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• VC2M7M03

  describe the relationship between $\pi$ and the circumference, radius and diameter of a circle

  Elaborations

  • recognising the features of circles and their relationships to one another; for example, labelling the parts of a circle including centre, radius, diameter and circumference and using one of radius, diameter or circumference to determine the measure of the other 2; and understanding that the diameter of a circle is twice the radius, or that the radius is the circumference divided by $2\pi$
  • comparing the circumference of circles in relation to their radius and diameter with materials and measuring, to establish measurement formulas; for example, using a compass to draw several circles, then using string to approximate the circumference, comparing the length of string to the diameter of the circle
  • investigating $\pi$ as the constant in the proportional relationship between the circumference of a circle and its diameter, and historical approximations from different civilisations, including Egypt, Babylon, Greece, India and China
  • investigating the applications and significance of circles in everyday life of Aboriginal and Torres Strait Islander Peoples, such as in basketry, symbols and architecture, recognising the relationships between the centre, radius, diameter and circumference

  VC2M7M03 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VC2M4M01

  use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units

  Elaborations

  • reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to
  • deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; and explaining the use of units such as grams or millimetres to give accurate measures when needed
  • using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers to record measures using whole units (for example, 560 millimetres) or whole and part units (for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius)
  • reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events
  • using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time, for example, for the different activities of an exercise routine
  • making a scaled measuring instrument such as a tape measure, ruler, sand timer, sundial or measuring cup using scaled instruments and direct comparisons
  • exploring the different types of scaled instruments used by Aboriginal and/or Torres Strait Islander ranger groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts

  VC2M4M01 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M5M02

  solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units

  Elaborations

  • investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’
  • using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result
  • solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space
  • creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden
  • using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter
  • exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs

  VC2M5M02 | Mathematics | Mathematics Version 2.0 | Level 5 | Measurement

• VC2M2N06

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context

  Elaborations

  • modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’
  • modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’
  • modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder
  • modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar
  • modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context

  VC2M2N06 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VC2M3N02

  recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

  Elaborations

  • moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)
  • using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000
  • predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each
  • comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、万
  • comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation

  VC2M3N02 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M7N10

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts such as ‘best buys’; formulate problems, choosing representations and efficient calculation strategies, designing algorithms and using digital tools as appropriate; interpret...

  Elaborations

  • modelling additive situations involving positive and negative quantities; for example, a lift travelling up and down floors in a high-rise apartment where the ground floor is interpreted as zero, or in geography when determining altitude above and below sea level
  • modelling contexts involving proportion, such as the proportion of students attending the school disco, proportion of the bottle cost to the recycling refund, proportion of the school site that is green space, 55% of Year 7 students attended the end of term function or 23% of the school population voted ‘yes’ to a change of school uniform; and interpreting and communicating answers in terms of the context of the situation
  • modelling financial problems involving profit and loss, credits and debits, gains and losses; for example, holding a fundraising sausage sizzle and determining whether the event made a percentage profit or loss
  • finding the sum of a set of consecutive numbers using a loop structure
  • constructing geometric patterns such as a honeycomb, using dynamic geometry functionality
  • using mathematical modelling to investigate the proportion of land mass/area of Aboriginal Peoples’ traditional grain belt compared with Australia’s current grain belt

  VC2M7N10 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VC2M8P02

  determine all possible outcome combinations for 2 events, using two-way tables, tree diagrams and Venn diagrams, and use these to determine probabilities of specific events in practical situations

  Elaborations

  • describing events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and ‘and’
  • using the relation Pr(A and B) + Pr(A and not B) + Pr(not A and B) + Pr(not A and not B) = 1 to calculate probabilities, including the special case of mutually exclusive events where Pr(A and B) = 0
  • using Venn diagrams or two-way tables to demonstrate the difference between events that are mutually exclusive, such as whether a coin toss will land on a head or a tail, and those that are not mutually exclusive, such as people who have blonde hair and people who have blue eyes
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Battendi from the Ngarrindjeri Peoples of Lake Murray and Lake Albert in southern Australia, applying possible combinations and relationships and calculating probabilities using two-way tables and Venn diagrams

  VC2M8P02 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability

• VC2M3SP01

  make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses

  Elaborations

  • classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices
  • making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases
  • making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations
  • using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs
  • identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres
  • investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions

  VC2M3SP01 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VC2M10SP02

  interpret networks and network diagrams used to represent relationships in practical situations and describe connectedness

  Elaborations

  • investigating how networks and network diagrams can be used to model authentic situations, recognising what real-world quantity is represented by the nodes (vertices), and what real-world quantity is represented by the links between them (edges)
  • investigating the use of graphs to represent a network, for example, investigating the Seven Bridges of Königsberg problem
  • investigating how polyhedrons may be represented as a network using edges, vertices, and interior and exterior faces; and representing the number of edges, vertices and faces in a table, exploring and demonstrating how Euler’s formula F + V = E + 2 applies
  • investigating how a social network, intranet, local area network (LAN), electrical wiring or wireless network of a home can be represented as a network diagram to specify relationships; for example, using network diagrams to investigate practical problems involving connections, power overload or the need for routers
  • investigating the use of networks to represent authentic situations, for example, rail or air travel between or within London, Paris and Hong Kong; a food web representing a simple ecosystem; metabolic networks and other chemical or biological structures
  • representing Aboriginal and Torres Strait Islander Peoples’ kinship systems using network diagrams and exploring the significance of relationships to Country/Place

  VC2M10SP02 | Mathematics | Mathematics Version 2.0 | Level 10 | Space

• VC2M6SP01

  compare the parallel cross-sections of objects and recognise their relationships to right prisms

  Elaborations

  • using objects made of foam or polystyrene, slicing along different cross-sections, and recording the different shapes of faces that result; and comparing cross-sections of different objects
  • using different pieces of fruit, slicing across different cross-sections, and drawing the cross-section; and reporting back to the class the results of the investigation
  • observing and drawing the shapes resulting from different ways of slicing through familiar objects; for example, slicing carrots at different angles or cutting through playdough models of objects; or using playdough models, fruit or similar to establish which objects can be cut in such a way that the cross-section will always be the same shape
  • understanding that right prisms are objects where parallel cross-sections perpendicular to the base of the prism are the same shape and size
  • connecting different right prisms to the shape of their parallel cross-sections, such as a triangular prism, which can be described as a stack of the same-sized triangles, and a cube or square prism, which can be described as a stack of the same-sized squares
  • investigating the design of Aboriginal and/or Torres Strait Islander Peoples’ dwellings, exploring the relationship between the cross-sections and the dwellings’ construction

  VC2M6SP01 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VC2M3ST03

  conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest

  Elaborations

  • creating a poster, flow chart or infographic that describes the process of statistical investigation, and the components, tools and types of data that can be collected, represented and interpreted for a purpose
  • collaboratively working through a whole-class investigation by choosing a question of interest, using an efficient collection method and recording collected data, and then interpreting the data in terms of the question
  • planning and carrying out investigations that involve collecting data; for example, narrowing the focus of a question such as ‘Which is the most popular breakfast cereal?’ to ‘Which is the most popular breakfast cereal among Year 3 students in our class?’
  • conducting a whole-class statistical investigation into the best day to hold an open day for parents by creating a simple survey, collecting the data by asking the parents, representing and interpreting the results, and deciding as a class which day would be best
  • investigating seasonal calendars of Aboriginal and/or Torres Strait Islander Peoples by collecting data and creating frequency tables and spreadsheets based on environmental indicators, and creating one-to-one data displays about frequency of environmental indicators for the current season

