The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of the mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.
\nAt this stage:
\nUnderstanding develops from becoming aware of their physical state and encountering, reacting and responding to the world around them and to some everyday events and routines
\nFluency includes students learning to control their behaviour and internal state and developing a repertoire of reactions to everyday experiences and events
\nProblem Solving includes students attending to and exploring the world around them with as much independence as possible
\nReasoning includes students coactively exploring and manipulating objects in their immediate environment and experiencing the language associated with maths activities.
\n" }, "standards": { "id": 142, "level_id": 142, "markdown": "Number and Algebra
\nStudents observe the use of number within their daily life. They begin to respond to numbers in everyday experiences. Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. They experience and respond to ‘one for you, one for me’, ‘gone’, ‘no more left’ and ‘give me more’. Students participate in making piles, groups or bundles of familiar everyday objects and respond to objects being put together and taken apart.
\nMeasurement and Geometry
\nStudents observe and explore objects within daily life. They react and respond to objects and experience measurement attributes in practical situations. Students explore objects of varying weights, lengths, capacities and materials. They show an awareness of time and daily routine by responding to a signal from the teacher, and items being brought out or removed. Students respond to a signal from a timer, used to indicate the end of an activity. Students explore and respond to objects of varying textures, colours, sizes and shapes. Students explore space by moving and changing position and location, and respond to changes in position.
\nStatistics and Probability
\nStudents observe objects and events within their daily life. Students begin to display a similar and predictable reaction to regular events. They respond to major changes to regular games and activities associated with chance, surprise and predictability, such as hitting a switch to activate a toy.
\n" }, "strands": [ { "id": 620, "level_id": 142, "strand_name": "Number and Algebra", "subStrands": [ { "id": 2266, "strand_id": 620, "header": "Number and place value", "position": 1, "textContents": [ { "id": 46171, "sub_strand_id": 2266, "markdown": "Respond to objects being counted and distributed (ACMNA001a)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46172, "sub_strand_id": 2266, "markdown": "Respond to situations where counting is involved (ACMNA002a)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46173, "sub_strand_id": 2266, "markdown": "Respond to groups of personally relevant objects (ACMNA003a)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46174, "sub_strand_id": 2266, "markdown": "Respond to situations where the comparison of two collections or objects are involved (ACMNA289a)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46175, "sub_strand_id": 2266, "markdown": "Respond to the removal and addition of familiar items and objects in practical situations (ACMNA004a)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2268, "strand_id": 620, "header": "Patterns and algebra", "position": 2, "textContents": [ { "id": 46176, "sub_strand_id": 2268, "markdown": "Respond to the identification of objects (ACMNA005a)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 628, "level_id": 142, "strand_name": "Measurement and Geometry", "subStrands": [ { "id": 2283, "strand_id": 628, "header": "Using units of measurement", "position": 1, "textContents": [ { "id": 46177, "sub_strand_id": 2283, "markdown": "Respond to objects based on length (ACMMG006a)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46178, "sub_strand_id": 2283, "markdown": "Respond to personally relevant everyday events (ACMMG007a)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46179, "sub_strand_id": 2283, "markdown": "Respond to personally relevant routine events (ACMMG008a)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2284, "strand_id": 628, "header": "Shape", "position": 2, "textContents": [ { "id": 46180, "sub_strand_id": 2284, "markdown": "Respond to familiar everyday shapes and objects (ACMMG009a)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2285, "strand_id": 628, "header": "Location and transformation", "position": 3, "textContents": [ { "id": 46181, "sub_strand_id": 2285, "markdown": "Respond to movement of an object (ACMMG010a)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 629, "level_id": 142, "strand_name": "Statistics and Probability", "subStrands": [ { "id": 2286, "strand_id": 629, "header": "Data representation and interpretation", "position": 1, "textContents": [ { "id": 46182, "sub_strand_id": 2286, "markdown": "Respond to objects relevant to a given context (ACMSP011a)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 143, "title": "ABLEWA Stage B", "year": "b", "subject": "Mathematics", "descriptions": { "id": 143, "level_id": 143, "markdown": "The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of the mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.
\nAt this stage:
\nUnderstanding develops through participating in a variety of everyday activities that involve objects, events and number
\nFluency includes following regular routines, and matching objects using a repertoire of responses
\nProblem Solving includes students attending to, exploring and sorting objects in the world around them
\nReasoning includes manipulating and playing with objects to develop links between their immediate environment, everyday language and mathematical activity.
\n" }, "standards": { "id": 143, "level_id": 143, "markdown": "Number and Algebra
\nStudents participate in everyday activities that involve numbers and counting, comparing groups of objects, and pattern activities. Students can rote count to three. Students identify 'one' and 'lots' of objects and show an understanding of 'more' in familiar situations. They manipulate objects and build a tall tower by using 'more' blocks and take blocks away from a tower to make the tower 'less' tall.
\nMeasurement and Geometry
\nStudents participate in everyday activities that explore measurement and use measurement attributes in practical situations. Students demonstrate beginning understanding of basic measurement concepts such as 'long or short', 'heavy or light',
\nThey explore routine events and show an awareness of time and daily routines by responding to a routine signal from the teacher, such as, 'It's time to go outside and play', 'pack up', or 'unpack bag'
\nThey demonstrate an awareness of object permanence by searching for objects that have been hidden and participate in class activities that explore three-dimensional objects. They can match identical familiar three-dimensional shapes that are 'the same'. Students respond to specific instructions relating to manipulating the movement and location of self and objects.
\nStatistics and Probability
\nThey participate in class activities that explore object, events and displaying information. They develop an awareness of chance by playing with materials or objects that involve cause and effect (actions that will happen) and playing games where the outcome is unpredictable, for example, peekaboo. Students respond to a simple pictorial representation of their activities related to a short time-frame.
\n" }, "strands": [ { "id": 621, "level_id": 143, "strand_name": "Number and Algebra", "subStrands": [ { "id": 2269, "strand_id": 621, "header": "Number and place value", "position": 1, "textContents": [ { "id": 46207, "sub_strand_id": 2269, "markdown": "Use number names ‘one’, ‘two’ and ‘three’ in sequence to count in everyday situations (ACMNA001b)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46208, "sub_strand_id": 2269, "markdown": "Correspond ‘one’ with a single object (ACMNA002b)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46209, "sub_strand_id": 2269, "markdown": "Explore the concept of ‘none’, ‘one’ and ‘more’ (ACMNA003b)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46210, "sub_strand_id": 2269, "markdown": "Make comparison between items using appropriate language such as ‘same’ or ‘different’ (ACMNA289b)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46211, "sub_strand_id": 2269, "markdown": "Participate in everyday situations involving ‘adding’ and ‘taking away’ (ACMNA004b)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2274, "strand_id": 621, "header": "Patterns and algebra", "position": 2, "textContents": [ { "id": 46212, "sub_strand_id": 2274, "markdown": "Participate in the comparing of objects, using language such as ‘same’ and ‘different’ (ACMNA005b)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 624, "level_id": 143, "strand_name": "Measurement and Geometry", "subStrands": [ { "id": 2275, "strand_id": 624, "header": "Using units of measurement", "position": 1, "textContents": [ { "id": 46213, "sub_strand_id": 2275, "markdown": "Compare objects using direct comparison (ACMMG006b)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46214, "sub_strand_id": 2275, "markdown": "Recognise and participate in familiar events that happen on a daily basis (ACMMG007b)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46215, "sub_strand_id": 2275, "markdown": "Participate in regular daily events (ACMMG008b)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2276, "strand_id": 624, "header": "Shape", "position": 2, "textContents": [ { "id": 46216, "sub_strand_id": 2276, "markdown": "Identify when two shapes or objects are the same sort or not (ACMMG009b)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2277, "strand_id": 624, "header": "Location and transformation", "position": 3, "textContents": [ { "id": 46217, "sub_strand_id": 2277, "markdown": "Respond to a simple statement about location or direction (ACMMG010b)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 625, "level_id": 143, "strand_name": "Statistics and Probability", "subStrands": [ { "id": 2278, "strand_id": 625, "header": "Data representation and interpretation", "position": 1, "textContents": [ { "id": 46218, "sub_strand_id": 2278, "markdown": "Participate in data collection (ACMSP011b)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 144, "title": "ABLEWA Stage C", "year": "c", "subject": "Mathematics", "descriptions": { "id": 144, "level_id": 144, "markdown": "The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of the mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.
\nAt this stage:
\nUnderstanding includes connecting names and quantities (of objects, events and numbers to five)
\nFluency includes counting numbers in sequence, matching objects to replicate a pattern and predicting day and night events
\nProblem Solving includes matching groups and objects
\nReasoning includes manipulating and playing with objects to develop links between their immediate environment, everyday language, mathematical activity and concepts.
\n" }, "standards": { "id": 144, "level_id": 144, "markdown": "Number and Algebra
\nStudents connect number names and numerals with sets of up to five elements. They match individual objects with counting sequences up to and back from five. Students use concrete materials to solve problems that involve comparing, combining and separating sets, for example \"How might I make this group more than the other group?\" Students make 'groups', 'lots' and groups of 'one' and can indicate which collection has 'more' than the other. They can distribute objects to each person in a group until there are no objects left. Students order the first three elements of a set. Students can match one attribute of familiar objects, for example, colour, size or shape.
\nMeasurement and Geometry
\nStudents explore measurement attributes in practical situations and use words to describe the characteristics of familiar objects such as full, empty, long, short, light and heavy. Students solve simple mathematical problems associated with longer and shorter lengths, for example, 'How can I make this stick shorter?' They explore events and identify day and night events. They can identify events that may or may not happen today. Students respond to a simple pictorial representation of activities related to their whole day. They match objects that are the same and sort familiar objects, and an understanding of the concept of 'inside and outside' by following instructions. They demonstrate an understanding of location and spatial awareness by following simple instructions related to simple spatial concepts, such as 'under', 'on', 'beside'.
\nStatistics and Probability
\nStudents participate in and contribute to the development of picture schedules, timetables and pictorial lists associated with familiar activities, such as listing the ingredients needed for a cooking session. They demonstrate an understanding of the concept of chance by participating in games of chance, and identifying events that may or may not happen today.
\n" }, "strands": [ { "id": 630, "level_id": 144, "strand_name": "Number and Algebra", "subStrands": [ { "id": 2287, "strand_id": 630, "header": "Number and place value", "position": 1, "textContents": [ { "id": 46219, "sub_strand_id": 2287, "markdown": "Use number names in sequence to count in everyday situations, initially from one to five (ACMNA001c)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46220, "sub_strand_id": 2287, "markdown": "Know and match number name, numerals and quantities to three (ACMNA002c)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46221, "sub_strand_id": 2287, "markdown": "Identify groups as being ‘one’, ‘more’ or ‘less’ (ACMNA003c)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46222, "sub_strand_id": 2287, "markdown": "Compare and order two collections according to their quantity (ACMNA289c)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46223, "sub_strand_id": 2287, "markdown": "Demonstrate in practical situations, ‘adding one more to’ and ‘taking one away from’ in everyday situations (ACMNA004c)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2300, "strand_id": 630, "header": "Patterns and algebra", "position": 2, "textContents": [ { "id": 46224, "sub_strand_id": 2300, "markdown": "Pair identical objects from a small collection. Recognise simple repeated patterns (ACMNA005c)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 640, "level_id": 144, "strand_name": "Measurement and Geometry", "subStrands": [ { "id": 2301, "strand_id": 640, "header": "Using units of measurement", "position": 1, "textContents": [ { "id": 46225, "sub_strand_id": 2301, "markdown": "Compare two objects based on measurement attributes of length (ACMMG006c)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46226, "sub_strand_id": 2301, "markdown": "Identify familiar events that occur at different stages of a day (morning, afternoon, evening, night) (ACMMG007c)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 46227, "sub_strand_id": 2301, "markdown": "Identify the familiar events within the day using a visual schedule (ACMMG008c)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2302, "strand_id": 640, "header": "Shape", "position": 2, "textContents": [ { "id": 46228, "sub_strand_id": 2302, "markdown": "Match familiar two dimensional shapes and three dimensional objects (ACMMG009c)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2303, "strand_id": 640, "header": "Location and transformation", "position": 3, "textContents": [ { "id": 46229, "sub_strand_id": 2303, "markdown": "Locate familiar three-dimensional objects in the classroom when they are named (ACMMG010c)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 641, "level_id": 144, "strand_name": "Statistics and Probability", "subStrands": [ { "id": 2304, "strand_id": 641, "header": "Data representation and interpretation", "position": 1, "textContents": [ { "id": 46230, "sub_strand_id": 2304, "markdown": "Identify data relevant to a given context (ACMSP011c)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 145, "title": "ABLEWA Stage D", "year": "d", "subject": "Mathematics", "descriptions": { "id": 145, "level_id": 145, "markdown": "The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of the mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.
\nAt this stage:
\nUnderstanding includes connecting names, numerals and quantities of objects, events and numbers to 10
\nFluency includes counting number in sequence, continuing patterns, comparing objects, recognising events in the day
\nProblem Solving includes manipulating, comparing and sorting objects, such as which group (out of three) has more or less Reasoning includes manipulating and playing with objects to develop links between their immediate environment, everyday language and mathematical activity.
\n" }, "standards": { "id": 145, "level_id": 145, "markdown": "Number and Algebra
\nStudents connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete materials to solve problems that involve comparing, combining and separating sets. They can indicate when groups of less than 10 objects are the same or different in number and that two collections have the 'same' quantity by matching items one to one. They can find the first and last object in a sequence and place objects into sets to make 'more' and take objects from a group to make 'less'. Students order the first five elements of a set. They sort objects and shapes based on a given attribute and create simple repeating patterns of two elements or more by copying a pattern.
\nMeasurement and Geometry
\nStudents explore measurement attributes in practical situations and identify and describe the basic characteristics of a range of objects, for example, heights of students, cup measures in cooking. They can identify regular events within the school week. They can follow a class pictorial schedule and mark off each passing day on a calendar. Students demonstrate an understanding of two- and three-dimensional shapes by matching basic geometric objects to pictures of that object, identifying basic three-dimensional shapes in the classroom and sorting shapes into like groups. Students show an understanding of 'location' and spatial concepts by responding to instructions to position items.
\nStatistics and Probability
\nThey explore events and follow a simple picture schedule, and use these to answer simple 'yes' or 'no' questions. They play a variety of chance games such as bingo or snakes and ladders and demonstrate an understanding that they will not always win.
\n" }, "strands": [ { "id": 631, "level_id": 145, "strand_name": "Number and Algebra", "subStrands": [ { "id": 2288, "strand_id": 631, "header": "Number and place value", "position": 1, "textContents": [ { "id": 45834, "sub_strand_id": 2288, "markdown": "Use a number names in sequence to count in everyday situations, initially from one to ten (ACMNA001d)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 45835, "sub_strand_id": 2288, "markdown": "Recognise number name, numerals and quantities, initially up to five and beyond (ACMNA002d)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 45836, "sub_strand_id": 2288, "markdown": "Subitise regular arrangements of objects and arrays up to five (ACMNA003d)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 45837, "sub_strand_id": 2288, "markdown": "Compare, order and make comparisons between two collections, according to their quantity, using numbers initially to five (ACMNA289d)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 45838, "sub_strand_id": 2288, "markdown": "Model practical situations involving ‘adding to’ or ‘taking away’ with collections of up to five objects (ACMNA004d)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2314, "strand_id": 631, "header": "Patterns and algebra", "position": 2, "textContents": [ { "id": 45839, "sub_strand_id": 2314, "markdown": "Sort like objects based on a given classification. Identify and continue a simple repeated pattern with its next element (ACMNA005d)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 648, "level_id": 145, "strand_name": "Measurement and Geometry", "subStrands": [ { "id": 2315, "strand_id": 648, "header": "Using units of measurement", "position": 1, "textContents": [ { "id": 45840, "sub_strand_id": 2315, "markdown": "Respond to contexts involving ‘heavier/lighter’ than and ‘holds more/less’ than (ACMMG006d)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 45841, "sub_strand_id": 2315, "markdown": "Identify and sequence regular events that occur during the school day and comment on their duration (short/long) (ACMMG007d)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 45842, "sub_strand_id": 2315, "markdown": "Identify the days of the week in sequence (ACMMG008d)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2316, "strand_id": 648, "header": "Shape", "position": 2, "textContents": [ { "id": 45843, "sub_strand_id": 2316, "markdown": "Use direct comparison to sort three dimensional objects and two dimensional shapes (ACMMG009d)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2317, "strand_id": 648, "header": "Location and transformation", "position": 3, "textContents": [ { "id": 45844, "sub_strand_id": 2317, "markdown": "Follow simple directional words, to locate or move an object ‘on’, ‘in’ or ‘under’ (ACMMG010d)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 649, "level_id": 145, "strand_name": "Statistics and Probability", "subStrands": [ { "id": 2318, "strand_id": 649, "header": "Data representation and interpretation", "position": 1, "textContents": [ { "id": 45845, "sub_strand_id": 2318, "markdown": "Answer simple yes/no questions about data that has been gathered in a given context (ACMSP011d)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 66, "title": "Pre-primary", "year": "pp", "subject": "Mathematics", "descriptions": { "id": 66, "level_id": 66, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning builds on the Early Years Learning Framework and each child's funds of knowledge. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.
\nMathematics provides opportunities for children to learn through a variety of means, including play and experimentation. Concrete materials are used to explore and visualise concepts, developing content knowledge and understanding of the symbolic representations associated with Mathematics.
\nChildren engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
\nIn Pre-primary, children begin to explore the number system and partitions of collections. They represent situations involving addition, subtraction, grouping and sharing using role-play and concrete materials. Children explore measurement attributes, familiar two-dimensional shapes and three-dimensional objects, and use everyday mathematical language to describe the world around them. They explore chance in familiar contexts and collect and compare data relevant to them.
\n" }, "standards": { "id": 66, "level_id": 66, "markdown": "By the end of the year:
\nChildren demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. They engage with content when representing familiar real-world situations.
\nChildren count collections and say, read and order numbers up to 20. They subitise, partition and compare small collections and use them to represent situations involving adding, removing, grouping and sharing.
\nChildren sort and name familiar two-dimensional shapes and show position and movement in familiar locations. They compare items using length, capacity and mass, and compare the duration of familiar events. Children sequence days of the week and times of the day in connection to routines.
\nChildren collect and group data to make inferences.
\n" }, "strands": [ { "id": 134, "level_id": 66, "strand_name": "Number and algebra", "subStrands": [ { "id": 430, "strand_id": 134, "header": "Understanding number", "position": 1, "textContents": [ { "id": 56000, "sub_strand_id": 430, "markdown": "Say, read, write and order numbers up to 20, from any starting point. Count collections up to 20
\n", "wa_code": "WAPMNAUN1", "examples": [ { "id": 47687, "text_content_id": 56000, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56001, "sub_strand_id": 430, "markdown": "Subitise, partition and compare small collections
\n", "wa_code": "WAPMNAUN2", "examples": [ { "id": 47688, "text_content_id": 56001, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56002, "sub_strand_id": 430, "markdown": "Explore grouping and sharing of small collections
\n", "wa_code": "WAPMNAUN3", "examples": [ { "id": 47689, "text_content_id": 56002, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 431, "strand_id": 134, "header": "Patterns and relationships", "position": 2, "textContents": [ { "id": 56003, "sub_strand_id": 431, "markdown": "Copy and continue repeating patterns in everyday environments using a range of materials, sounds and movement
\n", "wa_code": "WAPMNAP1", "examples": [ { "id": 47690, "text_content_id": 56003, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 432, "strand_id": 134, "header": "Financial mathematics", "position": 3, "textContents": [ { "id": 56004, "sub_strand_id": 432, "markdown": "Explore making purchases using coins, notes and debit cards
\n", "wa_code": "WAPMNAF1", "examples": [ { "id": 47691, "text_content_id": 56004, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 433, "strand_id": 134, "header": "Modelling with number", "position": 4, "textContents": [ { "id": 56005, "sub_strand_id": 433, "markdown": "Explore and represent familiar real-world situations involving adding, removing, grouping or sharing small collections using role-play or concrete materials
\n", "wa_code": "WAPMNAM1", "examples": [ { "id": 47692, "text_content_id": 56005, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 41, "gen_cap_id": 4, "subject": "Mathematics", "markdown": "The Mathematics curriculum enhances the development of students' personal and social capabilities by providing opportunities for initiative-taking, decision-making, communicating their processes and findings, and working independently and collaboratively in the mathematics classroom.
\n" } } ] } ] } ] }, { "id": 135, "level_id": 66, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 434, "strand_id": 135, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 56006, "sub_strand_id": 434, "markdown": "Sort, name and represent familiar two-dimensional shapes and recognise them within the environment
\n", "wa_code": "WAPMMGTW1", "examples": [ { "id": 47693, "text_content_id": 56006, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56007, "sub_strand_id": 434, "markdown": "Explore and directly compare the length of everyday items to say which is longer and explain reasoning
\n", "wa_code": "WAPMMGTW2", "examples": [ { "id": 47694, "text_content_id": 56007, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56008, "sub_strand_id": 434, "markdown": "Show and describe position and movement in familiar locations
\n", "wa_code": "WAPMMGTW3", "examples": [ { "id": 47695, "text_content_id": 56008, "markdown": "\n" } ], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "
In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 435, "strand_id": 135, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 56009, "sub_strand_id": 435, "markdown": "Explore familiar three-dimensional objects in the environment
\n", "wa_code": "WAPMMGTH1", "examples": [ { "id": 47696, "text_content_id": 56009, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56010, "sub_strand_id": 435, "markdown": "Explore capacity and directly compare containers to say which holds more and explain reasoning
\n", "wa_code": "WAPMMGTH2", "examples": [ { "id": 47697, "text_content_id": 56010, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 436, "strand_id": 135, "header": "Non-spatial measurement", "position": 3, "textContents": [ { "id": 56011, "sub_strand_id": 436, "markdown": "Explore mass and directly compare everyday items by hefting
\n", "wa_code": "WAPMMGN1", "examples": [ { "id": 47698, "text_content_id": 56011, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56012, "sub_strand_id": 436, "markdown": "Sequence days of the week and times of the day, making connections to routines, and compare duration of familiar events using everyday language
\n", "wa_code": "WAPMMGN2", "examples": [ { "id": 47699, "text_content_id": 56012, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 136, "level_id": 66, "strand_name": "Probability and statistics", "subStrands": [ { "id": 437, "strand_id": 136, "header": "Probability", "position": 1, "textContents": [ { "id": 56013, "sub_strand_id": 437, "markdown": "Identify and describe familiar events using the everyday language of chance
\n", "wa_code": "WAPMPSP1", "examples": [ { "id": 47700, "text_content_id": 56013, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 438, "strand_id": 136, "header": "Statistics", "position": 2, "textContents": [ { "id": 56014, "sub_strand_id": 438, "markdown": "Collect, group and compare data using objects and images to answer questions
\n", "wa_code": "WAPMPSS1", "examples": [ { "id": 47701, "text_content_id": 56014, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 81, "title": "Year 1", "year": "1", "subject": "Mathematics", "descriptions": { "id": 81, "level_id": 81, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.
\nMathematics provides opportunities for children to learn through a variety of means, including play and experimentation. Concrete materials are used to explore and visualise concepts, developing content knowledge and understanding of the symbolic representations associated with Mathematics.
\nChildren engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
\nIn Year 1, children become more familiar with the number system beyond two digits. They manipulate and compare small collections, using them to build calculation strategies and model real‑world situations. Children explore their world, comparing everyday items based on different measurement attributes. They name two-dimensional shapes and three-dimensional objects and read the time on digital clocks. Children describe and reason about the likelihood of familiar events occurring and answer questions of interest by collecting categorical data.
\n" }, "standards": { "id": 81, "level_id": 81, "markdown": "By the end of the year:
\nChildren demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. They select from and engage with content when representing situations involving real-world situations in familiar contexts.
\nChildren say, read, write and order numbers to 100. They partition collections, including in groups of 10. Children add and subtract numbers to 20 using calculation strategies. They skip count collections by twos, fives and tens, and use objects to continue repeating patterns, identifying the repeating unit. Children create representations of one-half and identify Australian coins and notes according to their value.
\nChildren classify two-dimensional shapes, and sort and name three-dimensional objects, identifying the two-dimensional shapes that comprise them. They give and follow directions within familiar locations. Children directly and indirectly compare lengths using uniform informal units, and directly compare the capacity of containers and mass of objects. They read the time on digital clocks, making connections to routines, and describing duration informally.
\nChildren describe the likelihood of familiar events and collect categorical data to answer questions.
\n" }, "strands": [ { "id": 166, "level_id": 81, "strand_name": "Number and algebra", "subStrands": [ { "id": 576, "strand_id": 166, "header": "Understanding number", "position": 1, "textContents": [ { "id": 56109, "sub_strand_id": 576, "markdown": "Say, read, write and order numbers to 120 and recognise the repetition of the 0–9 sequence of digits. Skip count collections by twos, fives and tens from zero
\n", "wa_code": "WA1MNAUN1", "examples": [ { "id": 47770, "text_content_id": 56109, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56110, "sub_strand_id": 576, "markdown": "Explore different ways to represent and partition collections up to 100, including in groups of 10, using concrete materials
\n", "wa_code": "WA1MNAUN2", "examples": [ { "id": 47771, "text_content_id": 56110, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56111, "sub_strand_id": 576, "markdown": "Explore partitions of numbers with small collections using part-part-whole relationships
\n", "wa_code": "WA1MNAUN3", "examples": [ { "id": 47772, "text_content_id": 56111, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56112, "sub_strand_id": 576, "markdown": "Explore different ways to equally group or share collections
\n", "wa_code": "WA1MNAUN4", "examples": [ { "id": 47773, "text_content_id": 56112, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56113, "sub_strand_id": 576, "markdown": "Explore and create a half by dividing a physical whole into two equal parts or a collection into two equal quantities, using the language of sharing and grouping
\n", "wa_code": "WA1MNAUN5", "examples": [ { "id": 47774, "text_content_id": 56113, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 577, "strand_id": 166, "header": "Patterns and relationships", "position": 2, "textContents": [ { "id": 56114, "sub_strand_id": 577, "markdown": "Continue and create repeating patterns. Explore and label repeating patterns to show how many of each element is in a repeat unit (core)
\n", "wa_code": "WA1MNAP1", "examples": [ { "id": 47775, "text_content_id": 56114, "markdown": "identifying the repeating unit, labelling with symbols such as b, b, b, w, w
\n{[]} src=./?a=1219139 alt=^Beads showing a AAABB pattern using colours: black, black, black, white, white. A speech bubble identifies that each repeat requires three black beads and two white beads.^ {[]}
\ncontinuing patterns in everyday situations, such as days of the week, labelling as M, Tu, W, Th, F, Sa, Su and recognising that there are seven days in a repeat unit
\nchoosing materials to create a pattern that shows a provided number sequence, such as 1, 2, 1, 2, 1, 2
\nIn the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 578, "strand_id": 166, "header": "Calculating with number", "position": 3, "textContents": [ { "id": 56115, "sub_strand_id": 578, "markdown": "Manipulate collections to add and subtract quantities to 20 and beyond, exploring a range of strategies
\n", "wa_code": "WA1MNAC1", "examples": [ { "id": 47776, "text_content_id": 56115, "markdown": "exploring strategies, such as counting on, counting back, partitioning and part‑part‑whole knowledge, to solve addition and subtraction problems
\nusing concrete materials to partition quantities to assist in addition and subtraction, such as using ten-frames to calculate
{[]} src=./?a=1219138 alt=^Two ten-frames one above the other. The top ten-frame contains 9 white dots, the bottom ten-frame containing 7 black dots. These are connected with an arrow pointing to the right to two more ten-frames. The top one is filled with 9 white dots and one black dot and the ten-frame under that contains 6 black dots.^ {[]}
using non-count-by-one strategies, such as using doubles for near doubles and combining numbers that add to 10, such as as double 4, add 1
\ncounting back using the jump strategy, such as becoming
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 579, "strand_id": 166, "header": "Financial mathematics", "position": 4, "textContents": [ { "id": 56116, "sub_strand_id": 579, "markdown": "Explore different payment formats and identify Australian coins and notes, according to their value
\n", "wa_code": "WA1MNAF1", "examples": [ { "id": 47777, "text_content_id": 56116, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 580, "strand_id": 166, "header": "Modelling with number", "position": 5, "textContents": [ { "id": 56117, "sub_strand_id": 580, "markdown": "Represent quantities and actions in real-world situations involving adding, taking away, sharing or equal groupings using role-play, concrete materials, drawings or numbers. Describe the meaning of the representations and answers in context
\n", "wa_code": "WA1MNAM1", "examples": [ { "id": 47778, "text_content_id": 56117, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 41, "gen_cap_id": 4, "subject": "Mathematics", "markdown": "The Mathematics curriculum enhances the development of students' personal and social capabilities by providing opportunities for initiative-taking, decision-making, communicating their processes and findings, and working independently and collaboratively in the mathematics classroom.
\n" } } ] } ] } ] }, { "id": 167, "level_id": 81, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 581, "strand_id": 167, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 56118, "sub_strand_id": 581, "markdown": "Name and classify familiar two-dimensional shapes based on sides and vertices using informal language
\n", "wa_code": "WA1MMGTW1", "examples": [ { "id": 47779, "text_content_id": 56118, "markdown": "classifying familiar 2D shapes, such as triangles, quadrilaterals, circles and ovals, according to the number of sides and vertices
\nexploring the characteristics of rectangles and squares, and saying that both have straight sides and square corners
{[]} src=./?a=1219137 alt=^A rectangle and a square side by side.^ {[]}
describing a shape, so that others can name the shape and give reasons for their choice
\nIn the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56119, "sub_strand_id": 581, "markdown": "Directly and indirectly compare lengths, including by counting uniform informal units
\n", "wa_code": "WA1MMGTW2", "examples": [ { "id": 47780, "text_content_id": 56119, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56120, "sub_strand_id": 581, "markdown": "Give and follow directions within familiar locations
\n", "wa_code": "WA1MMGTW3", "examples": [ { "id": 47781, "text_content_id": 56120, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 582, "strand_id": 167, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 56121, "sub_strand_id": 582, "markdown": "Recognise, sort and name familiar three-dimensional objects and identify the two-dimensional shapes that comprise them
\n", "wa_code": "WA1MMGTH1", "examples": [ { "id": 47782, "text_content_id": 56121, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56122, "sub_strand_id": 582, "markdown": "Directly and indirectly compare the capacities of a pair of containers
\n", "wa_code": "WA1MMGTH2", "examples": [ { "id": 47783, "text_content_id": 56122, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 583, "strand_id": 167, "header": "Non-spatial measurement", "position": 3, "textContents": [ { "id": 56123, "sub_strand_id": 583, "markdown": "Directly compare the masses of two objects by hefting and using balance scales
\n", "wa_code": "WA1MMGN1", "examples": [ { "id": 47784, "text_content_id": 56123, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56124, "sub_strand_id": 583, "markdown": "Read the time on digital clocks and make connections to routines. Explore and describe duration informally in years, months, weeks, days, hours, minutes and seconds
\n", "wa_code": "WA1MMGN2", "examples": [ { "id": 47785, "text_content_id": 56124, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 168, "level_id": 81, "strand_name": "Probability and statistics", "subStrands": [ { "id": 584, "strand_id": 168, "header": "Probability", "position": 1, "textContents": [ { "id": 56125, "sub_strand_id": 584, "markdown": "Describe and reason about the likelihood of familiar events occurring, using the everyday language of chance
\n", "wa_code": "WA1MPSP1", "examples": [ { "id": 47786, "text_content_id": 56125, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 585, "strand_id": 168, "header": "Statistics", "position": 2, "textContents": [ { "id": 56126, "sub_strand_id": 585, "markdown": "Answer simple questions of interest by collecting and comparing categorical data to record frequencies
\n", "wa_code": "WA1MPSS1", "examples": [ { "id": 47787, "text_content_id": 56126, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 82, "title": "Year 2", "year": "2", "subject": "Mathematics", "descriptions": { "id": 82, "level_id": 82, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.
\nMathematics provides opportunities for children to learn through a variety of means, including play and experimentation. Concrete materials are used to explore and visualise concepts, developing content knowledge and understanding of the symbolic representations associated with Mathematics.
\nChildren engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
\nIn Year 2, children extend their knowledge of the number system beyond three digits. They connect place value and partitions to calculation strategies and apply these to model real-world situations that are relevant to them. Children broaden their awareness of how Mathematics occurs in the world around them as they explore the relationship between dollars and cents and their value, continue to develop an understanding of measurement attributes, including area, and tell time to the hour, half‑ and quarter-hour on analog and digital clocks. In familiar contexts, children build on their understanding of chance, comparing the likelihood of familiar chance events, and collect, compare and display data to answer a question of interest.
\n" }, "standards": { "id": 82, "level_id": 82, "markdown": "By the end of the year:
\nChildren demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. They select from and engage with content when representing real-world situations in familiar contexts.
\nChildren read, write and order numbers to at least 1000 and skip count by twos, threes, fives and 10s from any starting point. They partition two- and three-digit numbers in 10s and 100s, recall addition and subtraction facts to 10 and use these to add and subtract one- and two-digit numbers. Children represent situations involving multiplication and division. They continue increasing or decreasing additive patterns and identify missing elements. Children recognise and create halves, quarters and eighths, and describe the relationship between dollars and cents.
\nChildren identify and draw two-dimensional shapes. They locate positions and pathways on simple maps of familiar locations. Children compare objects based on length, capacity and mass using uniform informal units. They tell the time to the hour, half- and quarter-hour, on analog and digital clocks, and use a calendar to identify the date and determine the duration between two events.
\nChildren describe familiar chance events as possible or impossible. They collect and display categorical data to answer questions, using tables and one-to-one block and picture graphs.
\n" }, "strands": [ { "id": 169, "level_id": 82, "strand_name": "Number and algebra", "subStrands": [ { "id": 586, "strand_id": 169, "header": "Understanding number", "position": 1, "textContents": [ { "id": 56127, "sub_strand_id": 586, "markdown": "Read, write and order numbers to at least 1020, including on a number line. Recognise the repetition of the 0–99 sequence of digits and the role of zero. Skip count forwards and backwards by twos, threes, fives and tens from any starting point
\n", "wa_code": "WA2MNAUN1", "examples": [ { "id": 47788, "text_content_id": 56127, "markdown": "comparing different hundreds charts, such as 101–200 and 701–800, to identify patterns
\nidentifying the number before and after a given three-digit number
\nreading and ordering numbers up to four digits using patterns in the number system, including numbers with zeros in different places and numbers that look and sound similar, such as 808, 880, 818 and 881
\nrecognising features of number lines, such as the even spaces between the markings and the starting point at 0
{[]} src=./?a=1219190 alt=^A number line from zero to ten with each increment numbered.^ {[]}
identifying the missing numbers on the markings for a given number line, such as
{[]} src=./?a=1219191 alt=^A number line from zero to 120, increasing by increments of 10. 20, 60, 70 and 110 are missing.^ {[]}
Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56128, "sub_strand_id": 586, "markdown": "Explore different ways to represent and partition two- and three-digit numbers, including in groups of 10 and 10 groups of 10 to make 100, using concrete materials, numbers and symbols
\n", "wa_code": "WA2MNAUN2", "examples": [ { "id": 47789, "text_content_id": 56128, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56129, "sub_strand_id": 586, "markdown": "Explore the relationship between addition and subtraction with small collections using part-part-whole knowledge, numbers and symbols
\n", "wa_code": "WA2MNAUN3", "examples": [ { "id": 47790, "text_content_id": 56129, "markdown": "exploring combinations of two numbers that add to numbers from 11 up to and including 20
\nrepresenting the difference between two numbers using concrete materials and diagrams, such as the difference between 7 and 4 being 3
{[]} src=./?a=1219192 alt=^A row of 7 cubed blocks lined up with no gaps and labelled 7, underneath this is a row of 4 similar blocks labelled 4. This shows the difference between 7 and 4. A number line demonstrating the difference between the numbers 4 and 7 as a 'jump back' of 3.^ {[]}
representing addition and subtraction as inverse operations using concrete materials, drawings and diagrams
{[]} src=./?a=1219194 alt=^Part-part-whole diagram with 18 in the whole section, with 11 in the first part and 7 in the second part.^ {[]}
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56130, "sub_strand_id": 586, "markdown": "Recall addition and subtraction facts to 10
\n", "wa_code": "WA2MNAUN4", "examples": [ { "id": 47791, "text_content_id": 56130, "markdown": "recalling combinations of two numbers that add up to 10 and related subtraction facts
\nusing related number facts, such as
\n, so and
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56131, "sub_strand_id": 586, "markdown": "Explore multiplication and division using repeated addition, equal grouping and arrays
\n", "wa_code": "WA2MNAUN5", "examples": [ { "id": 47792, "text_content_id": 56131, "markdown": "representing multiplication as repeated addition and division as sharing or equal grouping, using concrete materials, drawings or diagrams
{[]} src=./?a=1219195 alt=^There are three containers each holding 3 counters. Above the containers the numbers 3, 6 and 9 are written, connected by arrows indicating skip counting by 3s. To the right of this there is an array of 5 rows of black counters with 3 counters in each row. Each row is circled. Under the image is the text 15 shared equally between five groups.^ {[]}
connecting grouping to arrays, determining and distinguishing between the number of rows/columns and the number in each row/column
{[]} src=./?a=1219196 alt=^4 groups of 3 squares are shown each group of 3 is circled these groups are connected to an array of 3 rows of 4 squares to show that 4 groups of 3 is the same as the array image^ {[]}
recognising the commutative property of multiplication using an array
{[]} src=./?a=1219197 alt=^2 rows of 3 dots rotated to show it is the same amount as 3 rows of 2 dots^ {[]}
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56132, "sub_strand_id": 586, "markdown": "Recognise, describe and create halves, quarters and eighths by repeatedly halving a physical whole or a collection
\n", "wa_code": "WA2MNAUN6", "examples": [ { "id": 47793, "text_content_id": 56132, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 692, "strand_id": 169, "header": "Understanding equalities and inequalities", "position": 2, "textContents": [ { "id": 56133, "sub_strand_id": 692, "markdown": "Use the equality symbol to indicate the same value in number sentences involving addition and subtraction
\n", "wa_code": "WA2MNAUE1", "examples": [ { "id": 47794, "text_content_id": 56133, "markdown": "using the equality symbol to mean ‘is the same as’, such as recognising the quantities on both sides of the equals sign are the same
{[]} src=./?a=1219199 alt=^Image denotes a visual representation of an equation. 7 butterflies = 3 butterflies + 4 butterflies^ {[]}
using the equality symbol to produce true number sentences, such as
\n or
discussing if a given number sentence is true, such as
\n
Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 693, "strand_id": 169, "header": "Patterns and relationships", "position": 3, "textContents": [ { "id": 56134, "sub_strand_id": 693, "markdown": "Recognise and continue increasing or decreasing additive patterns with collections and numbers, and identify missing elements in a pattern
\n", "wa_code": "WA2MNAP1", "examples": [ { "id": 47795, "text_content_id": 56134, "markdown": "identifying the changes in growing patterns as repeated addition and making connections to skip counting. Using a calculator to enter 3 and repeatedly add 3, to model the pattern
{[]} src=./?a=1219200 alt=^column of 3 circles linked by an arrow pointing to the right with +3 written above it to two columns of 3 circles linked with an arrow pointing to the right with +3 written above it to 3 columns of 3 circles linked to an arrow pointing to the right with +3 above it to 4 columns of 3 circles^ {[]}
identifying missing elements in a given pattern
{[]} src=./?a=1219201 alt=^Image shows a pattern of squares in an array, first image is a column of 2 squares, second image is 2 columns of 2 squares, there is a space showing the missing part of the pattern followed by a fourth array showing 4 columns of 2 squares. Under the pattern images are numbers representing the total number of squares connected by arrows. Numbers read 2, 4, ?,8^ {[]}
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 694, "strand_id": 169, "header": "Calculating with number", "position": 4, "textContents": [ { "id": 56135, "sub_strand_id": 694, "markdown": "Add and subtract one- and two-digit numbers, using a range of strategies
\n", "wa_code": "WA2MNAC1", "examples": [ { "id": 47796, "text_content_id": 56135, "markdown": "selecting and applying strategies, such as counting on, partitioning, part-part-whole knowledge, rearranging, regrouping, doubles, near doubles and bridging to 10
\npartitioning and rearranging numbers using concrete and written representations
{[]} src=./?a=1219202 alt=^Two rows of ten blocks and a row of 7 blocks. Below are a row of ten blocks and a row of 2 blocks. Between is a label 27 + 12. Underneath are two rows of ten blocks labelled 20. A row of seven blocks labelled 7. A row of ten blocks labelled 10. A row of two blocks labelled 2. These are rearranged into three rows of ten blocks labelled 30, and the rows of 7 and 2 blocks adding to 9, with labels.^ {[]}
using number lines or hundreds charts by moving along or up and down in tens and ones to solve addition and subtraction problems, such as the jump strategy for \n
{[]} src=./?a=1219204 alt=^A number line modelling the jump strategy for 79 - 33, with 79 minus 30 to give 49, and then minus 3 to give 46.^ {[]}
Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 695, "strand_id": 169, "header": "Financial mathematics", "position": 5, "textContents": [ { "id": 56136, "sub_strand_id": 695, "markdown": "Explore and describe the relationship between dollars ($) and cents (c) and their value in the contexts of spending, saving and donating
\n", "wa_code": "WA2MNAF1", "examples": [ { "id": 47797, "text_content_id": 56136, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 696, "strand_id": 169, "header": "Modelling with number", "position": 6, "textContents": [ { "id": 56137, "sub_strand_id": 696, "markdown": "Identify and represent real-world situations involving addition, subtraction, simple multiplication or division using objects or diagrams labelled with numbers and symbols that match the actions in the situation. Interpret the meaning of answers in context
\n", "wa_code": "WA2MNAM1", "examples": [ { "id": 47798, "text_content_id": 56137, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 170, "level_id": 82, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 587, "strand_id": 170, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 56138, "sub_strand_id": 587, "markdown": "Identify and draw two-dimensional shapes and describe their similarities and differences using formal spatial language
\n", "wa_code": "WA2MMGTW1", "examples": [ { "id": 47799, "text_content_id": 56138, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56139, "sub_strand_id": 587, "markdown": "Estimate, measure and compare lengths by choosing appropriate uniform informal units and placing end to end without gaps or overlaps
\n", "wa_code": "WA2MMGTW2", "examples": [ { "id": 47800, "text_content_id": 56139, "markdown": "choosing suitable uniform informal units and explaining choices, such as using longer units to measure the width of a room
\ninvestigating how gaps and overlaps impact accuracy
{[]} src=./?a=1219205 alt=^A line showing 5 sections with one paperclip on above the line filling one section. Under the line are 5 paperclips lined up horizontally end to end showing paperclips overlapping. The image shows that the 5 paperclips do not reach the end of the line.^ {[]}
creating an informal unit measuring tape using matchsticks or paperclips as the unit
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56140, "sub_strand_id": 587, "markdown": "Explore and directly compare the areas of two shapes by superimposing one over the other
\n", "wa_code": "WA2MMGTW3", "examples": [ { "id": 47801, "text_content_id": 56140, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56141, "sub_strand_id": 587, "markdown": "Explore quarter-, half- and full turns in everyday situations
\n", "wa_code": "WA2MMGTW4", "examples": [ { "id": 47802, "text_content_id": 56141, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56142, "sub_strand_id": 587, "markdown": "Locate positions and pathways on simple maps of familiar locations
\n", "wa_code": "WA2MMGTW5", "examples": [ { "id": 47803, "text_content_id": 56142, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 697, "strand_id": 170, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 56143, "sub_strand_id": 697, "markdown": "Manipulate, visualise and name familiar three-dimensional objects, informally describe features and connect to common uses
\n", "wa_code": "WA2MMGTH1", "examples": [ { "id": 47804, "text_content_id": 56143, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56144, "sub_strand_id": 697, "markdown": "Estimate, measure and compare the capacities of different containers using uniform informal units
\n", "wa_code": "WA2MMGTH2", "examples": [ { "id": 47805, "text_content_id": 56144, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 698, "strand_id": 170, "header": "Non-spatial measurement", "position": 3, "textContents": [ { "id": 56145, "sub_strand_id": 698, "markdown": "Estimate and compare masses of objects using balance scales and uniform informal units
\n", "wa_code": "WA2MMGN1", "examples": [ { "id": 47806, "text_content_id": 56145, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56146, "sub_strand_id": 698, "markdown": "Tell time to the hour, half- and quarter-hour on analog and digital clocks. Identify the date and determine the duration between two events in days using a calendar
\n", "wa_code": "WA2MMGN2", "examples": [ { "id": 47807, "text_content_id": 56146, "markdown": "identifying which hour has passed when the hour hand is not pointing to a numeral
{[]} src=./?a=1219206 alt=^Two concentric circles representing a clock face. In the larger circle, numbers 1 to 12 mark the hours. The smaller circle is divided into 12 segments with numbers 1 to 12 written to identify the space between the hours.^ {[]}
describing the position of the minute hand on the clock for half past, quarter past and quarter to, recognising that the same time can be read in different ways, such as half past four, four-thirty and thirty minutes past four
\nfinding specific dates on a calendar, such as birthdays and school events, and determining how many days are left between today and the event, including when the two dates are in different months
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 171, "level_id": 82, "strand_name": "Probability and statistics", "subStrands": [ { "id": 588, "strand_id": 171, "header": "Probability", "position": 1, "textContents": [ { "id": 56147, "sub_strand_id": 588, "markdown": "Classify familiar events involving chance as being ‘possible’ or ‘impossible’ and using the everyday language of chance to compare the likelihood of them happening
\n", "wa_code": "WA2MPSP1", "examples": [ { "id": 47808, "text_content_id": 56147, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 699, "strand_id": 171, "header": "Statistics", "position": 2, "textContents": [ { "id": 56148, "sub_strand_id": 699, "markdown": "Describe and interpret real-life data represented in lists, tables and one-to-one block and picture graphs
\n", "wa_code": "WA2MPSS1", "examples": [ { "id": 47809, "text_content_id": 56148, "markdown": "interpreting a picture graph and discussing questions such as 'Are there more pears or more bananas?'; 'Which fruit is there most of?'; selecting a fruit not in the display (grapes) and asking 'How many people brought grapes? How can you tell?'
\n{[]} src=./?a=1219207 alt=^Picture graph showing a row of 4 apples, a row of 2 bananas, a row of 3 pears and a row of three oranges.^ {[]}
\ninterpreting a table, reading the headings and categories to determine what data is being shown and answering questions, such as 'How many children were asked about their favourite sport?'
\n{[]} src=./?a=1219208 alt=^A table listing the number of children who like each sport event: long jump is nine, high jump is three, pass ball is seven, running is four and flag relay is seven^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 56149, "sub_strand_id": 699, "markdown": "Choose and answer questions of interest by collecting and comparing categorical data. Display data using lists, tables and one-to-one block and picture graphs
\n", "wa_code": "WA2MPSS2", "examples": [ { "id": 47810, "text_content_id": 56149, "markdown": "answering questions, such as 'Which month has the most birthdays?', recording responses and displaying this data on a graph, recognising the need to use similar sized symbols and spacing them uniformly
{[]} src=./?a=1219209 alt=^Graph titled ‘Our Birthdays’. Labels along the x axis are the first letter of each month; J F M A M J J A S O N D Squares in the table indicate data. Number of squares from left to right are 4, 1, 2, 1, 0, 4, 2, 2, 1, 5, 1, 3^ {[]}
displaying data from observations in a table or list
{[]} src=./?a=1219210 alt=^A table showing a picture of each type of bird, magpie, white cockatoo and pink and grey galah, and tally marks indicating the number seen. Magpie has two tally marks, white cockatoo has 5 tally marks and pink and grey galah has 3 tally marks.^ {[]}
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 87, "title": "Year 3", "year": "3", "subject": "Mathematics", "descriptions": { "id": 87, "level_id": 87, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nMathematics provides opportunities for students to develop a sound grasp of numeric conventions. Concrete materials continue to assist students to make sense of mathematical concepts as they develop the ability to think in more abstract terms.
\nStudents engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
\nIn Year 3, students recognise the place value pattern in numbers to at least four digits, explore different ways to partition numbers and the use of 'greater than' and 'less than' symbols. This knowledge is applied to a range of calculation strategies and supports the modelling of relevant real‑world situations. Students start using formal units of measurement and are introduced to the concept of angles, identifying mathematical applications in familiar contexts. They recognise the likelihood of outcomes for repeated chance experiments and explore different ways to collect and represent data.
\n" }, "standards": { "id": 87, "level_id": 87, "markdown": "By the end of the year:
\nStudents demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. They select from and use content and mathematically model situations to solve real-world problems in familiar contexts.
\nStudents order numbers to at least four digits. They represent and partition numbers, recall addition and subtraction facts to 20, recognise the relationship between addition and subtraction, and use these to add and subtract two- and three-digit numbers. Students recall multiplication facts of 2, 3, 4, 5 and 10 and represent multiplication and division with arrays. They create increasing and decreasing additive patterns. Students represent the unit fractions , , , and and recognise equivalent money values.
\nStudents make and classify three-dimensional objects according to key features. They interpret simple maps and identify and compare angles in everyday situations. Students measure and order length and capacity in metric units and compare the mass of objects to common benchmark weights. They tell the time in minutes using analog and digital clocks, and describe duration in hours, minutes and seconds.
\nStudents identify possible outcomes of everyday events and repeated chance experiments. They collect categorical or discrete numerical data through observation or surveys, and represent and interpret data in dot plots, tables and column graphs.
\n" }, "strands": [ { "id": 183, "level_id": 87, "strand_name": "Number and algebra", "subStrands": [ { "id": 700, "strand_id": 183, "header": "Understanding number", "position": 1, "textContents": [ { "id": 60502, "sub_strand_id": 700, "markdown": "Read, write and order numbers to at least four digits, including on a number line. Recognise the repetition of the 0–999 sequence of digits
\n", "wa_code": "WA3MNAUN1", "examples": [ { "id": 51104, "text_content_id": 60502, "markdown": "using diagrams to support reading large numbers based on understanding of place value
\n{[]} src=./?a=1219490 alt=^Table showing the number 2485, 2 in the first cell and 485 in the second cell. The first cell is labelled as thousands and the second cell is labelled as ones. The 2 in the first cell is labelled as 2 ones (2) thousands. In the next cell the number 485 is labelled with arrows pointing to each digit, 4 is labelled as 4 hundreds (400), 8 labelled as 8 tens (80) and 5 labelled as 5 ones (5).^ {[]}
\narranging numbers in the hundreds in ascending and descending order
\ncomparing different hundreds charts, such as 1301–1400 and 1901–2000, to identify patterns
\nidentifying missing numbers on the markings for a given number line
\n{[]} src=./?a=1219491 alt=^A horizontal number line with evenly spaced tick increments beginning at 493 showing numbers 494, 496 and 499. All other tick increments have missing numbers. 2 tick increments after 499 are unlabelled. A horizontal number line with 8 evenly spaced tick increments. Starting with 5652, followed by 2 missing numbers, 5655, 1 missing number, 5659, 1 missing number, with the last tick as 5659.^ {[]}
\nIn the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60503, "sub_strand_id": 700, "markdown": "Represent and partition numbers up to four digits, including groups of 10 (tens), 10 groups of 10 (hundreds) and beyond, using concrete materials and number sentences. Recognise that the value of a digit is determined by its place in a number
\n", "wa_code": "WA3MNAUN2", "examples": [ { "id": 51105, "text_content_id": 60503, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60504, "sub_strand_id": 700, "markdown": "Represent and explain the relationship between addition and subtraction using part-part-whole models and number sentences
\n", "wa_code": "WA3MNAUN3", "examples": [ { "id": 51106, "text_content_id": 60504, "markdown": "using part-part-whole models to demonstrate how addition and subtraction are inverse operations
\n{[]} src=./?a=1219494 alt=^A part-part-whole model showing the relationship between 40, 27 and 13. The top bar is labelled 40 and the two-part bars underneath are labelled 27 and 13. There are equations next to the model showing 40 = 27 + 13, 40 − 27 = 13, and 40 − 13 = 27^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60505, "sub_strand_id": 700, "markdown": "Recall addition and subtraction facts to 20
\n", "wa_code": "WA3MNAUN4", "examples": [ { "id": 51107, "text_content_id": 60505, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60506, "sub_strand_id": 700, "markdown": "Explore and represent the relationship between multiplication and division using diagrams, arrays and number sentences
\n", "wa_code": "WA3MNAUN5", "examples": [ { "id": 51108, "text_content_id": 60506, "markdown": "understanding that an array is a rectangular arrangement of objects used to model multiplicative situations, where rows represent the first factor and columns represent the second factor
\narranging and rearranging a collection of 12 into arrays, exploring the connection between multiplication and division, such as
\n{[]} src=./?a=1219495 alt=^An array of 12 dots arranged in 3 rows of 4. The text next to the array reads '3 rows of 4 is 12, 12 shared into 3 rows is 4'. A separate array of 12 dots, arranged into 4 rows of 3. The text next to it reads '4 rows of 3 is 12, 12 shared into 4 rows is 3'.^ {[]}
\ninvestigating the result of multiplying and dividing by one and multiplying by zero
\nrelating doubling to multiplication facts for two and four, recognising that doubling is multiplying by two and halving is dividing by two
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60507, "sub_strand_id": 700, "markdown": "Recall multiplication facts of 2, 3, 4, 5 and 10, and related division facts
\n", "wa_code": "WA3MNAUN6", "examples": [ { "id": 51109, "text_content_id": 60507, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60508, "sub_strand_id": 700, "markdown": "Recognise, represent and describe unit fractions , , , and .\nCombine unit fractions with the same denominator to create a complete whole
\n", "wa_code": "WA3MNAUN7", "examples": [ { "id": 51110, "text_content_id": 60508, "markdown": "describing fractions using words and numerical representations, such as one-third as one part out of three, or 1 ÷ 3
\nexploring fraction walls
\n{[]} src=./?a=1219496 alt=^A fraction wall showing fractions of one whole, two halves, three thirds, four quarters, five fifths and ten tenths.^ {[]}
\nrepresenting fractions using shapes, objects, paper folding, fraction strips or number lines
\n{[]} src=./?a=1219497 alt=^Four images representing fractions. First a hexagon divided into six equal parts with dotted lines intersecting at the centre of the shape. The second image is a triangle labelled one sixth of the hexagon. The third image is a diamond shape with a dotted line dividing the shape into two, horizontally. This is labelled one third of the hexagon. The fourth image is a trapezium with two dotted diagonal lines dividing the shape into thirds. This shape is labelled half of the hexagon. Underneath is a number line beginning at 0 with evenly spaced increments labelled one quarter, one half, three quarters and 1. Above the number line is shading from 0 to 1.^ {[]}
\nfinding the quantity of a whole collection, given the number of objects in one-third
\n{[]} src=./?a=1219499 alt=^There are three circles each labelled one third. In the first circle there are four blue dots. In the second two circles are question marks.^ {[]}
\nsharing collections, such as popsticks or counters, between three, four and five people and connecting division with fractions, such as sharing between three people gives of the collection to each and sharing between five people gives of the collection to each
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 701, "strand_id": 183, "header": "Understanding equalities and inequalities", "position": 2, "textContents": [ { "id": 60509, "sub_strand_id": 701, "markdown": "Explore and use the greater than, less than and equality symbols to compare two whole numbers or statements involving addition and subtraction
\n", "wa_code": "WA3MNAUE1", "examples": [ { "id": 51111, "text_content_id": 60509, "markdown": "recognising and using the symbols for greater than (>) and less than (<)
\nusing the correct inequality symbol to compare two given numbers, such as
\nusing equality and inequality symbols to compare numbers and statements, such as
\n\n\n\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 702, "strand_id": 183, "header": "Patterns and relationships", "position": 3, "textContents": [ { "id": 60510, "sub_strand_id": 702, "markdown": "Create and represent increasing or decreasing additive patterns from any starting point, using concrete materials and numbers, and describe rules to represent the pattern
\n", "wa_code": "WA3MNAP1", "examples": [ { "id": 51112, "text_content_id": 60510, "markdown": "using concrete materials to represent an increasing additive pattern and describing it, recognising the importance of the starting point, such as ‘starting at five and adding three more each time’
\n{[]} src=./?a=1219500 alt=^There is text that reads 'Number pattern: 5, 8, 11, 14 ...', followed by text with 'Object pattern:' with an increasing additive pattern of shapes. On the left there is a group of 5 white triangles, then a group of 5 white triangles plus three black triangles, a group of 8 white triangles plus three black triangles and lastly a group of 11 white triangles plus three black triangles.^ {[]}
\nusing concrete materials to represent and describe a decreasing additive pattern, such as
\n{[]} src=./?a=1219501 alt=^A decreasing pattern made from buttons arranged in arrays. Beginning with an array of 4 by 6 then decreasing by subtracting 4 each time. Last pattern sequence is an array of 4 by 3. Each jump is labelled by an arrow indicating a - 4 decrease.^ {[]}
\ncreating and describing a variety of number patterns that increase or decrease by a constant amount, such as 20, 25, 30 … or 16, 12, 8 …
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 703, "strand_id": 183, "header": "Calculating with number", "position": 4, "textContents": [ { "id": 60511, "sub_strand_id": 703, "markdown": "Add and subtract two- and three-digit numbers using a range of strategies
\n", "wa_code": "WA3MNAC1", "examples": [ { "id": 51113, "text_content_id": 60511, "markdown": "rearranging and partitioning to facilitate calculations, such as
\n(subtract 3 from 28 and add to 37)
\n(using place value partitioning)
\n\nsolving subtraction problems efficiently by adding or subtracting a constant amount to both numbers, such as 534 − 395 adding 5 to both numbers to make
\nusing a number line, such as for
\n{[]} src=./?a=1219502 alt=^A number line modelling the jump strategy for 159 + 23, with 159 + 20 to give 179, then 179 + 3 to give 189.^ {[]}
\nusing a part-part-whole model, such as for
\nand using the inverse relationship to solve for change unknown in
\nusing the inverse of addition (subtraction) to solve
\n\n{[]} src=./?a=1219503 alt=^A part-part-whole model showing the relationship between 237 and 189 to determine the number needed to subtract from 237 to give 189. The top bar is labelled 237 and the two-part bars underneath are labelled 189 on the left and unlabelled on the right.^ {[]}
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60512, "sub_strand_id": 703, "markdown": "Explore additive estimation strategies to evaluate the reasonableness of a calculation in familiar contexts
\n", "wa_code": "WA3MNAC2", "examples": [ { "id": 51114, "text_content_id": 60512, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 714, "strand_id": 183, "header": "Financial mathematics", "position": 5, "textContents": [ { "id": 60513, "sub_strand_id": 714, "markdown": "Investigate financial transactions, recognising equivalent values and change
\n", "wa_code": "WA3MNAF1", "examples": [ { "id": 51115, "text_content_id": 60513, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 715, "strand_id": 183, "header": "Modelling with number", "position": 6, "textContents": [ { "id": 60514, "sub_strand_id": 715, "markdown": "Identify and represent a range of real-world addition and subtraction situations with part-part-whole models, and multiplication and division situations with arrays. Write number sentences to reach a solution and interpret in context
\n", "wa_code": "WA3MNAM1", "examples": [ { "id": 51116, "text_content_id": 60514, "markdown": "modelling additive situations, such as ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’ Choosing to use a part-part-whole model and writing number sentences, explaining how each number is related to the situation. Using strategies, such as the relationship between addition and subtraction, to solve, interpreting the answer and the additional tomatoes picked
\n{[]} src=./?a=1219504 alt=^A part-part whole diagram showing the whole as 138. One part is labelled 75 and the second part is labelled with an ?^ {[]}
\nmodelling multiplicative situations, such as sharing 48 horses into 2, 4, 6 or 8 paddocks using arrays, choosing to use multiplication and/or division, writing number sentences (e.g. ) and explaining how each number is connected to the situation (e.g. 2 is the number of paddocks, 48 is the total number of horses and the missing number will be the number of horses in each of the two paddocks)
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 184, "level_id": 87, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 704, "strand_id": 184, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 60515, "sub_strand_id": 704, "markdown": "Explore one-step slides (translations) and flips (reflections) of familiar two-dimensional shapes, make connections to line symmetry and describe the movement of the shape
\n", "wa_code": "WA3MMGTW1", "examples": [ { "id": 51117, "text_content_id": 60515, "markdown": "sliding or flipping 2D shapes to identify that translations and reflections do not change the size or features
\nidentifying lines of symmetry on given shapes, such as triangles and squares, using paper-folding, mirrors or drawings
\n{[]} src=./?a=1219505 alt=^Symmetry lines for an equilateral triangle and square. Details in text above image.^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60516, "sub_strand_id": 704, "markdown": "Estimate, measure and order lengths in uniform units, including millimetres, centimetres and metres
\n", "wa_code": "WA3MMGTW2", "examples": [ { "id": 51118, "text_content_id": 60516, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60517, "sub_strand_id": 704, "markdown": "Compare the areas of two shapes indirectly, using uniform informal units, without gaps and overlaps
\n", "wa_code": "WA3MMGTW3", "examples": [ { "id": 51119, "text_content_id": 60517, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60518, "sub_strand_id": 704, "markdown": "Identify angles as measures of turn between two lines that intersect and directly compare angle sizes in everyday situations
\n", "wa_code": "WA3MMGTW4", "examples": [ { "id": 51120, "text_content_id": 60518, "markdown": "\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 40, "gen_cap_id": 3, "subject": "Mathematics", "markdown": "
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60519, "sub_strand_id": 704, "markdown": "Create and interpret simple maps to show positions and pathways, considering the relative position of key features
\n", "wa_code": "WA3MMGTW5", "examples": [ { "id": 51121, "text_content_id": 60519, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 716, "strand_id": 184, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 60520, "sub_strand_id": 716, "markdown": "Visualise and make models of three-dimensional objects. Compare and classify objects according to the key features of faces, edges and vertices
\n", "wa_code": "WA3MMGTH1", "examples": [ { "id": 51122, "text_content_id": 60520, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60521, "sub_strand_id": 716, "markdown": "Measure and order capacity in uniform units, including millilitres. Estimate larger capacities using a litre container
\n", "wa_code": "WA3MMGTH2", "examples": [ { "id": 51123, "text_content_id": 60521, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 717, "strand_id": 184, "header": "Non-spatial measurement", "position": 3, "textContents": [ { "id": 60522, "sub_strand_id": 717, "markdown": "Measure mass to compare objects to everyday items using kilograms and grams
\n", "wa_code": "WA3MMGN1", "examples": [ { "id": 51124, "text_content_id": 60522, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60523, "sub_strand_id": 717, "markdown": "Tell the time in minutes using analog and digital clocks. Describe duration in hours, minutes and seconds and identify the relationship between them
\n", "wa_code": "WA3MMGN2", "examples": [ { "id": 51125, "text_content_id": 60523, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 185, "level_id": 87, "strand_name": "Probability and statistics", "subStrands": [ { "id": 705, "strand_id": 185, "header": "Probability", "position": 1, "textContents": [ { "id": 60524, "sub_strand_id": 705, "markdown": "Describe familiar events using the language of chance. Identify and list possible outcomes of everyday chance events
\n", "wa_code": "WA3MPSP1", "examples": [ { "id": 51126, "text_content_id": 60524, "markdown": "describing events as being likely, unlikely, 50-50, possible, certain or impossible, such as
\n{[]} src=./?a=1229567 alt=^Alt text.^ {[]}
\nidentifying all possible outcomes for events, such as choosing two pegs from a bag containing three red and three blue pegs
\nIn the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60525, "sub_strand_id": 705, "markdown": "Identify the likelihood of outcomes for planned, equally likely, repeated chance experiments. Conduct the experiments and recognise variation in the results
\n", "wa_code": "WA3MPSP2", "examples": [ { "id": 51127, "text_content_id": 60525, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 718, "strand_id": 185, "header": "Statistics", "position": 2, "textContents": [ { "id": 60526, "sub_strand_id": 718, "markdown": "Describe and interpret real-life data represented in dot plots and column graphs with scale intervals of one
\n", "wa_code": "WA3MPSS1", "examples": [ { "id": 51128, "text_content_id": 60526, "markdown": "using the dot plot to answer questions, such as ‘How many students have two pets?’, ‘What was the least common number of pets?’
\n{[]} src=./?a=1219506 alt=^A dot plot titled 'Number of Pets at home'. One pet has 4 dots, two pets has 6 dots, 3 pets has 2 dots, 4 pets has 2 dots and 5 pets has one dot.^ {[]}
\nidentifying features of column graphs, such as labels, gaps, categories and titles, and answering questions relating to the information in the graph
\n{[]} src=./?a=1219507 alt=^A column graph titled 'How many people have visited each state/territory?' Labels on the x-axis are the state and territory names from left to right; Australian Capital Territory (ACT), New South Wales (NSW), Northern Territory (NT), Queensland, South Australia (SA), Victoria and Tasmania. Labels on the y-axis begin at 0 and end at 12 in equal increments. ACT has 4, NSW has 10, NT has 2, Queensland has 4, SA has 12, Victoria has 8 and Tasmania 6.^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60527, "sub_strand_id": 718, "markdown": "In a real-world context, explore questions of interest by collecting categorical or discrete numerical data through observation or surveys. Organise and represent data in dot plots, tables and column graphs and interpret to answer a question
\n", "wa_code": "WA3MPSS2", "examples": [ { "id": 51129, "text_content_id": 60527, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 88, "title": "Year 4", "year": "4", "subject": "Mathematics", "descriptions": { "id": 88, "level_id": 88, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nMathematics provides opportunities for students to develop a sound grasp of numeric conventions. Concrete materials continue to assist students to make sense of mathematical concepts as they develop the ability to think in more abstract terms.
\nStudents engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
\nIn Year 4, students extend their knowledge of the number system to at least six digits and decimal numbers up to two decimal places. They apply this understanding when trialling strategies to calculate efficiently and model relevant real-world situations. Students continue to use formal units of measurement and reason to convert between units of time, expanding their understanding of practical applications of Mathematics in the world around them. Students identify when chance events are not affected by previous events and predict the likelihood of outcomes of repeated chance experiments. They collect, organise and represent data, checking for accuracy and consistency.
\n" }, "standards": { "id": 88, "level_id": 88, "markdown": "By the end of the year:
\nStudents demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. They select from and use content and mathematically model situations to solve real-world problems in familiar contexts.
\nStudents add and subtract numbers up to four digits, multiply two-digit numbers by one- and
two-digit numbers and divide whole numbers by one-digit numbers, where there is no remainder, using efficient strategies, including knowledge of odd and even numbers and recall of multiplication facts up to 10 × 10. They describe rules to represent an increasing multiplicative pattern. Students represent common equivalent fractions and make connections between fraction and decimal representation.
Students use scaled instruments to measure and compare perimeter, capacity and mass, and use arrays to compare the area of rectangles in informal units. They compare angles relative to a right angle. Students convert between units of time and determine duration.
\nStudents order the likelihood of chance events and identify when events are not affected by previous events. They conduct repeated chance experiments and describe variation in results. Students collect categorical or discrete numerical data, checking for accuracy and consistency. They represent data in many-to-one pictographs and column graphs, and communicate findings in terms of the context.
\n" }, "strands": [ { "id": 188, "level_id": 88, "strand_name": "Number and algebra", "subStrands": [ { "id": 749, "strand_id": 188, "header": "Understanding number", "position": 1, "textContents": [ { "id": 60615, "sub_strand_id": 749, "markdown": "Read, write and order numbers to at least six digits. Recognise the significance of the final digit to determine odd and even numbers
\n", "wa_code": "WA4MNAUN1", "examples": [ { "id": 51217, "text_content_id": 60615, "markdown": "using diagrams to support reading of numbers to at least six digits, recognising that the sequence of ones, tens and hundreds is repeated in the thousands
{[]} src=./?a=1221187 alt=^Number 134876 with its thousands, hundreds, tens and ones labelled. Within the thousand box containing 134, there are one hundred thousand, 3 ten thousand and 4 one thousand. Within the ones box, there are 8 hundreds, 7 tens and 6 ones. ^ {[]}
arranging numbers in the thousands in ascending and descending order
\nidentifying that all whole numbers that end in the digits 0, 2, 4, 6 and 8 are even and that whole numbers ending in 1, 3, 5, 7 and 9 are odd
\nIn the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60616, "sub_strand_id": 749, "markdown": "Read and write decimal numbers up to two decimal places
\n", "wa_code": "WA4MNAUN2", "examples": [ { "id": 51218, "text_content_id": 60616, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60617, "sub_strand_id": 749, "markdown": "Represent numbers up to five digits using place value and non-standard partitions with equations. Recognise the multiplicative (10 times as many) place value relationship between adjacent places from right to left
\n", "wa_code": "WA4MNAUN3", "examples": [ { "id": 51219, "text_content_id": 60617, "markdown": "partitioning numbers using place value, such as
\n,
and non-standard partitions, such as
or 3733 as 37 hundreds and 33 ones
\nrecognising the place value relationships
\nidentifying how rearranging digits changes the size of a number, such as forming the second largest number by rearranging the digits within 4321
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60618, "sub_strand_id": 749, "markdown": "Represent and explain the relationship between one whole being shared equally among 10 as 0.1 or and being shared equally among 100 as 0.01 or using concrete materials
\n", "wa_code": "WA4MNAUN4", "examples": [ { "id": 51220, "text_content_id": 60618, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60619, "sub_strand_id": 749, "markdown": "Represent and explain the relationship between multiplication and division using arrays and equations
\n", "wa_code": "WA4MNAUN5", "examples": [ { "id": 51221, "text_content_id": 60619, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60620, "sub_strand_id": 749, "markdown": "Recall multiplication facts up to , and related division facts
\n", "wa_code": "WA4MNAUN6", "examples": [ { "id": 51222, "text_content_id": 60620, "markdown": "using arrays and grid paper to represent and explain patterns in the multiplication and division facts related to
\nusing knowledge of doubles and near doubles to establish the multiplication facts, such as using doubles for where
\ndoubles to
\ndoubles to
\n\nrecognising the distributive property of multiplication, such as when finding , knowing that 7 is made up of 2 and 5, so and , and therefore
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60621, "sub_strand_id": 749, "markdown": "Explore and represent common equivalent fractions and make connections to their decimal representation
\n", "wa_code": "WA4MNAUN7", "examples": [ { "id": 51223, "text_content_id": 60621, "markdown": "representing a line, shape, object or collection using equivalent fractions
\n{[]} src=./?a=1221190 alt=^Two rectangles side by side. The first is divided into thirds with the first third shaded. The second is divided into sixths with the first two sixths (vertically shaded. Under the diagrams is the label one third equals two sixths.^ {[]}
\ndemonstrating equivalent fractions as lengths and using paper folding
\n{[]} src=./?a=1221191 alt=^2 number lines one on top of the other. The first image is a fraction strip split into eighths and shaded up to 4 eighths overlaid on a number line with eighths marked. Second image shows a fraction strip split into quarters shaded up to one-half overlaid on a number line marked with quarters. The two images show that 4 eighths is equivalent to one half^ {[]}
\nbuilding familiarity with common equivalent fractions, such as
\n\nor
\n\nconnecting fractions and decimals by aligning number lines to show equivalence
\n{[]} src=./?a=1221192 alt=^A fraction strip showing one quarter, two quarters, three quarters and four quarters. Below it, a number line showing 0, 0.25, 0.5, 0.75 and 1, each number is aligned to a fraction to demonstrate that 0.25 = one quarter, 0.5 = two quarters, 0.75 = three quarters and one = four quarters. ^ {[]}
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 750, "strand_id": 188, "header": "Understanding equalities and inequalities", "position": 2, "textContents": [ { "id": 60622, "sub_strand_id": 750, "markdown": "Decide if statements of equality and inequality involving the four operations are true, and explain reasoning
\n", "wa_code": "WA4MNAUE1", "examples": [ { "id": 51224, "text_content_id": 60622, "markdown": "classifying statements as true (T) or false (F)
\n(F)
\n(T)
\n(T)
\n(F)
\nreasoning to identify, without calculating, that because multiplying 6 by a larger number will result in a larger answer
\nreasoning to insert the correct value to make the statement true when there is an unknown quantity, such as
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 751, "strand_id": 188, "header": "Patterns and relationships", "position": 3, "textContents": [ { "id": 60623, "sub_strand_id": 751, "markdown": "Create and represent increasing multiplicative patterns, using concrete materials and numbers, and describe rules to represent the pattern
\n", "wa_code": "WA4MNAP1", "examples": [ { "id": 51225, "text_content_id": 60623, "markdown": "using concrete materials to represent an increasing multiplicative pattern and describing it, such as ‘starting at six and multiplying by two each time’
{[]} src=./?a=1221193 alt=^An increasing pattern represented by arrays of squares. First array 3 by 2 linked with an arrow labelled multiplied by 2. Second array 3 by 4 linked with an arrow labelled multiplied by 2 to the final 3 by 8 array.^ {[]}
creating and describing a variety of multiplicative number patterns, such as 2, 10, 50, 250 … or 4, 12, 36, 108 …
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 752, "strand_id": 188, "header": " Calculating with number", "position": 4, "textContents": [ { "id": 60624, "sub_strand_id": 752, "markdown": "Add and subtract whole numbers up to four digits using flexible and efficient strategies
\n", "wa_code": "WA4MNAC1", "examples": [ { "id": 51226, "text_content_id": 60624, "markdown": "using and applying a range of strategies, such as\nBridging the decades\n(385 + 47 → 385 plus 15 = 400 plus 32 is 432)
\nQuantity values\n(36 + 27 → 36 plus 20 = 56 plus 4 is 60 and 3 is 63)
\nCompensation\n(28 + 35 is the same as 30 + 35 = 65, subtract 2 to obtain 63)\n(125 − 78 → 125 − 80 = 45, add 2 to obtain 47)
\nLevelling\n(264 + 198 is the same as 262 + 200)
\nConstant difference\n(125 − 78 is the same as 127 − 80)
\nsetting out standard and non-standard partitions to facilitate addition and subtraction
\n{[]} src=./?a=1221194 alt=^Diagram showing partitioning to add 527 + 83. 520 is added to 80 then 7 is added to 3 resulting in 610. Second diagram shows partitioning to subtract 27 from 53. Subtracting 20 from 40 then 7 from 13 resulting in 26^ {[]}
\nusing algorithms, showing understanding to record addition and subtraction calculations
\n{[]} src=./?a=1221195 alt=^A vertical algorithm showing addition of 286 + 437. Working of adding each place is shown and the final amount is shown.^ {[]}
\nrecognising how hundreds are exchanged in subtraction algorithms requiring regrouping
\n{[]} src=./?a=1221196 alt=^A vertical algorithm showing subtraction of 428 − 43 showing total 485. Working out showing how hundreds are exchanged shows 500 crossed out to show 400 and 100 added to 20 and 8. Under this is 40 + 3^ {[]}
\nrecognising when mental strategies would be more efficient than a vertical algorithm for subtraction, such as 900 − 3 or 500 − 498
\nusing the inverse relationship between addition and subtraction to find missing numbers in calculations, such as
\n\n\n\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60625, "sub_strand_id": 752, "markdown": "Multiply two-digit numbers by one- and two-digit numbers, and divide whole numbers by one-digit numbers, where there is no remainder, using flexible and efficient strategies
\n", "wa_code": "WA4MNAC2", "examples": [ { "id": 51227, "text_content_id": 60625, "markdown": "using a variety of formats to partition numbers into ones and tens and represent operations in arrays to support calculations, such as
\n{[]} src=./?a=1221197 alt=^Grid paper showing additive partitions of 6 times 17 partitioned in 6 times 10 and 6 times 7.^ {[]}
\nor
\n{[]} src=./?a=1221198 alt=^An area model to show the additive partition of 14 times 16 as 10 times 10 = 100, 10 times 6 = 60, four times ten = 40 and 4 times 6 = 24, all totals to be added together for the result of 224. ^ {[]}
\nusing knowledge of multiples to partition as appropriate to divide, such as
\n{[]} src=./?a=1224958 alt=^A table showing the partitioning to divide strategy for 85 divided by 5 equals 17. The top row of the table contains the text 85 divided by 5 equals, the next row, first column contains the text 50 divided by 5 and an arrow pointing to the column underneath containing the number 10. The next column contains the text 35 divided by 5 with an arrow pointing to the row below containing a 7. To the right of the bottom row is the text 10 plus 7 equals 17.^ {[]}
\ndoubling for multiplying by four and eight, such as
\ndoubles to
\ndoubles to
\n\nand halving for dividing by four and eight, such as
\nhalves to
\nhalves to
\n\ndoubling and halving to make multiplication easier, such as is the same as
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60626, "sub_strand_id": 752, "markdown": "Explore a range of additive estimation strategies for different situations, including using knowledge of odd and even numbers
\n", "wa_code": "WA4MNAC3", "examples": [ { "id": 51228, "text_content_id": 60626, "markdown": "using front-end estimation where a high level of accuracy is not required, such as estimating as
\nrounding to the nearest dollar to estimate cost, such as rounding to
\noverestimating and underestimating for a range, such as for , the result will be between
\n and
checking results of calculations using knowledge of odd and even numbers, such as the sum of two even numbers or two odd numbers must be even
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1439, "strand_id": 188, "header": "Financial mathematics", "position": 5, "textContents": [ { "id": 60627, "sub_strand_id": 1439, "markdown": "Investigate and represent saving and spending, recognising that limited amounts of money are available
\n", "wa_code": "WA4MNAF1", "examples": [ { "id": 51229, "text_content_id": 60627, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1440, "strand_id": 188, "header": "Modelling with number", "position": 6, "textContents": [ { "id": 60628, "sub_strand_id": 1440, "markdown": "Identify and represent real-world additive and multiplicative situations with diagrams and equations to reach a solution. Interpret and communicate findings in context
\n", "wa_code": "WA4MNAM1", "examples": [ { "id": 51230, "text_content_id": 60628, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 189, "level_id": 88, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 753, "strand_id": 189, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 60629, "sub_strand_id": 753, "markdown": "Explore, visualise, describe and create two-dimensional shapes that result from combining or splitting familiar shapes
\n", "wa_code": "WA4MMGTW1", "examples": [ { "id": 51231, "text_content_id": 60629, "markdown": "combining familiar 2D shapes, including quadrilaterals and other polygons to form common shapes
{[]} src=./?a=1221200 alt=^Square made from one large black triangle and two smaller grey triangles. A triangle made up of one black larger right-angled triangle and two smaller grey right-angled triangle. A rectangle made up of one central black triangle and two grey right-angled triangles.^ {[]}
splitting a given shape, such as a hexagon, into two or more common shapes
{[]} src=./?a=1221201 alt=^4 hexagons formed using different shapes. Details in text above diagram.^ {[]}
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60630, "sub_strand_id": 753, "markdown": "Estimate, measure and compare the perimeter of two-dimensional shapes, using scaled instruments and appropriate informal or formal units
\n", "wa_code": "WA4MMGTW2", "examples": [ { "id": 51232, "text_content_id": 60630, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60631, "sub_strand_id": 753, "markdown": "Estimate, measure and compare the areas of rectangles using uniform informal square units in arrays
\n", "wa_code": "WA4MMGTW3", "examples": [ { "id": 51233, "text_content_id": 60631, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60632, "sub_strand_id": 753, "markdown": "Indirectly compare angles and identify as being equal to, greater than or less than a right angle
\n", "wa_code": "WA4MMGTW4", "examples": [ { "id": 51234, "text_content_id": 60632, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60633, "sub_strand_id": 753, "markdown": "Create or interpret grid maps, describe positions and pathways, and explore scales and legends
\n", "wa_code": "WA4MMGTW5", "examples": [ { "id": 51235, "text_content_id": 60633, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1537, "strand_id": 189, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 60634, "sub_strand_id": 1537, "markdown": "Connect three-dimensional objects to their two-dimensional representations and visualise and describe key features that cannot be seen
\n", "wa_code": "WA4MMGTH1", "examples": [ { "id": 51236, "text_content_id": 60634, "markdown": "connecting images or drawings to 3D objects, including prisms, pyramids and cylinders
\nconstructing models of 3D objects, based on 2D sketches, using cubes
{[]} src=./?a=1221204 alt=^Isometric grid drawing of four cubes. Details in text above diagram.^ {[]}
visualising features of 3D objects that cannot be seen, such as recognising the sketch is a square-based pyramid with a square base, four triangular faces, eight edges and five vertices
{[]} src=./?a=1221205 alt=^A sketch of a pyramid showing only two triangular faces.^ {[]}
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60635, "sub_strand_id": 1537, "markdown": "Estimate, measure and compare capacity in litres and millilitres using scaled instruments
\n", "wa_code": "WA4MMGTH2", "examples": [ { "id": 51237, "text_content_id": 60635, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60636, "sub_strand_id": 1537, "markdown": "Explore and compare volume, and recognise that objects with different shapes can have the same volume
\n", "wa_code": "WA4MMGTH3", "examples": [ { "id": 51238, "text_content_id": 60636, "markdown": "Estimate and measure mass in kilograms and grams using analog and digital scales
\n", "wa_code": "WA4MMGN1", "examples": [ { "id": 51239, "text_content_id": 60637, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60638, "sub_strand_id": 1580, "markdown": "Convert between units of time, tell the time on digital and analog clocks using ‘am’ and ‘pm’ notation and determine duration
\n", "wa_code": "WA4MMGN2", "examples": [ { "id": 51240, "text_content_id": 60638, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1581, "strand_id": 189, "header": "Modelling with measurement and geometry", "position": 4, "textContents": [ { "id": 60639, "sub_strand_id": 1581, "markdown": "In real-world situations involving two-dimensional shapes, three‑dimensional objects, grid maps, determining length, capacity or mass in metric units or converting between units of time, mathematically represent the problem to reach a solution. Interpret and communicate findings in the context of the situation
\n", "wa_code": "WA4MMGM1", "examples": [ { "id": 51241, "text_content_id": 60639, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 190, "level_id": 88, "strand_name": "Probability and statistics", "subStrands": [ { "id": 754, "strand_id": 190, "header": "Probability", "position": 1, "textContents": [ { "id": 60640, "sub_strand_id": 754, "markdown": "Order the likelihood of everyday chance events. Identify when events are not affected by previous events
\n", "wa_code": "WA4MPSP1", "examples": [ { "id": 51242, "text_content_id": 60640, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60641, "sub_strand_id": 754, "markdown": "Predict the likelihood of outcomes of unequally likely, repeated chance experiments. Conduct the experiments, describe variation and compare to the prediction
\n", "wa_code": "WA4MPSP2", "examples": [ { "id": 51243, "text_content_id": 60641, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1582, "strand_id": 190, "header": "Statistics", "position": 2, "textContents": [ { "id": 60642, "sub_strand_id": 1582, "markdown": "Describe and interpret real-life data represented in many-to-one pictographs and column graphs
\n", "wa_code": "WA4MPSS1", "examples": [ { "id": 51244, "text_content_id": 60642, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60643, "sub_strand_id": 1582, "markdown": "In a real-world context, pose questions and collect categorical or discrete numerical data, checking for accuracy and consistency. Organise and represent data in pictographs and column graphs, and interpret the data to communicate findings in terms of the context
\n", "wa_code": "WA4MPSS2", "examples": [ { "id": 51245, "text_content_id": 60643, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 129, "title": "Year 5", "year": "5", "subject": "Mathematics", "descriptions": { "id": 129, "level_id": 129, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nMathematics provides opportunities for students to develop a sound grasp of numeric conventions. Concrete materials continue to assist students to make sense of mathematical concepts as they develop the ability to think in more abstract terms.
\nStudents engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
\nIn Year 5, students start to generalise place value patterns in seven-digit numbers and beyond, and explore representations of factors and multiples. They apply this understanding when choosing from a range of strategies to calculate efficiently, and model additive and multiplicative problems relevant to their real world. Students choose appropriate metric units in practical situations, connect three‑dimensional objects with their nets and convert between 12- and 24-hour time systems. They explore the difference between chance events with equally likely and not equally likely outcomes and discuss variation in results across trials of repeated chance experiments. Students are introduced to line graphs showing continuous data, and they make decisions about organising and representing data they have collected.
\n" }, "standards": { "id": 129, "level_id": 129, "markdown": "By the end of the year:
\nStudents demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. They select from and use content and mathematically model situations to solve real-world problems in familiar contexts.
\nStudents add and subtract whole numbers, multiply larger whole numbers by one- and two-digit numbers and divide whole numbers by one-digit numbers, including those with remainders, using efficient strategies. They identify factors and multiples of whole numbers. Students order decimal numbers, locate unit fractions on number lines and recognise that 100% represents a complete whole. They add and subtract fractions with the same denominator. Students follow a rule to create patterns and create simple budgets.
\nStudents choose and use appropriate metric units to measure length, capacity and mass. They identify the dimensions of metric square and cubic units, and use them to compare areas and volumes. Students connect three‑dimensional objects to their nets, construct angles in degrees and identify types of angles. They use grid coordinates and convert between 12- and 24-hour time systems to determine duration.
\nStudents make comparisons between events with equally likely and not equally likely outcomes and conduct repeated chance experiments with equally likely outcomes, representing results as fractions. They pose questions to collect categorical or discrete numerical data and make appropriate choices to represent the data. Students describe and interpret data represented in line graphs.
\n" }, "strands": [ { "id": 516, "level_id": 129, "strand_name": "Number and algebra", "subStrands": [ { "id": 1583, "strand_id": 516, "header": "Understanding number", "position": 1, "textContents": [ { "id": 62688, "sub_strand_id": 1583, "markdown": "Read, write and order seven-digit numbers and beyond
\n", "wa_code": "WA5MNAUN1", "examples": [ { "id": 52898, "text_content_id": 62688, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62689, "sub_strand_id": 1583, "markdown": "Read, write, compare and order decimal numbers, including on a number line
\n", "wa_code": "WA5MNAUN2", "examples": [ { "id": 52899, "text_content_id": 62689, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62690, "sub_strand_id": 1583, "markdown": "Represent and partition numbers up to seven digits. Use the multiplicative place value relationship between adjacent places to explain the value of a digit
\n", "wa_code": "WA5MNAUN3", "examples": [ { "id": 52900, "text_content_id": 62690, "markdown": "partitioning numbers using place value, such as
\n\n,
\nand non-standard partitions, such as
\n\nusing the multiplicative place value relationship, explaining the different values of the fours in 5446 i.e. the 4 in the hundreds place is 10 times as many as the 4 in the tens place
\nidentifying the place value relationships
\n\n\n\n\nIn the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62691, "sub_strand_id": 1583, "markdown": "Represent and partition decimal numbers. Use the multiplicative place value relationship between adjacent places to explain the value of a digit
\n", "wa_code": "WA5MNAUN4", "examples": [ { "id": 52901, "text_content_id": 62691, "markdown": "using place value to partition decimals, such as and 5.429 is 5 ones and 429 thousandths
\ncomparing the value of digits by determining numbers that are 10 times the original decimal number, such as 5.0 is 10 times 0.5
\nexploring multiplying and dividing by 10 using digital tools and explaining place value relationships, such as
\n\n\n\nIn the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62692, "sub_strand_id": 1583, "markdown": "Explore, identify and represent factors and multiples of whole numbers in arrays and explain reasoning
\n", "wa_code": "WA5MNAUN5", "examples": [ { "id": 52902, "text_content_id": 62692, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62693, "sub_strand_id": 1583, "markdown": "Count by unit fractions, locate and represent on number lines and extend to mixed numerals
\n", "wa_code": "WA5MNAUN6", "examples": [ { "id": 52903, "text_content_id": 62693, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62694, "sub_strand_id": 1583, "markdown": "Identify the use of percentages in everyday situations and recognise that 100% represents a complete whole, which is equal to one
\n", "wa_code": "WA5MNAUN7", "examples": [ { "id": 52904, "text_content_id": 62694, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1666, "strand_id": 516, "header": "Understanding equalities and inequalities", "position": 2, "textContents": [ { "id": 62695, "sub_strand_id": 1666, "markdown": "Complete and check statements of equality and inequality involving the four operations, and explain reasoning
\n", "wa_code": "WA5MNAUE1", "examples": [ { "id": 52905, "text_content_id": 62695, "markdown": "completing statements, such as
\n\nchecking statements, such as , to identify if they are true or false, explaining that doubling one number and halving the other will give the same result
\nreasoning to insert the correct symbol to make true statements without calculating, such as
\nreasoning to make the statement true when there is an unknown quantity, such as 35
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1667, "strand_id": 516, "header": "Patterns and relationships", "position": 3, "textContents": [ { "id": 62696, "sub_strand_id": 1667, "markdown": "Follow rules to create increasing or decreasing additive and multiplicative patterns using concrete materials and numbers. Explore ways to predict unknown values
\n", "wa_code": "WA5MNAP1", "examples": [ { "id": 52906, "text_content_id": 62696, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1739, "strand_id": 516, "header": "Calculating with number", "position": 4, "textContents": [ { "id": 62697, "sub_strand_id": 1739, "markdown": "Add and subtract any whole numbers using flexible and efficient strategies
\n", "wa_code": "WA5MNAC1", "examples": [ { "id": 52907, "text_content_id": 62697, "markdown": "applying known strategies, such as
\nLevelling\n
\nAddition for subtraction\n(5009 − 3997 add 3 is 4000 plus 1009)
\nConstant difference\n(5009 − 3997 → 5012 − 4000)
\nBridging\n(4988 + 955 = 4988 plus 2 plus 10 plus 943)
\nPlace value\n(42 000 + 5123 + 246 = 40 000 + 7000 + 300 + 60 + 9)
\nusing algorithms to record addition and subtraction calculations
\n{[]} src=./?a=1225841 alt=^A diagram illustrating the use of the addition and subtraction vertical algorithms. On the left is an addition algorithm depicting 21 384 minus 3791 with the answer under a horizontal line of 25 175. The mathematical jottings showing carrying one in the hundreds place and 1 in the thousands place are show above the top number. The vertical algorithm to the right depicts a subtraction example, 30 273 minus 1096 with the answer of 29 177 under a horizontal line. The mathematical jottings showing the borrowing are shown as a 1 in the ones place near the 3, a 6 above the tens place and a smaller 1 near the 6, a 1 above the hundreds place, and a 2 above a crossed out 3 in the tens of thousands place.^ {[]}
\nidentifying efficient and inefficient multidigit subtraction strategies, such as solving 9000 − 7 mentally is efficient and solving using an algorithm is inefficient
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62698, "sub_strand_id": 1739, "markdown": "Add and subtract fractions with the same denominator using flexible and efficient strategies
\n", "wa_code": "WA5MNAC2", "examples": [ { "id": 52908, "text_content_id": 62698, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62699, "sub_strand_id": 1739, "markdown": "Multiply larger whole numbers by one- and two-digit numbers and divide whole numbers by one-digit numbers, including those with remainders, using flexible and efficient strategies
\n", "wa_code": "WA5MNAC3", "examples": [ { "id": 52909, "text_content_id": 62699, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62700, "sub_strand_id": 1739, "markdown": "Explore multiplicative estimation strategies and their appropriateness in different situations
\n", "wa_code": "WA5MNAC4", "examples": [ { "id": 52910, "text_content_id": 62700, "markdown": "recognising the effect of rounding both numbers up, both numbers down or one number up and one number down, explaining which estimation is the best approximation and why
\nestimating how many pages are in a book series if there are five books in the series and each book (in the series) has about 120 pages, using doubling and halving to solve i.e.
\npages
\nestimating if $30 will be enough to buy six mugs at $4.95 each by rounding to $5
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1740, "strand_id": 516, "header": "Financial mathematics", "position": 5, "textContents": [ { "id": 62701, "sub_strand_id": 1740, "markdown": "Identify features of budgets and create a simple budget, comparing prices where possible
\n", "wa_code": "WA5MNAF1", "examples": [ { "id": 52911, "text_content_id": 62701, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1741, "strand_id": 516, "header": "Modelling with number", "position": 6, "textContents": [ { "id": 62702, "sub_strand_id": 1741, "markdown": "Identify and represent a range of real-world additive and multiplicative situations with equations, using diagrams where needed. Interpret and communicate findings in context
\n", "wa_code": "WA5MNAM1", "examples": [ { "id": 52912, "text_content_id": 62702, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 543, "level_id": 129, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 1896, "strand_id": 543, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 62703, "sub_strand_id": 1896, "markdown": "Explore line and rotational symmetry in two-dimensional shapes
\n", "wa_code": "WA5MMGTW1", "examples": [ { "id": 52913, "text_content_id": 62703, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62704, "sub_strand_id": 1896, "markdown": "Choose and use appropriate metric units and part units to estimate and measure lengths
\n", "wa_code": "WA5MMGTW2", "examples": [ { "id": 52914, "text_content_id": 62704, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62705, "sub_strand_id": 1896, "markdown": "Describe and test a sequence of steps to determine the perimeter of rectangles
\n", "wa_code": "WA5MMGTW3", "examples": [ { "id": 52915, "text_content_id": 62705, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62706, "sub_strand_id": 1896, "markdown": "Identify dimensions of a metric square unit. Estimate, measure and compare areas using metric square units
\n", "wa_code": "WA5MMGTW4", "examples": [ { "id": 52916, "text_content_id": 62706, "markdown": "recognising the dimensions of a metric square unit, recording the area using the abbreviations and and using correct terminology, such as 2 being read as 'two square centimetres'
\n{[]} src=./?a=1225845 alt=^Two squares of different sizes next to each other horizontally. The square to the left is labelled with 1cm length sides indicated with a red arrow on the left side and top of the square. Inside the square is the text 1 cm squared. The larger square to the right is labelled with sides 1 m on the left and top sides and the text inside the square reads one metre squared.^ {[]}
\nrecognising that a unit of area can be cut and rearranged and still be the same area, such as a square metre not needing to be 'square' – it may be 50 cm by 2 m or 25 cm by 4 m
\nexploring the use of arrays within irregular shapes to approximate the area, discussing the parts that fall outside of the arrays
\n{[]} src=./?a=1225846 alt=^An irregular shape drawn on grid paper in black. Inside this shape are two rectangles drawn in blue to almost fill the irregular shape.^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62707, "sub_strand_id": 1896, "markdown": "Estimate, measure and construct angles in degrees using a protractor. Classify acute, right, obtuse, reflex and straight angles
\n", "wa_code": "WA5MMGTW5", "examples": [ { "id": 52917, "text_content_id": 62707, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62708, "sub_strand_id": 1896, "markdown": "Use directional language, grid references and grid coordinates to describe positions and pathways
\n", "wa_code": "WA5MMGTW6", "examples": [ { "id": 52918, "text_content_id": 62708, "markdown": "using a given grid map and compass directions (N, S, E, W), planning, describing and showing a route from one location to another
\nrecognising the difference between grid references and grid coordinates.
\nA grid reference identifies a region by labelling the spaces e.g. B2 shows the darker shaded region in that square.
\n{[]} src=./?a=1225847 alt=^A four by four grid labelled A to D on the x-axis and 1 to 4 on the y-axis. The region connecting B, 2 is shaded and the intersecting region is shaded darker.^ {[]}
\nA grid coordinate uses numbers to identify a point where two numbered lines intersect e.g. (1, 3).
\n{[]} src=./?a=1225848 alt=^A four by four grid labelled 0 to 4 on the grid lines on both axes. An orange dot is show where 1, 3 intersects.^ {[]}
\nBecause a grid coordinate uses numbers, it can identify any point within the spaces by using decimal fractions e.g. (1.25, 2.5).
\n{[]} src=./?a=1225849 alt=^A four by four grid labelled 0 to 4 on the gridlines. An orange dot is shown where 1.25, 2.5 intersect and dotted lines from the axis to the dot^ {[]}
\nidentifying grid coordinates on the number plane in the first quadrant, describing the horizontal position first, followed by the vertical position. Recognising (2, 3) is a different location to (3, 2)
\n{[]} src=./?a=1225850 alt=^The points (2,3) and (3,2) plotted on Cartesian plane in the first quadrant. Detail in text above.^ {[]}
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1898, "strand_id": 543, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 62709, "sub_strand_id": 1898, "markdown": "Visualise and connect three-dimensional objects to their nets and build objects from their nets
\n", "wa_code": "WA5MMGTH1", "examples": [ { "id": 52919, "text_content_id": 62709, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62710, "sub_strand_id": 1898, "markdown": "Choose appropriate units to estimate and measure capacity
\n", "wa_code": "WA5MMGTH2", "examples": [ { "id": 52920, "text_content_id": 62710, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62711, "sub_strand_id": 1898, "markdown": "Identify the dimensions of a metric cubic unit. Construct and compare rectangular prisms using cubes and determine their volume
\n", "wa_code": "WA5MMGTH3", "examples": [ { "id": 52921, "text_content_id": 62711, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1900, "strand_id": 543, "header": "Non-spatial measurement", "position": 3, "textContents": [ { "id": 62712, "sub_strand_id": 1900, "markdown": "Choose appropriate units to estimate, measure and compare mass
\n", "wa_code": "WA5MMGN1", "examples": [ { "id": 52922, "text_content_id": 62712, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62713, "sub_strand_id": 1900, "markdown": "Explore, describe and convert between 12- and 24-hour time systems and use to determine duration
\n", "wa_code": "WA5MMGN2", "examples": [ { "id": 52923, "text_content_id": 62713, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1901, "strand_id": 543, "header": "Modelling with measurement and geometry", "position": 4, "textContents": [ { "id": 62714, "sub_strand_id": 1901, "markdown": "In real-world situations involving transformation of two-dimensional shapes, nets, grid reference systems, determining length, area, capacity, volume or mass in metric units or converting between 12- and 24-hour time, mathematically represent the problem to reach a solution. Interpret and communicate findings in the context of the situation
\n", "wa_code": "WA5MMGM1", "examples": [ { "id": 52924, "text_content_id": 62714, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 544, "level_id": 129, "strand_name": "Probability and statistics", "subStrands": [ { "id": 1904, "strand_id": 544, "header": "Probability", "position": 1, "textContents": [ { "id": 62715, "sub_strand_id": 1904, "markdown": "Compare a range of everyday chance events, grouping into those with outcomes that are equally likely or not equally likely
\n", "wa_code": "WA5MPSP1", "examples": [ { "id": 52925, "text_content_id": 62715, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62716, "sub_strand_id": 1904, "markdown": "Conduct repeated chance experiments with equally likely outcomes, including with the use of digital tools. Represent results as fractions, compare with others and discuss variation
\n", "wa_code": "WA5MPSP2", "examples": [ { "id": 52926, "text_content_id": 62716, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1905, "strand_id": 544, "header": "Statistics", "position": 2, "textContents": [ { "id": 62717, "sub_strand_id": 1905, "markdown": "Describe and interpret line graphs that show how real-life continuous data changes over time
\n", "wa_code": "WA5MPSS1", "examples": [ { "id": 52927, "text_content_id": 62717, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62718, "sub_strand_id": 1905, "markdown": "In a real-world context, pose and refine questions, and collect categorical or discrete numerical data. Organise and make choices to represent data. Interpret and communicate findings in terms of the context, and reflect on variation and accuracy
\n", "wa_code": "WA5MPSS2", "examples": [ { "id": 52928, "text_content_id": 62718, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 58, "title": "Year 6", "year": "6", "subject": "Mathematics", "descriptions": { "id": 58, "level_id": 58, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nMathematics provides opportunities for students to develop a sound grasp of numeric conventions. Concrete materials continue to assist students to make sense of mathematical concepts as they develop the ability to think in more abstract terms.
\nStudents engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed.
\nIn Year 6, students consolidate their understanding of the number system, expanding their repertoire of numbers to include integers, square, prime and composite numbers. They apply this understanding to calculate and model real-world problems efficiently and interpret and communicate findings. Students explore the Cartesian plane, describe a sequence of steps to determine the area of rectangles and volume of rectangular prisms and convert between units of measurement, connecting metric units to the decimal system. They represent probabilities numerically and conduct repeated chance experiments and simulations, comparing expected and observed frequencies. Students interpret data displays, including side-by-side column graphs, using mode, range and shape, and they describe how features of displays may influence an audience.
\n" }, "standards": { "id": 58, "level_id": 58, "markdown": "By the end of the year:
\nStudents demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. As part of this, they select from and use year level content along with the modelling process, in which they analyse the situation mathematically, represent the problem and interpret and communicate their findings, to solve straightforward, real-world problems in familiar contexts across all strands.
\nStudents identify square, prime and composite numbers. They complete calculations with whole numbers using any of the four operations. Students order integers and common fractions on a number line. They add and subtract fractions with related denominators. Students add and subtract decimals to two decimal places, multiply decimals by whole numbers and multiply and divide decimals by powers of 10. They determine a familiar fraction, decimal or percentage of a whole number and make connections between them. Students describe rules that relate each element of a pattern to its position.
\nStudents convert between units of length, mass and capacity, connecting metric units to the decimal system. They describe steps to determine the area of rectangles and the volume of rectangular prisms. Students construct three-dimensional objects, including prisms and pyramids. They determine unknown angles, explaining reasoning. Students describe translations, reflections or rotations of two-dimensional shapes and locate points in any one of the four quadrants on the Cartesian plane. They use timetables to determine duration.
\nStudents order chance events on a scale from 0 to 1. They conduct repeated chance experiments and simulations, comparing expected and observed relative frequencies for an increasing number of trials. Students interpret a range of data displays, including using mode, range and shape, and describe how the features of displays may influence an audience. They choose the most appropriate way to collect and represent data, including in line graphs and side-by-side column graphs.
\n" }, "strands": [ { "id": 117, "level_id": 58, "strand_name": "Number and algebra", "subStrands": [ { "id": 370, "strand_id": 117, "header": "Understanding number", "position": 1, "textContents": [ { "id": 60852, "sub_strand_id": 370, "markdown": "Investigate the use of positive and negative integers to represent everyday situations. Read, write and order integers on a number line
\n", "wa_code": "WA6MNAUN1", "examples": [ { "id": 51440, "text_content_id": 60852, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60853, "sub_strand_id": 370, "markdown": "Represent and explain the multiplicative place value relationship between places in any number, including decimals
\n", "wa_code": "WA6MNAUN2", "examples": [ { "id": 51441, "text_content_id": 60853, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60854, "sub_strand_id": 370, "markdown": "Explore, identify and represent square, prime and composite numbers in arrays and explain reasoning
\n", "wa_code": "WA6MNAUN3", "examples": [ { "id": 51442, "text_content_id": 60854, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60855, "sub_strand_id": 370, "markdown": "Order common fractions with the same and related denominators, including mixed numerals, using diagrams and number lines
\n", "wa_code": "WA6MNAUN4", "examples": [ { "id": 51443, "text_content_id": 60855, "markdown": "using a range of representations, such as number lines, paper strips, shapes and objects, to assist in ordering common fractions, such as ,\n and\n, and demonstrating that is equivalent to when ordering fractions on a number line
\n{[]} src=./?a=1217322 alt=^A number line beginning at 0 and ending at one and two sixths.
\nOn top of the number line corresponding fractions of one third, two thirds and one and one third are written to match the equivalent fractions.^ {[]}
\n" } ], "genCaps": [ { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60856, "sub_strand_id": 370, "markdown": "Connect commonly used percentages, including 10%, 25% and 50%, to fractions and decimals, including on a number line
\n", "wa_code": "WA6MNAUN5", "examples": [ { "id": 51444, "text_content_id": 60856, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 371, "strand_id": 117, "header": "Understanding equalities and inequalities", "position": 2, "textContents": [ { "id": 60857, "sub_strand_id": 371, "markdown": "Complete, check and construct statements of equality and inequality involving the four operations, including the use of brackets and order of operations, and explain reasoning
\n", "wa_code": "WA6MNAUE1", "examples": [ { "id": 51445, "text_content_id": 60857, "markdown": "checking statements to say if they are true (T) or false (F), such as
\n\n\ncompleting statements, such as
\n\nand explaining reasoning using order of operations
\nexplaining where to put brackets in a number sentence to make the statement true, such as
\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 372, "strand_id": 117, "header": "Patterns and relationships", "position": 3, "textContents": [ { "id": 60858, "sub_strand_id": 372, "markdown": "Create and represent increasing or decreasing patterns using concrete materials and numbers. Use words to generalise rules that relate each element of a pattern to its position
\n", "wa_code": "WA6MNAP1", "examples": [ { "id": 51446, "text_content_id": 60858, "markdown": "using toothpicks, counters, blocks or drawings to create patterns, investigating and making predictions, such as the number of squares in the sixth diagram being 21 as
\n\n{[]} src=./?a=1217314 alt=^A pattern of square shapes beginning with one square, then three squares arranged in an L shape then 6 squares then 10 squares.^ {[]}
\nrecognising that one pattern can generate many rules, such as a square with side lengths of 10 having black squares, or white squares and squares altogether
\n{[]} src=./?a=1217315 alt=^A pattern of squares that increases from left to right. First square consists of 9 squares with the middle one coloured black. Second square consists of 16 squares with the middle four coloured black. The final part of the pattern consists of 25 squares with the middle 9 squares coloured black.^ {[]}
considering sequences, such as 1, 3, 5 …, and recognising the rule, which in this case is double the position number and subtract one, then using the rule to predict the 200th odd number
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 373, "strand_id": 117, "header": "Calculating with number", "position": 4, "textContents": [ { "id": 60859, "sub_strand_id": 373, "markdown": "Choose and use flexible and efficient strategies to calculate with whole numbers, involving any of the four operations, and explore the use of the order of operations
\n", "wa_code": "WA6MNAC1", "examples": [ { "id": 51447, "text_content_id": 60859, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60860, "sub_strand_id": 373, "markdown": "Add and subtract fractions with related denominators using flexible and efficient strategies based on knowledge of equivalence
\n", "wa_code": "WA6MNAC2", "examples": [ { "id": 51448, "text_content_id": 60860, "markdown": "representing fractional quantities with the same or related denominators to add and subtract fractions, such as ‘How much more is \n than ?'
\n{[]} src=./?a=1217308 alt=^2 fraction strips showing that six eigths is equivalent to three quarters. Details in text above diagram.^ {[]}
\ncalculating , mentally or with jottings and diagrams, recognising that , so
\n\nadding fractions by simplifying or grouping, such as
\n\nusing a number line, such as for
\n{[]} src=./?a=1217309 alt=^A vertical number line starting at 0 and labelled 3 sixths 1 1 and 3 sixths 2, 2 and 3 sixths and 3. Unlabelled increment ticks are included. Above the number line is arrow starting at 2 and 5 sixths, jumping to 1 and 5 sixths. This section of the arrow is labelled -1. The arrow jumps back by one sixth and is labelled - one sixth.^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60861, "sub_strand_id": 373, "markdown": "Add and subtract decimals to two decimal places, using flexible and efficient strategies
\n", "wa_code": "WA6MNAC3", "examples": [ { "id": 51449, "text_content_id": 60861, "markdown": "using place value, such as\n
\n\n\n\nand
\n\n\n\nmultiplying decimals by powers of 10 to solve
\n\n\napplying known strategies, such as levelling or constant difference\nlevelling
\n\nor constant difference
\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60862, "sub_strand_id": 373, "markdown": "Multiply decimals by whole numbers and multiply and divide decimals by powers of 10, using flexible and efficient strategies
\n", "wa_code": "WA6MNAC4", "examples": [ { "id": 51450, "text_content_id": 60862, "markdown": "exploring multiplying whole numbers by decimals larger and smaller than one to identify misconceptions that multiplying always makes numbers bigger, such as and
\nusing mental strategies to multiply decimals, such as\n
\nusing place value to mentally multiply and divide decimals by powers of 10, such as
\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60863, "sub_strand_id": 373, "markdown": "Determine a familiar fraction, decimal or percentage of a whole number
\n", "wa_code": "WA6MNAC5", "examples": [ { "id": 51451, "text_content_id": 60863, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60864, "sub_strand_id": 373, "markdown": "Use estimation and rounding to make reasonable evaluations and justify results
\n", "wa_code": "WA6MNAC6", "examples": [ { "id": 51452, "text_content_id": 60864, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 374, "strand_id": 117, "header": "Financial mathematics", "position": 5, "textContents": [ { "id": 60865, "sub_strand_id": 374, "markdown": "Develop plans for savings goals, predict expenses and identify that saving money with a bank attracts interest
\n", "wa_code": "WA6MNAF1", "examples": [ { "id": 51453, "text_content_id": 60865, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1593, "strand_id": 117, "header": "Modelling with number", "position": 6, "textContents": [ { "id": 60866, "sub_strand_id": 1593, "markdown": "In real-world situations involving whole numbers, order of operations and fractions with the same denominator, use the following process\n\n\nmodelling situations, such as determining the total cost of Leith hiring a bike for nine hours, \nanalysing the given information, identifying the relevant information to translate the situation into an equation. Deciding on the operation or combination of operations and applying the order of operations,\ne.g. Using efficient strategies to solve, interpreting the answer to be the total cost, explaining findings, such as ‘It would have cost $17 to hire the bike for four hours, and it was an extra $15 for five more hours’
\n{[]} src=./?a=1217313 alt=^Image is a flyer for bike hire.
\nBike Hire\n4 hours for $15!\n$3 for each additional hour\nAdditional items (daily cost):\nHelmet $2\nBasket $5\nA helmet must be hired by law\nLate returns incur a penalty of $3 per 15 minutes^ {[]}
\n" } ], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 40, "gen_cap_id": 3, "subject": "Mathematics", "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 118, "level_id": 58, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 375, "strand_id": 118, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 60867, "sub_strand_id": 375, "markdown": "Explore, visualise and describe translations, reflections or rotations of two-dimensional shapes
\n", "wa_code": "WA6MMGTW1", "examples": [ { "id": 51455, "text_content_id": 60867, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60868, "sub_strand_id": 375, "markdown": "Convert between units of length by connecting metric units to the decimal system and extend to units of mass and capacity
\n", "wa_code": "WA6MMGTW2", "examples": [ { "id": 51456, "text_content_id": 60868, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60869, "sub_strand_id": 375, "markdown": "Describe and test a sequence of steps to determine the area of rectangles based on dimensions
\n", "wa_code": "WA6MMGTW3", "examples": [ { "id": 51457, "text_content_id": 60869, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60870, "sub_strand_id": 375, "markdown": "Investigate angles in a right angle, on a straight line, angles at a point and vertically opposite angles, to determine unknown angles and explain reasoning
\n", "wa_code": "WA6MMGTW4", "examples": [ { "id": 51458, "text_content_id": 60870, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60871, "sub_strand_id": 375, "markdown": "Explore the Cartesian plane as the intersection of two number lines at zero, using the coordinate system to locate points in all four quadrants
\n", "wa_code": "WA6MMGTW5", "examples": [ { "id": 51459, "text_content_id": 60871, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 376, "strand_id": 118, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 60872, "sub_strand_id": 376, "markdown": "Visualise, sketch and construct three-dimensional objects, including prisms and pyramids
\n", "wa_code": "WA6MMGTH1", "examples": [ { "id": 51460, "text_content_id": 60872, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60873, "sub_strand_id": 376, "markdown": "Describe and test a sequence of steps to determine the volume of rectangular prisms based on dimensions
\n", "wa_code": "WA6MMGTH2", "examples": [ { "id": 51461, "text_content_id": 60873, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 377, "strand_id": 118, "header": "Non-spatial measurement", "position": 3, "textContents": [ { "id": 60874, "sub_strand_id": 377, "markdown": "Use timetables and itineraries in 12- and 24-hour time systems to determine the duration of events and journeys
\n", "wa_code": "WA6MMGN1", "examples": [ { "id": 51462, "text_content_id": 60874, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 378, "strand_id": 118, "header": "Modelling with measurement and geometry", "position": 4, "textContents": [ { "id": 60875, "sub_strand_id": 378, "markdown": "In real-world situations involving transformation of two-dimensional shapes, rectangular prisms, pyramids, Cartesian planes, measuring and converting metric units for length, mass and capacity, determining volume and area in metric units or determining the duration of events and journeys, use the following process\n\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 119, "level_id": 58, "strand_name": "Probability and statistics", "subStrands": [ { "id": 379, "strand_id": 119, "header": "Probability", "position": 1, "textContents": [ { "id": 60876, "sub_strand_id": 379, "markdown": "Order everyday chance events and phrases on a scale from 0 to 1, where 0 represents an event that is certain not to happen (impossible) and 1 represents an event that is certain to happen
\n", "wa_code": "WA6MPSP1", "examples": [ { "id": 51464, "text_content_id": 60876, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60877, "sub_strand_id": 379, "markdown": "Conduct repeated chance experiments and simulations with equally likely or unequally likely outcomes, including with the use of digital tools, for an increasing number of trials. Compare expected and observed frequencies in terms of variation as the number of trials increase
\n", "wa_code": "WA6MPSP2", "examples": [ { "id": 51465, "text_content_id": 60877, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 380, "strand_id": 119, "header": "Statistics", "position": 2, "textContents": [ { "id": 60878, "sub_strand_id": 380, "markdown": "Describe and interpret a range of displays for real-life numerical data, including side-by-side column graphs, using mode, range and shape
\n", "wa_code": "WA6MPSS1", "examples": [ { "id": 51466, "text_content_id": 60878, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60879, "sub_strand_id": 380, "markdown": "Describe how the features of real-life data displays may influence an audience
\n", "wa_code": "WA6MPSS2", "examples": [ { "id": 51467, "text_content_id": 60879, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 60880, "sub_strand_id": 380, "markdown": "In a real-world context involving continuous and discrete numerical data, use the following process\n\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 116, "title": "Year 7", "year": "7", "subject": "Mathematics", "descriptions": { "id": 116, "level_id": 116, "markdown": "In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Learning and teaching programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.
\nMathematics provides opportunities for students to engage with concrete materials, extending to abstract thinking in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed. Students draw on the behaviours of the proficiencies when selecting and using year level content to apply the complete modelling process, leading to an increased understanding of the complexity of the natural environment, society and technology.
\nIn Year 7, students explore and investigate to understand, calculate flexibly and efficiently, and model with a broadening range of numbers, including adding and subtracting with integers. As they transition into efficient multiplicative thinkers, students interpret proportional situations. They develop their abstract thinking through the introduction of algebra.
\nStudents begin to formalise the language of Mathematics by applying mathematical notation, conventions and naming principles in both geometric and measurement situations. They reason with parallel lines, perform transformations of points on the Cartesian plane, classify triangles and explore time zones within Australia. Students generalise their understanding of perimeter, area and volume into formulas for efficient calculation.
\nStudents formalise their understanding of probability through definitions and the construction of simple sample spaces. They connect probability and statistics by engaging in single‑stage chance experiments and simulations, use summary statistics, and represent, analyse and critique data.
\n" }, "standards": { "id": 116, "level_id": 116, "markdown": "By the end of the year:
\nStudents demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. As part of this, they select from and use year level content along with the modelling process, in which they analyse the situation mathematically, represent the problem and interpret and communicate their findings, to solve straightforward, real-world problems in familiar contexts across all strands.
\nStudents make connections between equivalent fractions, equivalent ratios and between fractions, decimals and percentages. They demonstrate flexible and efficient strategies to compare, add and subtract fractions and integers, multiply and divide positive fractions and decimals, and perform percentage calculations. They round to a specified number of decimal places. Students make connections between whole numbers and index notation, and square numbers and square roots. They use variables to represent numbers and link numerical laws and properties to working with variables. They evaluate expressions using numerical substitution and solve linear equations involving one operation. Students describe and represent real-world linear patterns in a table of values and plot points on a graph. Students identify features of transactional money statements.
\nStudents demonstrate use of appropriate language, conventions and notation in measurement and geometry. They apply formulas to determine the perimeter and area of rectangles and volume of rectangular prisms. Students classify triangles according to their properties, find unknown angles and calculate perimeter and area of triangles. They name angle relationships and find unknown angles in parallel lines and plot transformations of points on the Cartesian plane. Students represent different views of rectangular and composite rectangular prisms.
\nFor single-stage chance experiments, students list sample spaces and assign probabilities to outcomes. They describe variation between the estimated and theoretical probability of single-stage chance experiments and simulations. They determine mean, mode, median and range, and identify which measure best reflects the dataset. Students represent and describe data in a stem-and-leaf plot and identify outliers. They make critical comments regarding statements made in the media relating to averages.
\n" }, "strands": [ { "id": 347, "level_id": 116, "strand_name": "Number and algebra", "subStrands": [ { "id": 1307, "strand_id": 347, "header": "Understanding number", "position": 1, "textContents": [ { "id": 63776, "sub_strand_id": 1307, "markdown": "Explore and represent equivalent fractions with related and unrelated denominators, visually and numerically
\n", "wa_code": "WA7MNAUN1", "examples": [ { "id": 53809, "text_content_id": 63776, "markdown": "{[]} src=./?a=1224547 alt=^A rectangle divided into five equal columns and an adjacent rectangle divided into seven equal rows.^ {[]}
{[]} src=./?a=1224548 alt=^A 7 by 5 grid with 1 column of 7 squares shaded and an adjacent 7 by 5 grid with 1 row of 5 shaded.^ {[]}
{[]} src=./?a=1224549 alt=^A 7 by 5 grid with 3 columns of 7 squares shaded and an adjacent 7 by 5 grid with 4 rows of 5 shaded.^ {[]}
using the multiplicative relationships between equivalent fractions to justify that because if the parts are three times smaller, the number of parts needs to be three times greater
using knowledge of equivalence to explore the truth of statements, such as
\n or
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63777, "sub_strand_id": 1307, "markdown": "Explore and explain relationships between fractions, decimals and percentages
\n", "wa_code": "WA7MNAUN2", "examples": [ { "id": 53810, "text_content_id": 63777, "markdown": "drawing diagrams to explain
\n
{[]} src=./?a=1224550 alt=^A 10 by 10 grid with 6 full columns shaded and 5 squares on the next column shaded ^ {[]}
\nexplaining that as , can be represented using a diagram, such as
{[]} src=./?a=1224551 alt=^10 by 10 grid all shaded to show 100% equals 1 and a second grid with three quarters shaded to show 75%^ {[]}
investigating, comparing, generalising and validating calculator strategies to move between percentages, fractions and decimals
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63778, "sub_strand_id": 1307, "markdown": "Draw and label, or use a given number line, to locate, order and compare with equality and inequality symbols, fractions, terminating decimals, percentages and integers
\n", "wa_code": "WA7MNAUN3", "examples": [ { "id": 53811, "text_content_id": 63778, "markdown": "locating , −2, −4, 95%, 0.75 and 2 on a number line and using this to assist in ordering and comparing numbers using inequalities
comparing and using equality and inequality symbols
\n or or
comparing and using inequality symbols
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63779, "sub_strand_id": 1307, "markdown": "Explore to extend addition and subtraction of positive integers to include negative integers
\n", "wa_code": "WA7MNAUN4", "examples": [ { "id": 53812, "text_content_id": 63779, "markdown": "using patterning to explore
\n{[]} src=./?a=1224552 alt=^A sequence of equations showing results for the addition of 2+integers, 5 - integers, -3 plus integers^ {[]}
\nusing number lines to explore
\n{[]} src=./?a=1224553 alt=^A sequence of number line showing, a start at 2 and move 1 unit to the right, start at 2 and no moves, start at 2 and move 1 unit to the left, start at 2 and move 2 units to the left.^ {[]}
\nextending and exploring addition and subtraction as inverse operations of each other by constructing equivalent equations that include negative integers
\nIf , then
\n\n\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63780, "sub_strand_id": 1307, "markdown": "Explore and interpret multiplication and division of positive fractions, visually and numerically
\n", "wa_code": "WA7MNAUN5", "examples": [ { "id": 53813, "text_content_id": 63780, "markdown": "representing
\n{[]} src=./?a=1224554 alt=^A rectangle divided into 3 equal rows with 1 row shaded multiplied by a rectangle divided into 5 equal columns with 4 columns shaded equalling a rectangle divided into 15 equal squares with 4 squares shaded.^ {[]}
\nand using to explain
\n{[]} src=./?a=1224555 alt=^A strip of 8 squares with 4 squares shaded and marking of two groups of 3 squares from the left.^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63781, "sub_strand_id": 1307, "markdown": "Explore and interpret multiplication and division of positive decimals, visually and numerically
\n", "wa_code": "WA7MNAUN6", "examples": [ { "id": 53814, "text_content_id": 63781, "markdown": "representing in a diagram and using to explain and make connections to\n
{[]} src=./?a=1224556 alt=^A 10 by 10 grid with diagonal markings on the first 5 columns and the opposite diagonal markings on the first 5 rows.^ {[]}
\nrepresenting in a diagram and using the diagram to explain and make connections to
\n
{[]} src=./?a=1224557 alt=^A 10 by 10 square grid with 6 columns shaded divided by a 10 by 10 square grid with 2 columns of the 6 columns shaded equalling a 10 by 10 square grid with 6 columns shaded showing 3 groups of 0.2 in 0.6.^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63782, "sub_strand_id": 1307, "markdown": "Use place value understanding to explore rounding decimals to a specified number of decimal places
\n", "wa_code": "WA7MNAUN7", "examples": [ { "id": 53815, "text_content_id": 63782, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63783, "sub_strand_id": 1307, "markdown": "Extend the use of associative, commutative and distributive laws, additive and multiplicative partitioning, inverse operations, order of operations, equality and inequality to validate a range of mental and written strategies involving the four operations on whole numbers, positive fractions and decimals, and addition and subtraction of integers
\n", "wa_code": "WA7MNAUN8", "examples": [ { "id": 53816, "text_content_id": 63783, "markdown": "exploring efficiency of strategic use of partitioning, commutativity and order of operations to assist calculation of
\nextending the use of inverse operations to assist calculation of an unknown fraction or decimal in an equation with one operation, such as
\nwithout calculating, justifying statements as true (T) or false (F), such as
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63784, "sub_strand_id": 1307, "markdown": "Explore and explain the use of ratios and fractions to compare numbers and quantities. Make connections between equivalent fractions and between equivalent ratios
\n", "wa_code": "WA7MNAUN9", "examples": [ { "id": 53817, "text_content_id": 63784, "markdown": "the bar, or the whole, can be considered as 10 equal parts or 2 unequal parts made up of the ‘blue part’ and the ‘green part’
{[]} src=./?a=1224558 alt=^Image shows a rectangle divided into ten equal parts. Four parts are coloured blue and six parts are coloured green making two unequal parts, the blue part and green part.^ {[]}
exploring ways to compare the sizes of
the ‘blue part’ and the ‘green part’, such as 4:6 or 2:3, 6:4 or 3:2, or , or 1
the ‘blue part’ and the ‘whole’, such as 4:10 or 2:5, 10:4 or 5:2, or , or
the ‘green part’ to the ‘whole’, such as 6:10 or or
\nusing diagrams to explain equivalent ratios and simplification of ratios,
{[]} src=./?a=1224558 alt=^Image shows a rectangle divided into ten equal parts. Four parts are coloured blue and six parts are coloured green making two unequal parts, the blue part and green part.^ {[]}
{[]} src=./?a=1224559 alt=^Image shows a rectangle divided into 5 equal parts. Two parts are coloured blue and 3 parts are coloured green.^ {[]}
such as
(blue part to green part) or
(blue part to whole)
comparing measurements, such as 2 g to 0.8 kg
2:800, 1:400 or
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1893, "strand_id": 347, "header": "Calculating with number", "position": 2, "textContents": [ { "id": 63785, "sub_strand_id": 1893, "markdown": "Convert between fractions, decimals and percentages using flexible and efficient strategies
\n", "wa_code": "WA7MNAC1", "examples": [ { "id": 53818, "text_content_id": 63785, "markdown": "mentally converting, with jottings if needed, 12.5% to a fraction using thinking, such as 12.5% is half of 25% and half of is and converting to a percentage using thinking, such as is equivalent to and is therefore 15%
\nconverting 37.5% to a fraction, communicating thinking using a sequence of equations, such as
converting to a decimal (2dp), using a calculator
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63786, "sub_strand_id": 1893, "markdown": "Determine percentages of quantities and express one quantity as a percentage of another using flexible and efficient strategies
\n", "wa_code": "WA7MNAC2", "examples": [ { "id": 53819, "text_content_id": 63786, "markdown": "mentally calculating, with jottings if needed, 10% of 570, using the result to calculate 5% and 30% of 570 and finding 25% of 60 using thinking, such as 60 is 15
\ndetermining the percentage that 0.48 is of 2, communicating thinking using a sequence of equations, such as
\n
using a calculator to find 17% of $9.20
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63787, "sub_strand_id": 1893, "markdown": "Add and subtract integers using flexible and efficient strategies
\n", "wa_code": "WA7MNAC3", "examples": [ { "id": 53820, "text_content_id": 63787, "markdown": "mentally calculating, with jottings if needed,
\n using
\n using
\n using
\n using
communicating thinking to the solution of
\n
\nusing a sequence of equations, such as
\n
\n
\n
using a calculator to evaluate
\n
In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63788, "sub_strand_id": 1893, "markdown": "Add and subtract positive fractions with related and unrelated denominators using flexible and efficient strategies
\n", "wa_code": "WA7MNAC4", "examples": [ { "id": 53821, "text_content_id": 63788, "markdown": "mentally calculating, with jottings if needed,
\n using thinking, such as 3 which is 4
communicating thinking using a sequence of equations for and 2, simplifying answers where possible
using a calculator to evaluate
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63789, "sub_strand_id": 1893, "markdown": "Multiply and divide positive fractions using flexible and efficient strategies
\n", "wa_code": "WA7MNAC5", "examples": [ { "id": 53822, "text_content_id": 63789, "markdown": "mentally calculating, with jottings if needed, using thinking, such as there are 20 quarters in 5 and 2 quarters in , so the answer is 22 and calculating using thinking, such as is and is the same as or so the answer is
\ncommunicating thinking using a sequence of equations, for calculations, such as
\n\n\n\nsimplifying answers where possible
\nusing a calculator to evaluate
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63790, "sub_strand_id": 1893, "markdown": "Multiply and divide positive decimals using flexible and efficient strategies
\n", "wa_code": "WA7MNAC6", "examples": [ { "id": 53823, "text_content_id": 63790, "markdown": "mentally calculating, with jottings if needed, by using thinking, such as of which is
\ncommunicating thinking using a sequence of equations, for calculations, such as
\n\n\nusing a calculator to evaluate
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63791, "sub_strand_id": 1893, "markdown": "Use appropriate rounding, estimation strategies and context to check reasonableness of solutions
\n", "wa_code": "WA7MNAC7", "examples": [ { "id": 53824, "text_content_id": 63791, "markdown": "recognising that could be rounded to and applying appropriate strategies to approximate (≈) the solution, using this estimation as a tool to check if the solution derived from the actual values is reasonable
recognising that could be rounded to and that dividing a number by a number less than one, makes it bigger. Applying appropriate strategies to approximate the solution, using this estimation as a tool to check that the solution derived from the actual values is reasonable
recognising that an interest of 4.95% of $500 as being approximately 5% of $500 and that multiplying by a number less than one makes the number smaller. Applying appropriate strategies to approximate the solution, using this estimation and the context as a tool to check that the solution derived from the actual values is reasonable
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1910, "strand_id": 347, "header": "Algebraic techniques", "position": 3, "textContents": [ { "id": 63792, "sub_strand_id": 1910, "markdown": "Represent in expanded form, evaluate, and compare numbers expressed in index notation, including powers of 10
\n", "wa_code": "WA7MNAA1", "examples": [ { "id": 53825, "text_content_id": 63792, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63793, "sub_strand_id": 1910, "markdown": "Extend knowledge of factors to represent natural numbers as products of prime factors using index notation as appropriate
\n", "wa_code": "WA7MNAA2", "examples": [ { "id": 53826, "text_content_id": 63793, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63794, "sub_strand_id": 1910, "markdown": "Explore and explain connections between square numbers and square roots, cube numbers and cube roots, as products of repeated factors
\n", "wa_code": "WA7MNAA3", "examples": [ { "id": 53827, "text_content_id": 63794, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63795, "sub_strand_id": 1910, "markdown": "Use real-world contexts or concrete materials to introduce the concept of a variable to represent a number using a letter. Create simple algebraic expressions and evaluate by substituting a given value for the variable/s
\n", "wa_code": "WA7MNAA4", "examples": [ { "id": 53828, "text_content_id": 63795, "markdown": "the number of chocolates in three large bags and one small bag as being
\n
the difference between the number of chocolates in the bags as being
\ncombining the number of chocolates in five large bags and two small bags and sharing them between four people as being
\nand evaluating each expression if the numbers of chocolates in each bag is known
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63796, "sub_strand_id": 1910, "markdown": "Extend and apply the associative and commutative laws and properties of numbers to include variables
\n", "wa_code": "WA7MNAA5", "examples": [ { "id": 53829, "text_content_id": 63796, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1976, "strand_id": 347, "header": "Linear and non-linear equations and inequalities", "position": 4, "textContents": [ { "id": 63797, "sub_strand_id": 1976, "markdown": "Solve simple linear equations involving up to two operations and verify the solution by substitution
\n", "wa_code": "WA7MNALE1", "examples": [ { "id": 53830, "text_content_id": 63797, "markdown": "using a context, such as 'Three bags with equal numbers of chocolates were tipped into a container that already held five chocolates. There were chocolates altogether. How many were in each bag?'
