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• VCMNA255

  Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point

  Elaborations

  • plotting points from a table of integer values and recognising simple patterns, such as points that lie on a straight line

  VCMNA255 | Mathematics | Level 7 | Number and Algebra | Linear and non-linear relationships

• VC2M6SP02

  locate points in the 4 quadrants of the Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location with respect to a fixed origin
  • understanding that the axes are number lines that can have different scales, including fractions and decimals, depending on purpose
  • understanding that the horizontal coordinate is written first and is changed if there is a move to the left or right, whereas a move up or down will change the vertical coordinate
  • using the Cartesian plane to draw lines and polygons, listing coordinates in the correct order to complete a polygon
  • investigating and connecting land or star maps used by Aboriginal and Torres Strait Islander Peoples with the Cartesian plane through a graphical or visual way of describing location

  VC2M6SP02 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VCMNA310

  Sketch linear graphs using the coordinates of two points and solve linear equations

  Elaborations

  • determining linear rules from suitable diagrams, tables of values and graphs and describing them using both words and algebra

  VCMNA310 | Mathematics | Level 9 | Number and Algebra | Linear and non-linear relationships

• VC2M9A03

  sketch linear graphs of equations in various algebraic forms, using the coordinates of 2 points, and solve linear equations

  Elaborations

  • determining linear rules from suitable diagrams, tables of values and graphs, and describing them using both words and algebra

  VC2M9A03 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

• VC2M9A04

  find the gradient of a line segment, the midpoint of the line interval and the distance between 2 distinct points on the Cartesian plane

  Elaborations

  • recognising that the gradient of a line is calculated using the gradient of a line segment on that line and is independent of which 2 distinct points on the line are used for this calculation
  • using digital tools and transformations to illustrate that parallel lines in the Cartesian plane have the same gradient and that the relationship between the gradients of pairs of perpendicular lines is that their product is (−1)
  • using Pythagoras’ theorem to establish the distance between 2 points in the Cartesian plane and applying this using horizontal and vertical distances and coordinates
  • investigating graphical and algebraic techniques for finding the midpoint and gradient of the line segment between 2 points
  • using dynamic graphing software and superimposed images (for example, playground equipment, ramps and escalators) to investigate gradients in context and their relationship to rule of a linear function, and interpret gradient as a constant rate of change in linear modelling contexts

  VC2M9A04 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

• 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

• VCMNA308

  Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing software

  Elaborations

  • investigating graphical and algebraic techniques for finding distance between two points
  • using Pythagoras' theorem to calculate distance between two points

  VCMNA308 | Mathematics | Level 9 | Number and Algebra | Linear and non-linear relationships

• VC2M7SP03

  describe the effect of transformations of a set of points using coordinates in the Cartesian plane, including translations, reflections in an axis, and rotations about the origin

  Elaborations

  • using digital tools to transform shapes in the Cartesian plane, describing and recording the transformations
  • describing patterns and investigating different ways to produce the same transformation, such as using 2 successive reflections to provide the same result as a translation
  • experimenting with, creating and re-creating patterns using combinations of translations, reflections and rotations, using digital tools

  VC2M7SP03 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VC2M6M04

  identify the relationships between angles on a straight line, angles at a point and vertically opposite angles; use these to determine unknown angles, communicating reasoning

  Elaborations

  • using protractors or dynamic geometry software to measure and generalise about the size of angles formed when lines are crossed, and combinations of angles that meet at a point, including combinations that form right or straight angles
  • demonstrating the meaning of language associated with properties of angles, including right, complementary, complement, straight, supplement, vertically opposite, and angles at a point
  • using the properties of supplementary and complementary angles to represent spatial situations with number sentences and solving to find the size of unknown angles

  VC2M6M04 | Mathematics | Mathematics Version 2.0 | Level 6 | Measurement

• VCMMG231

  Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles

  Elaborations

  • identifying the size of a right angle as 90° and defining acute, obtuse, straight and reflex angles
  • measuring, estimating and comparing angles in degrees and classifying angles according to their sizes
  • investigating the use of rotation and symmetry in the diagrammatic representations of kinship relationships of Central and Western Desert people
  • recognising and using the two alternate conventions for naming angles

  VCMMG231 | Mathematics | Level 6 | Measurement and Geometry | Geometric reasoning

• VCMNA103

  Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences

  Elaborations

  • developing fluency and confidence with numbers and calculations by saying number sequences
  • recognising that the natural numbers with zero form an ordered infinite set {0, 1, 2, 3 … } with a first element but no last element
  • recognising patterns in number sequences, such as adding 10 always results in the same final digit

  VCMNA103 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCMNA086

  Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

  Elaborations

  • using the popular Korean counting game sam-yuk-gu for skip counting
  • developing fluency with forwards and backwards counting in meaningful contexts such as circle games

  VCMNA086 | Mathematics | Level 1 | Number and Algebra | Number and place value

• 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

• 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

• VC2M8ST04

  plan and conduct statistical investigations involving samples of a population; use ethical and fair methods to make inferences about the population and report findings, acknowledging uncertainty

  Elaborations

  • using data such as electricity consumption to draw conclusions about the impacts of events, such as pandemics, on households or business
  • identifying situations where the collection of data from a sample is necessary due to efficiency, cost or restricted time for collection of data, and is sufficiently reliable for making inferences about a population
  • exploring progress in reconciliation between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, investigating and evaluating sampling techniques and methods to gather relevant data to measure progress

  VC2M8ST04 | Mathematics | Mathematics Version 2.0 | Level 8 | Statistics

• 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

• VCMMG117

  Tell time to the quarter-hour, using the language of 'past' and 'to'

  Elaborations

  • describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three

  VCMMG117 | Mathematics | Level 2 | Measurement and Geometry | Using units of measurement

• VC2M10A06

  implement algorithms that use data structures using pseudocode or a general purpose programming language

  Elaborations

  • using two-dimensional arrays such as matrices to represent and implement sequences of transformations of sets of points in the plane
  • using pointers in algorithms

  VC2M10A06 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMNA283

  Plot linear relationships on the Cartesian plane with and without the use of digital technologies

  Elaborations

  • completing a table of values, plotting the resulting points and determining whether the relationship is linear
  • finding the rule for a linear relationship

  VCMNA283 | Mathematics | Level 8 | Number and Algebra | Linear and non-linear relationships

• VCMNA334

  Implement algorithms using data structures in a general-purpose programming language

  Elaborations

  • using two-dimensional arrays such as matrices to represent and implement sequences of transformations of sets of points in the plane
  • using pointers in algorithms

  VCMNA334 | Mathematics | Level 10 | Number and Algebra | Patterns and algebra