  VC2M3ST03 | Mathematics | Mathematics Version 2.0 | Level 3 | Statistics

• VC2M2ST01

  acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables

  Elaborations

  • posing a question of interest about favourite things (for example, asking classmates ‘What are your favourite types of fruit/football teams/days of the week?’), recording responses using a table, and using counting strategies to determine the number of different responses and the most popular and least popular responses
  • investigating questions such as ‘How much rubbish is really rubbish?’ by gathering data about objects in categories (for example, ‘throw away’, ‘recycle’ and ‘re-use’), deciding whether the data answers the question
  • using familiar software to construct a survey to collect class data; sorting and interpreting responses; and considering the questions asked and whether they need to be modified to re-use the survey
  • observing events and using the observations to design a table or list to record data; for example, observing students arriving at school prior to deciding the appropriate data categories for investigating the different ways students get to school
  • exploring the ways Aboriginal and Torres Strait Islander Peoples observe, collect, sort and record data

  VC2M2ST01 | Mathematics | Mathematics Version 2.0 | Level 2 | Statistics

• VC2M1ST01

  acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols

  Elaborations

  • discussing methods of collecting data to answer a question such as ‘What types of rubbish are found in the playground?’, sharing ideas and trying out some of the suggested methods, reviewing the data collected and explaining how they might change the way they collect data next time
  • collecting and recording information on a topic of interest using lists (for example, ‘How many people follow a particular football team’ or ‘What colour eyes each person has’), examining the data to generate some questions that it could answer, and then rearranging the data or collecting different data to answer the question
  • creating a tally to record data while observing events such as the year level of students using the bike shed, deciding on the possible categories before the observations are taken, and then reviewing the data afterwards to notice whether the tally was effective
  • using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar
  • exploring ways of representing, sharing and communicating data through stories and symbols used by Aboriginal and Torres Strait Islander Peoples

  VC2M1ST01 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

• VC2M1ST02

  represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings

  Elaborations

  • creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories; and then reflecting on the chosen categories and deciding whether they were helpful
  • translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category; and explaining how the tally chart answers the question
  • recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and you may use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed
  • representing data with objects and drawings where one object or drawing represents one data value, and describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, and representing and discussing the results

  VC2M1ST02 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

• VC2M4M02

  recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units

  Elaborations

  • recognising that perimeter is the sum of the lengths that form the boundary of a shape or enclosed space; choosing suitable units from a range of objects to measure around the boundary of a shape such as a garden bed; comparing the results to say which unit was an appropriate choice for the context; and using a piece of string or rope to measure the perimeter of irregular shapes and enclosed spaces, including those that have curved sections
  • creating a range of rectangles representing ‘paddocks’ on grid paper and establishing different methods of working out the length of the boundary fences; and explaining that the more efficient methods involve adding the side lengths rather than counting squares
  • recognising that area is the space enclosed by the boundary of a shape or the surface of an object; measuring and comparing the area of shapes using an array of paper tiles or mosaic squares, including part units to fill gaps at the edge of the shapes; and comparing the total areas by combining the fractional parts to make whole units
  • demonstrating how to use one unit repeatedly to measure the area of a shape (for example, using one paper square to measure and compare the area of a rectangle and a triangle) and recording and explaining how they used part units to give a more accurate measure, and why they needed to ensure there were no gaps or overlaps
  • investigating the ways Aboriginal and/or Torres Strait Islander ranger groups and other groups measure areas of land to make decisions about fire burns to care for Country/Place

  VC2M4M02 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M2N04

  add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies

  Elaborations

  • using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5
  • using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93
  • representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation
  • using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54
  • using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’
  • using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences

  VC2M2N04 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VC2M6N08

  approximate numerical solutions to problems involving rational numbers and percentages, using appropriate estimation strategies

  Elaborations

  • using familiar fractions, decimals and percentages to approximate calculations, such as 0.3 of 180 is about $\frac{1}{3}$of 180, or 52% is about $\frac{1}{2}$
  • choosing appropriate estimation strategies including rounding to the nearest whole number, knowledge of multiples of 2, 5 or 10 and partitioning numbers, in contexts such as measuring or cost per unit
  • recognising the effect of rounding on calculations involving fractions or decimals and saying what numbers the answer will be between
  • recognising the usefulness of estimation to check calculations for contexts such as dividing wood into a number of lengths, calculating cost per unit, reducing a recipe or dividing the cost of dinner for a group into individual amounts
  • verifying solutions by estimating percentages in suitable contexts, such as discounts, using common percentages of 10%, 25%, 30%, 50% and 1%
  • investigating estimation strategies to make decisions about steam cooking in ground ovens by Aboriginal and/or Torres Strait Islander Peoples, including catering for different numbers of people and resources needed for cooking

  VC2M6N08 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• VC2M1N04

  add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies

  Elaborations

  • using drawings, physical and virtual materials, and number combinations within 10 to add and subtract collections to 20
  • adding and subtracting numbers within 20, using a variety of representations and strategies, such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to 10; for example, using partitioning and combining $7+5=7+3+2=10+2=12$
  • developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to 10 and subitising with physical and virtual materials; for example, 8 and 6 is the same as 8 and 2 and 4
  • representing story problems involving addition and subtraction of numbers within 20 using a Think Board; recognising and using + and − symbols and the equal sign (=) to represent the operations of addition and subtraction; and showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem
  • creating and performing addition and subtraction stories told through Aboriginal and/or Torres Strait Islander dances

  VC2M1N04 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M5P02

  conduct repeated chance experiments, including those with and without equally likely outcomes, and observe and record the results; use frequency to compare outcomes and estimate their likelihoods

  Elaborations

  • discussing and listing all the possible outcomes of an activity and conducting experiments to estimate the probabilities (for example, using coloured cards in a card game and experimenting with shuffling the deck and turning over one card at a time) and recording and discussing the results
  • conducting experiments, recording the outcomes and the number of times the outcomes occur, and describing the relative frequency of each outcome; for example, using ‘I threw the coin 10 times, and the results were 3 times for a head, so that is 3 out of 10, and 7 times for a tail, so that is 7 out of 10’
  • experimenting with and comparing the outcomes of spinners with equal coloured regions compared to unequal coloured regions; and responding to questions such as ‘How does this spinner differ to one where each of the colours has an equal chance of occurring?’, giving reasons
  • comparing the results of experiments using a fair dice and one that has numbers represented on faces more than once, explaining how this affects the likelihood of outcomes
  • using spreadsheets to record the outcomes of an activity and calculate the total frequencies of different outcomes, representing these as a fraction; for example, using coloured balls in a bag, drawing one out at a time and recording the colour, and replacing them in the bag after each draw
  • investigating Aboriginal and/or Torres Strait Islander children’s instructive games (for example, Diyari koolchee from the Diyari Peoples near Lake Eyre in South Australia), to conduct repeated trials and explore predictable patterns, using digital tools where appropriate

  VC2M5P02 | Mathematics | Mathematics Version 2.0 | Level 5 | Probability

• VC2M9A06

  use mathematical modelling to solve applied problems involving change, including financial contexts involving simple interest; formulate problems, choosing to use either linear or quadratic functions or other simple variations; interpret solutions in terms of the context; evaluate the model and...

  Elaborations

  • modelling practical contexts using linear functions such as cooking times that include resting or cooling times, or water leakage from water tanks, using tables and graphs or digital tools and algebraically
  • modelling measurement situations and determining the perimeter and areas of rectangles where the length, $l$, of the rectangle is a linear function of its width, $w$; for example, $l=w, l=w+5, l=3w, l=2w+7$
  • modelling practical contexts (for example, area, paths of projectiles, parabolic mirrors, satellite dishes) using simple quadratic functions, tables and graphs (hand drawn or using digital tools) and, algebraically, interpreting features of the graphs such as the turning point and intercepts in context; for example, area, paths of projectiles, parabolic mirrors, satellite dishes
  • modelling and solving problems involving financial contexts using linear functions, for example, combinations of purchases of different items when they have a set amount of money to spend, profit/loss situations and trade quotes involving call-out fees
  • modelling situations involving change, for example, change in daily temperature during the ski season, fluctuation of speed above and below the speed limit, and acceleration and deceleration of a car coming to and moving off from a set of traffic lights
  • modelling the hunting techniques of Aboriginal and Torres Strait Islander Peoples using quadratic functions and exploring the effect of increasing the number of hunters to catch more prey 

  VC2M9A06 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra