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• VC2M10A08

  solve linear inequalities and graph their solutions on a number line

  Elaborations

  • representing word problems with simple linear inequalities and solving them to answer questions
  • graphing regions corresponding to inequalities in the Cartesian plane (for example, graphing 2x+3y<24) and verifying using a test point such as (0, 0)

  VC2M10A08 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMNA336

  Solve linear inequalities and graph their solutions on a number line

  Elaborations

  • representing word problems with simple linear inequalities and solving them to answer questions

  VCMNA336 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VC2M10A11

  explore the connection between algebraic and graphical representations of relations such as simple quadratic, reciprocal, circle and exponential, using digital tools as appropriate

  Elaborations

  • sketching graphs of parabolas, and circles
  • applying translations, reflections and stretches to parabolas and circles
  • sketching the graphs of exponential functions using transformations
  • plotting graphs of families of relations where the product of 2 variables is equal to a fixed constant

  VC2M10A11 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A16

  solve equations graphically or using systematic numerical guess-check-and-refine with digital tools, with consideration of whether all solutions have been found

  Elaborations

  • refining intervals on graphs and/or in tables of values to determine with increasing accuracy when the values of 2 functions are approximately equal
  • applying the graphing zoom functionality of digital tools and systematically refining intervals to identify approximate location of points of intersection of the graphs of 2 functions, such as x2=2x

  VC2M10A16 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCSIS137

  Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students’ own investigations and secondary sources, to represent qualitative and quantitative patterns or relationships, and distinguish between discrete and continuous data

  Elaborations

  • using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses of data
  • designing and constructing appropriate graphs to represent data and to look for trends and patterns

  VCSIS137 | Science | Levels 9 and 10 | Science Inquiry Skills | Recording and processing

• Mathematics Version 2.0: Level 10 achievement standards

  By the end of Level 10, students recognise the effect of approximations of real numbers in repeated calculations.

  Students use mathematical modelling to solve problems involving growth and decay in financial and other applied situations, applying linear, quadratic and exponential...

  Level description | Mathematics | Mathematics Version 2.0 | Level 10

• VC2M10ST02

  construct scatterplots and consider a line of good fit; comment on the association between the 2 numerical variables in terms of strength, direction and linearity

  Elaborations

  • discussing the difference between association and cause and effect, and relating this to situations such as health, diversity of species and climate
  • using statistical evidence to make, justify and critique claims about association between variables, such as in contexts of climate change, migration, online shopping and social media 
  • informally using a line of good fit by eye and using digital tools to compare and discuss the reliability of any predictions
  • investigating the relationship between 2 variables of spearthrowers used by Aboriginal and Torres Strait Islander Peoples by using data to construct scatterplots, make comparisons and draw conclusions 

  VC2M10ST02 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VC2M10A09

  solve simultaneous linear equations, using algebraic and graphical techniques including using digital tools

  Elaborations

  • investigating situations involving simultaneous linear equations in context (such as multiple quotes for a job, or profit and loss) and solving the equations graphically, giving solutions in everyday language (such as ‘break-even point’ or ‘point to change providers’ for the job)
  • describing the solution of simultaneous equations within the context of the situation
  • using the algebraic methods of substitution and elimination, with and without the use of digital tools, and identifying which technique is the most efficient for a given pair of equations
  • associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs
  • investigating the strategies inherent in Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Weme from the Warlpiri Peoples of central Australia, and their connection to strategies to solve simultaneous linear equations in 2 variables

  VC2M10A09 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMNA339

  Explore the connection between algebraic and graphical representations of relations such as simple quadratic, reciprocal, circle and exponential, using digital technology as appropriate

  Elaborations

  • sketching graphs of parabolas, and circles
  • applying translations, reflections and stretches to parabolas and circles
  • sketching the graphs of exponential functions using transformations
  • plotting graphs of families of relations where the product of two variable is equal to a fixed constant

  VCMNA339 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMNA337

  Solve simultaneous linear equations, using algebraic and graphical techniques including using digital technology

  Elaborations

  • associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs

  VCMNA337 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• 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

• VCMNA342

  Solve equations using systematic guess-check-and-refine with digital technology

  Elaborations

  • refining intervals on graphs and/or in tables of values to determine with increasing accuracy when the values of two functions are approximately equal

  VCMNA342 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCSIS138

  Analyse patterns and trends in data, including describing relationships between variables, identifying inconsistencies in data and sources of uncertainty, and drawing conclusions that are consistent with evidence

  Elaborations

  • exploring relationships between variables using spreadsheets, databases, tables, charts, graphs and statistics
  • describing data properties (for example mean, median, range, outliers, large gaps visible on a graph) and their significance for a particular investigation sample, acknowledging uncertainties

  VCSIS138 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• Chinese - Background Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for example, 你真的认为…吗？请想一想…) and adapt language...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10

• Civics and Citizenship: Levels 9 and 10 description

  The Level 9 and 10 curriculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision-making processes. They compare Australia’s system of government...

  Level description | The Humanities | Civics and Citizenship

• 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

• VCIDC077

  Create parallel texts in Indonesian and in English for a range of purposes and audiences, for the wider community

  Elaborations

  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup
  • providing captions or commentaries to accompany Indonesian texts such as song lyrics, video clips and film extracts, for parents and members of the school community
  • producing public texts such as signs, notices and posters in both Indonesian and English, for the school and wider community, and reflecting on the process of working in both languages

  VCIDC077 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCJAC189

  Create bilingual texts in Japanese and English for a range of communicative and informative purposes, incorporating oral, written and visual elements

  Elaborations

  • creating a bilingual digital database that groups words, for example, words and expressions associated with themes, fields or contexts, such as food, travel, the environment or school
  • producing bilingual texts such as travel advisories for exchange or study tour students, and reflecting on the process of working in both languages
  • creating oral commentaries that switch between English and Japanese for a bilingual audience at a sporting or performing arts event
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations

  VCJAC189 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC077

  Create parallel texts in the language and in English for a range of purposes and audiences, for the wider community

  Elaborations

  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup
  • providing captions or commentaries to accompany texts in the language such as song lyrics, video clips and film extracts, for parents and members of the school community
  • producing public texts such as signs, notices and posters in both the language and English, for the school and wider community, and reflecting on the process of working in both languages

  VCRAC077 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VC2M10A10

  solve problems involving gradients of parallel and perpendicular lines

  Elaborations

  • solving problems using the fact that parallel lines have the same gradient and conversely that if 2 lines have the same gradient then they are parallel
  • solving problems using the fact that the product of the gradients of perpendicular lines is −1 and conversely that if the product of the gradients of 2 lines is −1 then they are perpendicular

  VC2M10A10 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra