In Level 9, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar...
In Level 9, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
Students further develop proficiency and positive dispositions towards mathematics and its use as they:
By the end of Level 9, students recognise and use rational and irrational numbers to solve problems.
Students extend and apply the exponent laws with positive integers and the zero exponent to variables. They expand binomial products and factorise monic quadratic expressions. They find the distance between 2 points on the Cartesian plane, sketch linear graphs and find the gradient and midpoint of a line segment. Students use mathematical modelling to solve problems involving change, including simple interest in financial contexts and change in other applied contexts, choosing to use linear and quadratic functions. They graph quadratic functions and use null factor law to solve monic quadratic equations with integer roots algebraically. Students investigate and describe the effects of variation of parameters on functions and relations, using digital tools where appropriate, and make connections between their graphical and algebraic representations.
Students apply formulas to solve problems involving the surface area and volume of right prisms, cylinders and composite shapes. They solve problems involving ratio, similarity and scale in two-dimensional situations. They determine...
By the end of Level 9, students recognise and use rational and irrational numbers to solve problems.
Students extend and apply the exponent laws with positive integers and the zero exponent to variables. They expand binomial products and factorise monic quadratic expressions. They find the distance between 2 points on the Cartesian plane, sketch linear graphs and find the gradient and midpoint of a line segment. Students use mathematical modelling to solve problems involving change, including simple interest in financial contexts and change in other applied contexts, choosing to use linear and quadratic functions. They graph quadratic functions and use null factor law to solve monic quadratic equations with integer roots algebraically. Students investigate and describe the effects of variation of parameters on functions and relations, using digital tools where appropriate, and make connections between their graphical and algebraic representations.
Students apply formulas to solve problems involving the surface area and volume of right prisms, cylinders and composite shapes. They solve problems involving ratio, similarity and scale in two-dimensional situations. They determine percentage errors in measurements. Students apply Pythagoras’ theorem and use trigonometric ratios to solve problems involving right-angled triangles. They use mathematical modelling to solve practical problems involving direct and indirect proportion, ratio and scale, evaluating the model and communicating their methods and findings. Students express small and large numbers in scientific notation.
Students apply the enlargement transformation to images of shapes and objects, and interpret results. They design, use and test algorithms based on geometric constructions or theorems.
Students compare and analyse the distributions of multiple numerical data sets, choose representations, describe features of these data sets using summary statistics and the shape of distributions, and consider the effect of outliers. They explain how sampling techniques and representation can be used to support or question conclusions or to promote a point of view.
Students determine sets of outcomes for two-step chance experiments and represent these in various ways. They assign probabilities to the outcomes of two-step chance experiments. They design and conduct experiments or simulations for combined events using digital tools.
