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• Mathematics: Level 10 achievement standards

  Number and Algebra

  Students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities, quadratic equations and pairs of simultaneous linear equations and related graphs, with and without the use of digital technology. Students...

  Level description | Mathematics | Level 10

• Mathematics: Level 3 description

  In Level 3, students increasingly use mathematical terms and symbols to describe computations, measurements and characteristics of objects.

  Students recognise, model and order numbers to at least 10 000 and place four digit numbers on a number line with regard for scale. They partition and re-arrange...

  Level description | Mathematics

• Mathematics: Level 4 description

  In Level 4, students extend the number system to simple decimal fractions, and broaden their use of measures and scales.

  Students model, represent and order numbers to tens of thousands, and extend place value to tenths and hundredths. They investigate odd and even numbers and explore number patterns...

  Level description | Mathematics

• 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

• Mathematics: Level 8 description

  In Level 8, students consolidate their proficiency with the four arithmetic operations, and combinations of these, for general computation involving natural numbers, integers and rational numbers, with and without the use of technology. They represent these numbers on the real number line. They...

  Level description | Mathematics

• VCMNA306

  Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate

  Elaborations

  • understanding that the distributive law can be applied to algebraic expressions as well as numbers
  • understanding the relationship between expansion and factorisation and identifying algebraic factors in algebraic expressions

  VCMNA306 | Mathematics | Level 9 | Number and Algebra | Patterns and algebra

• VCMNA105

  Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

  Elaborations

  • using an abacus to model and represent numbers
  • understanding three-digit numbers as comprised of hundreds, tens and ones/units
  • demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning

  VCMNA105 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCMMG318

  Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles

  Elaborations

  • understanding that Pythagoras' Theorem is a useful tool in determining unknown lengths in right-angled triangles and has widespread applications
  • recognising that right-angled triangle calculations may generate results that can be integers, fractions or irrational numbers

  VCMMG318 | Mathematics | Level 9 | Measurement and Geometry | Pythagoras and trigonometry

• VCMSP297

  Distinguish between a population and a sample and investigate techniques for collecting data, including census, sampling and observation

  Elaborations

  • identifying situations where data can be collected by census and those where a sample is appropriate
  • investigating the differences between convenience, judgemental and simple random sampling from a population

  VCMSP297 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• VCMNA208

  Identify and describe properties of prime, composite, square and triangular numbers

  Elaborations

  • understanding that some numbers have special properties and that these properties can be used to solve problems
  • representing composite numbers as a product of their prime factors and using this form to simplify calculations by cancelling common primes
  • understanding that if a number is divisible by a composite number then it is also divisible by the prime factors of that number.

  VCMNA208 | Mathematics | Level 6 | Number and Algebra | Number and place value

• VCMNA277

  Solve a range of problems involving rates and ratios, including distance-time problems for travel at a constant speed, with and without digital technologies

  Elaborations

  • understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem
  • calculating population growth rates in Australia and Asia and explaining their difference
  • finding one of distance travelled, time taken or average speed given the other two quantities

  VCMNA277 | Mathematics | Level 8 | Number and Algebra | Real numbers

• VCMSP235

  Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables

  Elaborations

  • comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data
  • understanding that data can be represented in different ways, sometimes with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgments

  VCMSP235 | Mathematics | Level 6 | Statistics and Probability | Data representation and interpretation

• VCMSP350

  Construct and interpret box plots and use them to compare data sets

  Elaborations

  • understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
  • using parallel box plots to compare data about the age distribution of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

  VCMSP350 | Mathematics | Level 10 | Statistics and Probability | Data representation and interpretation

• VCMMG062

  Identify and sequence regular events that occur during the school day and comment on their duration (short/long)

  Elaborations

  • creating and following a visual schedule based on the school day’s events
  • ordering events based on duration, for example, ‘I can do more at lunch time than recess’
  • comparing and labelling events as long, short, quick
  • understanding the purpose of a clock and some of its features
  • using timers and a clock to explore and compare time and duration of events

  VCMMG062 | Mathematics | Level D | Measurement and Geometry | Using units of measurement

• VCMNA069

  Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

  Elaborations

  • reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
  • identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
  • developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
  • understanding that numbers are said in a particular order and there are patterns in the way we say them

  VCMNA069 | Mathematics | Foundation Level | Number and Algebra | Number and place value