed, then other classes are surveyed, and data is analysed and compared, discussing findings
  • collecting ordinal categorical data through the use of a survey; for example, surveying each member of the class, by asking them to indicate their preference on a five-point scale for a particular graphic and colour combination of a proposed school logo
  • collecting ordinal data for ranking nominees for school captain with respect to several criteria, contrasting the use of a five-point scale compared with using a four-point scale

  VC2M6ST03 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• VC2M6N02

  identify and describe the properties of prime, composite, square and triangular numbers and use these properties to solve problems and simplify calculations

  Elaborations

  • using the definition of a prime number to explain why one is not a prime number
  • testing numbers by using division to distinguish between prime and composite numbers, recording the results on a number chart to identify any patterns
  • representing composite numbers as a product of their factors, including prime factors when necessary and using this form to simplify calculations involving multiplication, such as 15 × 16 as 5 × 3 × 4 × 4, which can be rearranged to simplify calculation to 5 × 4 × 3 × 4 = 20 × 12
  • identifying and describing the product of a number with itself as square; for example, 3 × 3 is the same as 3²
  • using spreadsheets to list all the numbers that have up to 3 factors, using combinations of only the first 3 prime numbers, recognising any emerging patterns, making conjectures and experimenting with other combinations

  VC2M6N02 | Mathematics | Mathematics Version 2.0 | Level 6 | Number