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• VCMNA307

  Apply set structures to solve real-world problems

  Elaborations

  • using a sort algorithm to determine the median of a set of numbers
  • exploring variation in proportion and means of random samples, drawn from a population

  VCMNA307 | Mathematics | Level 9 | Number and Algebra | Patterns and algebra

• VCMMG260

  Draw different views of prisms and solids formed from combinations of prisms

  Elaborations

  • using aerial views of buildings and other 3-D structures to visualise the structure of the building or prism

  VCMMG260 | Mathematics | Level 7 | Measurement and Geometry | Shape

• VC2M9ST02

  analyse how different sampling methods, and different samples using the same method, can affect the results of surveys and how choice of representation can be used to support a particular point of view

  Elaborations

  • investigating and analysing different visualisations of data such as infographics found in the media and commenting on the strengths, weaknesses and possible biases of particular examples
  • discussing the impact of decreased landline usage or an increased aversion to answering calls from unknown numbers on survey data 
  • exploring potential cultural bias relating to Aboriginal and Torres Strait Islander Peoples by critically analysing sampling techniques in statistical reports 

  VC2M9ST02 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• Mathematics | Mathematics: Rationale and Aims

  Rationale

  Mathematics provides students with access to important mathematical ideas, knowledge and skills that they will draw on in their personal and work lives. The curriculum also provides students, as life-long learners, with the basis on which further study and research in mathematics and...

  Overview material | Mathematics

• 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

• 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

• 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 Version 2.0: Level 9 achievement standards

  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...

  Level description | Mathematics | Mathematics Version 2.0 | Level 9

• VCMMG199

  Use a grid reference system to describe locations. Describe routes using landmarks and directional language

  Elaborations

  • comparing aerial views of Country, desert paintings and maps with grid references
  • creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another

  VCMMG199 | Mathematics | Level 5 | Measurement and Geometry | Location and transformation

• VCMMG166

  Compare objects using familiar metric units of area and volume

  Elaborations

  • comparing areas using grid paper
  • comparing volume using centicubes
  • recognising that metric units are not the only units used throughout the world, for example measuring the area of floor space using tatami mats (Japan), using squares for room and house area (Australia)

  VCMMG166 | Mathematics | Level 4 | Measurement and Geometry | Using units of measurement

• VCMNA076

  Sort and classify familiar objects and explain the basis for these classifications, and copy, continue and create patterns with objects and drawings

  Elaborations

  • observing natural patterns in the world around us
  • creating and describing patterns using materials, sounds, movements or drawings
  • extending patterns using materials and drawings to the right and to the left
  • identifying which part of the pattern is being repeated (happening over and over again)

  VCMNA076 | Mathematics | Foundation Level | Number and Algebra | Patterns and algebra

• 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

• VC2M7SP01

  represent three-dimensional objects in 2 dimensions; discuss and reason about the advantages and disadvantages of different representations

  Elaborations

  • deconstructing packaging to identify shapes and nets
  • using different nets to construct prisms and determining which nets will make a cube, rectangular prism, triangular prism or pyramid
  • using aerial views of buildings and other three-dimensional structures to visualise the footprint made by the building or structure, identifying prisms that could approximate the structure
  • building objects by interpreting isometric and perspective drawings
  • using isometric and square grid paper to draw views of front, back, side, top and bottom of objects
  • exploring different two-dimensional representations of objects in Aboriginal and/or Torres Strait Islander artworks or cultural maps of Country/Place

  VC2M7SP01 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VC2M3SP02

  interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

  Elaborations

  • designing the layout of a space; for example, designing a proposed games room or a classroom using a blank sheet of paper as the boundary and cut-outs of shapes to represent furniture from a top-view perspective
  • locating themselves within a space, such as a basketball court, oval, stage or assembly hall, guided by a simple hand-held plan indicating the different positions of the participants in the activity
  • sketching a map indicating where they have hidden an object within the classroom, swapping maps with partners and then providing feedback about what was helpful and what was confusing on the map
  • identifying differences in the representation of a place on a map, in an aerial photograph, in a street view and in a satellite image, and discussing the different information the representations can give
  • exploring land maps or cultural maps used by Aboriginal and Torres Strait Islander Peoples to locate, identify and position important landmarks such as waterholes

  VC2M3SP02 | 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

• VC2M6N05

  solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions

  Elaborations

  • representing addition and subtraction of fractions, using an understanding of equivalent fractions and methods such as jumps on a number line, or diagrams of fractions as parts of shapes
  • determining the lowest common denominator using an understanding of prime and composite numbers to find equivalent representation of fractions when solving addition and subtraction problems
  • calculating the addition or subtraction of fractions in the context of real-world problems (for example, using part cups or spoons in a recipe), using the understanding of equivalent fractions
  • understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions; for example, using fraction overlays and number lines to give meaning to adding and subtracting fractions with related and unrelated denominators

  VC2M6N05 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• 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

• 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

• VC2M8M04

  solve problems involving time and duration, including using 12- and 24-hour time across multiple time zones

  Elaborations

  • using digital tools to investigate time zones around the world and convert from one zone to another, such as time in Perth, Western Australia, compared to Suva in Fiji or Toronto in Canada
  • recognising the challenges of planning regular virtual meeting times for a company that has both international staff and staff within different states and territories, and the impact daylight savings has due to multiple time zones, explaining the mathematical language used to communicate current time such as Coordinated Universal Time (UTC)+8, Australian Eastern Standard Time (AEST), Australian Central Standard Time (ACST) and Australian Western Standard Time (AWST)
  • planning an international travel itinerary that covers destinations in different time zones across Asia

  VC2M8M04 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M10M02

  interpret and use logarithmic scales in applied contexts involving small and large quantities and change 

  Elaborations

  • understanding that the logarithmic scale is calibrated in terms of order of magnitude, for example, doubling or powers of 10
  • identifying and interpreting data representations (charts and graphs) that use logarithmic scales (for example, graphs representing percentage change, a wide range of values or exponential growth) and discussing when it is appropriate to use this type of scale and when it is not appropriate
  • investigating and interpreting logarithmic scales used in real-world contexts (for example, Richter, decibel and sensitivity scales or growth in investments, timescales and the spread of microorganisms and disease) and describing reasons for choosing to use a logarithmic scale rather than a linear scale
  • investigating dating methods of geological sites to provide evidence of Aboriginal and Torres Strait Islander Peoples’ presence in Australia, including the Madjedbebe dig in the Northern Territory, that use logarithmic scales, scientific notation and measurement accuracy in the dating

  VC2M10M02 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement