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• VCMSP268

  Identify and investigate issues involving numerical data collected from primary and secondary sources

  Elaborations

  • obtaining secondary data from newspapers, the Internet and the Australian Bureau of Statistics
  • investigating secondary data relating to the distribution and use of non-renewable resources around the world

  VCMSP268 | Mathematics | Level 7 | Statistics and Probability | Data representation and interpretation

• VC2M7ST03

  plan and conduct statistical investigations for issues involving discrete and continuous numerical data, and data collected from primary and secondary sources; analyse and interpret distributions of data and report findings in terms of shape and summary statistics

  Elaborations

  • obtaining secondary data from newspapers, the internet or the Australian Bureau of Statistics
  • investigating secondary data relating to the distribution and use of non-renewable resources around the world
  • conducting an investigation to draw conclusions about whether teenagers have faster reaction times than adults
  • conducting an investigation to support claims that a modification of a science, technology, engineering and mathematics (STEM) related design has improved performance
  • using secondary data from the Australian Reconciliation Barometer to conduct and report on statistical investigations relating to Aboriginal and Torres Strait Islander Peoples

  VC2M7ST03 | Mathematics | Mathematics Version 2.0 | Level 7 | Statistics

• VC2M8ST02

  analyse and report on the distribution of data from primary and secondary sources using random and non-random sampling techniques

  Elaborations

  • investigating different methods of sampling used to collect data, considering the source and size of samples
  • comparing the sampling methods of simple random, systematic, stratified, quota, clustered or convenience, or judgement, and discussing the reliability of conclusions about the context that could be drawn
  • defining and distinguishing between probabilistic terms such as ‘random’, ‘sample space’, ‘sample’ and ‘sample distribution’
  • investigating primary and secondary data sources relating to reconciliation between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, analysing and reporting on findings

  VC2M8ST02 | Mathematics | Mathematics Version 2.0 | Level 8 | Statistics

• Mathematics | Mathematics: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Mathematics

• Mathematics | Mathematics Version 2.0: Resources

  Go to the Victorian Curriculum Version 2.0 website for a comprehensive suite of supporting resources for Mathematics Version 2.0.

  Overview material | Mathematics Version 2.0

• Mathematics: Level 7 achievement standards

  Number and Algebra

  Students solve problems involving the order, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving all four operations with fractions...

  Level description | Mathematics | Level 7

• Mathematics: Level 9 achievement standards

  Number and Algebra

  Students apply the index laws using integer indices to variables and numbers, express numbers in scientific notation, solve problems involving very small and very large numbers, and check the order of magnitude of calculations. They solve problems involving simple interest. Students...

  Level description | Mathematics | Level 9

• Mathematics: Level 7 description

  In Level 7, students work with powers of whole numbers, use index notation, represent numbers as products of powers of prime numbers, and investigate square roots of perfect squares. They use number properties to assist with calculation and order, and to add and subtract integers. Students find...

  Level description | Mathematics

• VC2M7M06

  use mathematical modelling to solve practical problems involving ratios of lengths, areas and volumes; formulate problems, interpret and communicate solutions in terms of the situation, justifying choices made about the representation

  Elaborations

  • using fractions to model and solve ratio problems involving comparison of quantities, and considering part-part and part-whole relations
  • modelling and solving practical problems involving ratios of length, capacity or mass, such as in construction, design, or food or textile production; for example, mixing concrete, the golden ratio in design, mixing a salad dressing
  • modelling the situation using manipulatives, diagrams and/or mathematical discussion; for example, mixing primary colours in a variety of ratios to investigate how new colours are created and the strength of those colours
  • investigating commercialised substances founded on Aboriginal and/or Torres Strait Islander Peoples’ knowledges of substances, including pharmaceuticals and toxins, understanding how ratios are used in their development

  VC2M7M06 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VCMNA039

  Demonstrate in practical situations, ‘adding one more to’ and ‘taking one away from’ in everyday situations

  Elaborations

  • using shared experiences with concrete materials to add one more to or take away one from a group of objects, and count to find a total
    • experiencing addition and subtraction in games
  • communicating using language such as ‘more’ or ‘less’ to describe a change in a group using classroom resources and in practical situations

  VCMNA039 | Mathematics | Level C | Number and Algebra | Number and place value

• VC2M10A14

  solve simple exponential equations

  Elaborations

  • investigating exponential equations derived from authentic mathematical models based on population growth
  • recognising that in a table of values, if the ratio between consecutive values of the dependent variable is constant, then it is an exponential relation
  • investigating the links between algebraic and graphical representations of exponential functions using graphing software
  • using digital tools with symbolic manipulation functionality to systematically explore exponential relations
  • investigating Aboriginal and/or Torres Strait Islander ranger groups’ and other groups’ programs that attempt to eradicate feral animals for survival of native animals on Country/Place, exploring the competition between feral and native animals and their impact on natural resources by formulating exponential equations for population growth for each animal species 

  VC2M10A14 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M7A04

  investigate, interpret and describe relationships between variables represented in graphs of functions developed from authentic data

  Elaborations

  • using graphs to analyse a building’s electricity or gas usage over a period of time, the value of shares on a stock market, or the temperature during a day, interpreting and discussing the relationships they represent
  • using travel graphs to compare the distance travelled to and from school, interpreting and discussing features of travel graphs such as the slope of lines and the meaning of horizontal line segments
  • telling the story behind what is being represented in graphs of functions, for example, graphs representing pouring rates or distance versus time
  • using graphs of evaporation rates to explore and discuss Aboriginal and Torres Strait Islander Peoples’ methods of water resource management

  VC2M7A04 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VC2M10ST05

  plan and conduct statistical investigations of situations that involve bivariate data, including where the independent variable is time; evaluate and report findings with consideration of limitations of any inferences

  Elaborations

  • designing statistical investigations that collect bivariate data over time through observation, experiment or measurement; graphing, interpreting and analysing data; and reporting within the context of the statistical investigation question
  • investigating and comparing anecdotal claims with data collected from well-constructed surveys, including those concerning climate, housing affordability and natural resources, with consideration of data validity and limitations of interpolation or extrapolation
  • using a statistical investigation to address the question ‘Is there a relationship between vaccines and immunity from a virus?’
  • investigating biodiversity changes in Australia before and after colonisation by comparing related bivariate numerical data, discussing and reporting on associations

  VC2M10ST05 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• 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

• 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

• Mathematics | Mathematics Version 2.0: Structure

  Mathematics is presented in 11 levels, from Foundation to Level 10.

  Level 10 also includes Level 10A, which provides opportunities for students to extend their exploration of mathematical notions and further their mathematical studies.

  Strands

  The curriculum is organised into 6 interrelated...

  Overview material | Mathematics Version 2.0

• Mathematics | Mathematics Version 2.0: Learning in Mathematics Version 2.0

  Learning in Mathematics emphasises the importance of providing opportunities for students to develop proficiency in mathematics. This development of proficiency is achieved in how content is explored or developed, that is, how students experience the thinking and doing of mathematics.

  Proficiency...

  Overview material | Mathematics Version 2.0

• 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