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• Mathematics: Level 2 description

  In Level 2, students use grouping partitioning and re-arrangement to apply place value and extend the range of numbers they use and apply to thousands.

  Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards...

  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 Version 2.0: Level 10A description

  Level 10A provides optional, additional content to extend students in their mathematical studies in number, algebra, function, geometry, probability and statistics.

  Level 10A does not include an achievement standard and does not require reporting.

  Students may extend...

  Level description | Mathematics | Mathematics Version 2.0

• VC2M10AA05

  describe, interpret, and sketch parabolas, hyperbolas, circles and exponential functions and their transformations

  Elaborations

  • applying transformations, including translations, reflections in the axes and stretches to help graph parabolas, rectangular hyperbolas, circles and exponential functions

  VC2M10AA05 | Mathematics | Mathematics Version 2.0 | Level 10A | Algebra

• VCMNA359

  Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations

  Elaborations

  • applying transformations, including translations, reflections in the axes and stretches to help graph parabolas, rectangular hyperbolas, circles and exponential functions

  VCMNA359 | Mathematics | Level 10A | Number and Algebra | Linear and non-linear relationships

• VCMSP084

  Organise answers to yes/no questions into simple data displays using objects and drawings

  Elaborations

  • representing responses to questions using simple displays, including grouping students according to their answers

  VCMSP084 | Mathematics | Foundation Level | Statistics and Probability | Data representation and interpretation

• 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

• VC2M4SP04

  recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometry software where appropriate

  Elaborations

  • identifying rotational symmetry of shapes by tracing around various shapes and objects to create an image, and using the image to test and record which different rotations result in the same image
  • using dynamic geometry software to manipulate shapes and create symmetrical patterns; for example, creating tessellation patterns that are symmetrical
  • using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and Islamic artwork to investigate and discuss line and rotational symmetry
  • exploring the natural environment on Country/Place to investigate and discuss patterns and symmetry of shapes and objects such as in flowers, plants and landscapes

  VC2M4SP04 | Mathematics | Mathematics Version 2.0 | Level 4 | Space

• Mathematics Version 2.0: Level 10 description

  In Level 10, learning in Mathematics builds on each student’s prior learning and experiences and provides the basis for a sound background in number, algebra, function, geometry and statistics. Students engage in a range of approaches to the learning and doing of mathematics that...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics | Mathematics: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse...

  Overview material | Mathematics

• VC2M10AN01

  define rational and irrational numbers and perform operations with surds and fractional indices

  Elaborations

  • understanding that the real number system includes irrational numbers
  • extending the exponent laws to rational number indices
  • performing the 4 operations with surds

  VC2M10AN01 | Mathematics | Mathematics Version 2.0 | Level 10A | Number

• VCMNA355

  Define rational and irrational numbers and perform operations with surds and fractional indices

  Elaborations

  • understanding that the real number system includes irrational numbers
  • extending the index laws to rational number indices
  • performing the four operations with surds

  VCMNA355 | Mathematics | Level 10A | Number and Algebra | Real numbers

• VCMNA341

  Solve simple quadratic equations using a range of strategies

  Elaborations

  • using a variety of techniques to solve quadratic equations, including grouping, completing the square, the quadratic formula, and choosing two integers with the required product and sum

  VCMNA341 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• Mathematics: Level 6 achievement standards

  Number and Algebra

  Students recognise the properties of prime, composite, square and triangular numbers and determine sets of these numbers. They solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts. Students locate fractions and...

  Level description | Mathematics | Level 6

• 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 6 description

  In Level 6, students work with prime, composite, square and triangular numbers and carry out mental, written and technology based computation to solve whole number problems involving all four operations. They explore everyday situations involving integers, and use a number line to represent them...

  Level description | Mathematics

• Mathematics: Level 10 description

  In Level 10, students extend their use of mathematical models to a wide range of familiar and unfamiliar contexts, involving the use of all types of real numbers. They recognise the role of logical argument and proof in establishing mathematical propositions. Students apply mental, written or...

  Level description | Mathematics

• VC2M3M02

  measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings

  Elaborations

  • making a measuring tape using metric units of length and using it to measure and compare things, for example, the girth of a tree; and explaining that the lines on a ruler show the beginning and end of each unit
  • using a strip of one-centimetre grid paper to measure and compare the length of objects, connecting this with centimetre units on a ruler and using fractions of a graduation to give a more accurate measure
  • discussing how the capacity of a container or object usually refers to the amount of liquid it can hold, measured in millilitres and litres, and comparing the capacity of different sizes of familiar drinks (for example, 600-millilitre, one-litre, 2-litre and 3-litre milk containers)
  • measuring and comparing the mass of objects and capacity of containers, using measuring jugs and kitchen or other scales and standard metric units of millilitres, litres, grams and kilograms; and interpreting and explaining what the lines on the measuring jug or scales mean
  • comparing the capacity of different beakers used in science lessons and using the numbered graduations to measure out different capacities of liquid

  VC2M3M02 | Mathematics | Mathematics Version 2.0 | Level 3 | 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

• 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