\nexploring and comparing a variety of strategies, such as the balance model, backtracking or inspection, to solve an equation, showing a sequence of steps to communicate thinking. Checking the solution by substitution using jottings or calculator for equations, such as
\n
\n
\n
\n
\n
\n
\n
Note: equations involving multiplication and division of negative integers are introduced in Year 8; however, equations, such as , that can be solved by inspection are in the Year 7 curriculum
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 2163, "strand_id": 347, "header": "Linear and non-linear patterns and relationships", "position": 5, "textContents": [ { "id": 63798, "sub_strand_id": 2163, "markdown": "Explore, describe and represent concrete and real-world, linear and non-linear growing patterns using a table of values and a graph. Determine unknown values in the pattern
\n", "wa_code": "WA7MNALP1", "examples": [ { "id": 53831, "text_content_id": 63798, "markdown": "using diagrams or concrete materials, such as matchsticks and counters, to continue growing patterns and represent as number sequences in situations, such as chairs around connecting square tables
\n{[]} src=./?a=1224563 alt=^One square with a black dot on each side. Two squares arranged vertically with sides touching, 6 black dots arranged adjacent to the outer sides of each square. Three squares arranged vertically with sides touching, 8 black dots arranged adjacent to the outer sides of each square.^ {[]}
\nor growing dots
\n{[]} src=./?a=1224564 alt=^1 back dot, 4 dots arranged in a square, 9 dots arranged in a square.^ {[]}
\nusing words to generalise rules
\nusing variables meaningfully to express rules as algebraic equations
\nproducing a table of values
\nplotting points in the first quadrant on the Cartesian plane and describing the shape of the relationship
\nand using the sequence rule, table of values or graph to determine unknown values
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 2164, "strand_id": 347, "header": "Financial mathematics", "position": 6, "textContents": [ { "id": 63799, "sub_strand_id": 2164, "markdown": "Identify the features of transactional statements and verify transactions. Explain reasons for checking and keeping financial records
\n", "wa_code": "WA7MNAF1", "examples": [ { "id": 53832, "text_content_id": 63799, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 2165, "strand_id": 347, "header": "Modelling with number and algebra", "position": 7, "textContents": [ { "id": 63800, "sub_strand_id": 2165, "markdown": "In real-world situations involving whole numbers, positive fractions, decimals and percentages, addition and subtraction of integers, numbers in index form, linear equations with up to two operations, simple number patterns and/or transactional money statements\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 587, "level_id": 116, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 2166, "strand_id": 587, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 63801, "sub_strand_id": 2166, "markdown": "Establish and apply relationships between lengths of sides, perimeter and area for squares, rectangles and triangles. Generalise and apply formulas, using appropriate units
\n", "wa_code": "WA7MMGTW1", "examples": [ { "id": 53834, "text_content_id": 63801, "markdown": "establishing the perimeter of an equilateral triangle is three times three times as long as the length of one of its sides and the length of one side is of the length of the perimeter, generalising as where is the number of length units in a side and 𝑃 is the number of length units in the perimeter of an equilateral triangle
\nusing grid paper or dynamic geometry software to demonstrate that for squares and rectangles, the number of length units in the length multiplied by the number of length units in the width provides the number of square units of area, generalising this to and respectively. Extending understanding to part-units by comparing areas determined using formula with diagrams showing whole and part-units of length and area
\nusing grid paper or dynamic geometry software to draw a rectangle, length 5 units and width 1 unit, determining its area and repeating for subsequent rectangles with a constant length of 5 units and widths increasing by 1 unit of length. Graphing the width compared to the area of the rectangles, connecting the graph to the constant increasing area in the sequence of drawn rectangles
\nusing grid paper to draw a rectangle around any right-angled or acute triangle, comparing the area inside the triangle to that outside the triangle,
\n{[]} src=./?a=1224561 alt=^Two different triangles enclosed in rectangles, showing how the area of the triangle covers half of the rectangle with same base length and perpendicular height^ {[]}
\nexplaining how the area of the rectangle can be used to determine the area of a triangle. Generalising to a formula in symbols, such as and demonstrating how an obtuse triangle can be cut and rearranged to confirm the formula works for any triangle
\n{[]} src=./?a=1224562 alt=^A rectangle transformed into an obtuse triangle, demonstrating how a rectangle can be cut and rotated to form a triangle with half the area of the rectangle.^ {[]}
\nusing diagrams and reasoning to determine whether it is possible or not to calculate the following and if so, determining
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63802, "sub_strand_id": 2166, "markdown": "Explore and explain efficient strategies to determine the perimeter and area of irregular or composite shapes composed of squares and rectangles
\n", "wa_code": "WA7MMGTW2", "examples": [ { "id": 53835, "text_content_id": 63802, "markdown": "{[]} src=./?a=1224565 alt=^Figure 1 is a free drawn irregular shape and figure 2 and 3 show composite figures comprising of rectangles.^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63803, "sub_strand_id": 2166, "markdown": "Explore and establish connections and conversions between units of area
\n", "wa_code": "WA7MMGTW3", "examples": [ { "id": 53836, "text_content_id": 63803, "markdown": "using diagrams to represent and explain connections between numbers of different units of equal areas, such as
{[]} src=./?a=1224566 alt=^A square with side lengths 1 centimetre and area 1 square centimetre equal to a square of side lengths 10 millimetres and area of 100 square millimetres. A square with side lengths 1 metre and area 1 square metre equal to a square of side lengths 100 centimetres and area of 10 000 square centimetres.^ {[]}
Recognising that 1 m is 100 times bigger than 1 cm but 1 square metre is 10 000 times as large as 1 square centimetre
applying knowledge of place value and relative sizes of units to explain conversions between units of area, such as to
\nextending thinking to include
\nand
\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63804, "sub_strand_id": 2166, "markdown": "Explore, identify, define, name, label and apply the language, notation and conventions of geometry for points, lines, angles and polygons
\n", "wa_code": "WA7MMGTW4", "examples": [ { "id": 53837, "text_content_id": 63804, "markdown": "using conventions, such as the use of capitals and appropriate symbols, to label, name and define points, rays, line segments, lines, parallel lines and perpendicular lines
\n{[]} src=./?a=1224567 alt=^The first diagram is a point L, the second diagram is a ray starting at point A and continuing through point B. The third shows a line that goes through points C and D and continues through both. The fourth diagram shows an interval of a line starting at point Q and ending at point P. The fifth shows line AB parallel to line CD. The sixth shows line EF perpendicular to line GH.^ {[]}
\nusing conventions, such as capitals, Greek letters and appropriate symbols, to label, name and define acute or obtuse angles
\n{[]} src=./?a=1224568 alt=^An angle formed by the intersection of ray HA and HF and an angle of theta^ {[]}
\nas or or or ,
\nright or perpendicular angles,
\n{[]} src=./?a=1224569 alt=^An angle formed by the intersection of ray BC and BA and an angle of 90 degrees^ {[]}
\nas or or ,
\nand angles at a point as complementary, supplementary and adjacent angles
\n{[]} src=./?a=1224570 alt=^The first diagram shows right angle ABD dissected by line BC forming complementary angles. The second diagram shows straight angle FHJ with line GH in the middle at a diagonal forming supplementary angles. The third diagram shows angle ADB dissected by line DC to form adjacent angles^ {[]}
\napplying correct notation and labelling conventions to triangles and polygons to indicate equal angles, equal sides and parallel sides, such as in and
\n{[]} src=./?a=1224571 alt=^One isosceles triangle inside another isosceles triangle showing equal sides and equal base angles.^ {[]}
\nand in the irregular, concave hexagon
\n{[]} src=./?a=1224572 alt=^A concave hexagon EFGHIJ with equal sides EF, FG, HG and equal sides GH, JE labelled using mathematical notation. Parallel sides EF, GH, JI and parallel sides FG, HI, EJ labelled with correct mathematical notation.^ {[]}
\njustifying that is the same as but is not the same as
\nexploring geometric terminology and naming conventions used in dynamic geometry software
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63805, "sub_strand_id": 2166, "markdown": "Investigate, identify and describe corresponding, alternate and co-interior angles formed when two parallel lines are crossed by a transversal. Use relationships to determine unknown angles and explain reasoning
\n", "wa_code": "WA7MMGTW5", "examples": [ { "id": 53838, "text_content_id": 63805, "markdown": "using paper folding or dynamic geometry software to create a pair of parallel lines crossed by a transversal, identifying congruent and supplementary angles and labelling pairs of angles as corresponding, alternate and co-interior
\nfinding unknown angles within pairs of parallel lines. Explaining reasoning in situations, such as
\n{[]} src=./?a=1224573 alt=^2 parallel lines crossed by a transversal with angle b co-interior to an angle of 118 degrees. Angle c alternate to the angle of 118 degrees.^ {[]}
\n (alternate to given angle)
\n (co-interior with given angle)
finding the value of x in the diagram below and giving reasons\n{[]} src=./?a=1224574 alt=^Two parallel lines with an angle of size x positioned between the parallel lines. Determine the value of x^ {[]}
\nconstructing a line XY through X parallel to AB and CD
\n(co-interior angles, AB || XY)
\n\n (co-interior angles CD || XY)
\n\n(angles at a point)
\n\ncomparing geometric reasoning with others, noting that there are alternative ways of determining and explaining the size of angles
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63806, "sub_strand_id": 2166, "markdown": "Demonstrate that the interior angle sum of a triangle is 180°
\n", "wa_code": "WA7MMGTW6", "examples": [ { "id": 53839, "text_content_id": 63806, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63807, "sub_strand_id": 2166, "markdown": "Explore to classify and name triangles according to their side and angle properties. Use the properties to determine unknown angles in triangles and explain reasoning
\n", "wa_code": "WA7MMGTW7", "examples": [ { "id": 53840, "text_content_id": 63807, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63808, "sub_strand_id": 2166, "markdown": "Plot coordinates on the Cartesian plane and explore, visualise, predict and determine image coordinates after translation or reflection across the axes, or rotation about the origin
\n", "wa_code": "WA7MMGTW8", "examples": [ { "id": 53841, "text_content_id": 63808, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 2209, "strand_id": 587, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 63809, "sub_strand_id": 2209, "markdown": "Move flexibly between building and drawing rectangular and composite rectangular prisms from different views
\n", "wa_code": "WA7MMGTH1", "examples": [ { "id": 53842, "text_content_id": 63809, "markdown": "building rectangular prisms or composite rectangular prisms using at most 12 cubes, visualising and drawing manually, the front, top, side and isometric views. Using dynamic geometry software and the three-dimensional coordinate system to draw representations of rectangular and composite rectangular prisms
\nusing provided isometric or perspective drawings of rectangular and composite rectangular prisms to build the prism from blocks
\nexploring the views of rectangular and composite rectangular buildings depicted in map software, highlighting what is the same and what is different between each view
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63810, "sub_strand_id": 2209, "markdown": "Establish and apply relationships between the number of identical layers of cubic units, the number of cubic units in each identical layer and volume for rectangular prisms and composite rectangular prisms. Generalise and apply the formula, using appropriate units
\n", "wa_code": "WA7MMGTH2", "examples": [ { "id": 53843, "text_content_id": 63810, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 2210, "strand_id": 587, "header": "Non-spatial measurement", "position": 3, "textContents": [ { "id": 63811, "sub_strand_id": 2210, "markdown": "Explore and interpret representations of time zones within Australia using 12- and 24-hour time and determine the local time at different locations considering different times of the year
\n", "wa_code": "WA7MMGN1", "examples": [ { "id": 53844, "text_content_id": 63811, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 2211, "strand_id": 587, "header": "Modelling with measurement and geometry", "position": 4, "textContents": [ { "id": 63812, "sub_strand_id": 2211, "markdown": "In real-world situations involving perimeter and area of squares, rectangles, triangles and rectangular composite shapes, parallel lines, properties of triangles, transformations of points, views of rectangular prisms and rectangular composite objects, volume and/or Australian time zones\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 619, "level_id": 116, "strand_name": "Probability and statistics", "subStrands": [ { "id": 2264, "strand_id": 619, "header": "Probability and statistics", "position": 1, "textContents": [ { "id": 63813, "sub_strand_id": 2264, "markdown": "Construct sample spaces for single-stage chance experiments, assign probabilities to the outcomes and predict frequencies for different numbers of trials
\n", "wa_code": "WA7MPSP1", "examples": [ { "id": 53846, "text_content_id": 63813, "markdown": "discussing probability terminology, such as probability, favourable outcome, event, trial, sample space, experiment.
\nProducing a sample space for a standard six-sided dice and determining the probability of rolling a 4 using
\n\nso , , or a one-in-six chance.\nIn 100 trials, it would be expected that the number of times 4 would occur would be approximately\n which would be rounded to 17
assigning probabilities to events involving coins, dice, spinners, cards, lucky dips etc.
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63814, "sub_strand_id": 2264, "markdown": "Conduct repeated single-stage chance experiments and simulations to produce datasets, including through the use of digital tools, for an increasingly large number of trials. Discuss and describe variation and estimated probabilities for outcomes, and compare to predictions and theoretical probability, where appropriate
\n", "wa_code": "WA7MPSP2", "examples": [ { "id": 53847, "text_content_id": 63814, "markdown": "conducting an experiment to find the estimated probability of a drawing pin falling point up or point down when tossed. Completing 20 trials, determining relative frequencies (fraction of those that landed point up or point down), comparing with others, describing variation in results and estimating probabilities of each outcome. Repeating over a large number of trials, comparing to others again and using the data to estimate the probability that a pin will land point down when tossed. Comparing this to former estimates of probabilities and discussing the law of large numbers
\nconducting a simulation to determine the chance of randomly choosing a person who supports the Dockers from a family comprising three Eagles supporters, two Dockers supporters and one Geelong supporter. Predicting the expected probability before using a random number generator from 1–6, with 1, 2, 3 representing the Eagles supporters, 4 and 5 representing the Dockers supporters and 6 representing the Geelong supporter, over 20 trials. Determining the relative frequency that a Dockers supporter is chosen, comparing results with others, describing variation and estimating the probability. Repeating over an increasingly large number of trials. Comparing results of estimated probability to theoretical probability and discussing variation
\nconducting an experiment to predict the unknown distribution of red, green and blue counters in a bag of 12. Randomly choosing a counter, noting its colour, replacing and recording the frequencies of red, green and blue over 50 trials. Determining the relative frequencies for each colour, noting that they add to one. Comparing results with others, describing variation and predicting colour distribution. Repeating over many trials, and again comparing to others, calculating appropriate averages, predicting colour distribution, then confirming the actual number of each colour in the bag. Describing comparisons of predicted and actual colour distribution. Relating to the theoretical probability and discussing variation in the experimental probability as the number of trials increases (law of large numbers)
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63815, "sub_strand_id": 2264, "markdown": "Explore and determine the mean, mode, median and range for sets of data and justify, using the context, which measure best reflects the dataset
\n", "wa_code": "WA7MPSP3", "examples": [ { "id": 53848, "text_content_id": 63815, "markdown": "using concrete materials, such as a small collection of
\nto physically show the mode and the range, reordering to demonstrate the median and redistributing evenly between each data point to show the mean (generalising to a numerical calculation of the mean). Discussing which measure of average best reflects each physical context
\ngiven the mean number of pets in seven households is 4.25, working backwards to produce and explain seven reasonable data points
\nusing data sources, such as primary, discrete data collected from chance experiments, or secondary, continuous data, such as the maximum temperature/rainfall in the class town or city for each month of the year, to determine mean, mode, median and range using written jottings or digital tools depending on the complexity of the data. Explaining and justifying which is the most reflective of the dataset
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63816, "sub_strand_id": 2264, "markdown": "Represent primary categorical and numerical data in a Venn diagram, calculate related relative frequencies and interpret results
\n", "wa_code": "WA7MPSP4", "examples": [ { "id": 53849, "text_content_id": 63816, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63817, "sub_strand_id": 2264, "markdown": "Represent collected data in a stem-and-leaf plot, describe the shape and spread including outliers, and compare to dot plots or column graphs. Use the data to estimate probabilities of specific outcomes
\n", "wa_code": "WA7MPSP5", "examples": [ { "id": 53850, "text_content_id": 63817, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63818, "sub_strand_id": 2264, "markdown": "Critically analyse statistical statements made in the media and other real-life situations, that relate to the averages of mean, mode and median. Investigate the impact of chance variation on the dataset from which the averages were determined
\n", "wa_code": "WA7MPSP6", "examples": [ { "id": 53851, "text_content_id": 63818, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 2265, "strand_id": 619, "header": "Modelling with probability and statistics", "position": 2, "textContents": [ { "id": 63819, "sub_strand_id": 2265, "markdown": "In real-world situations involving assigning a probability to single-stage chance experiments or simulations, statistical measures, stem-and-leaf plots, dot plots, column graphs and/or Venn diagrams\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 132, "title": "Year 8", "year": "8", "subject": "Mathematics", "descriptions": { "id": 132, "level_id": 132, "markdown": "In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Learning and teaching programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.
\nMathematics provides opportunities for students to engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed. Students draw on the behaviours of the proficiencies when selecting and using year level content to apply the complete modelling process, leading to an increased understanding of the complexity of the natural environment, society and technology.
\nIn Year 8, students explore and investigate to understand, calculate flexibly and efficiently, and model with a broadening range of numbers that includes rational and irrational numbers. As they develop efficiency in multiplicative thinking, they apply and interpret proportional reasoning in fractions, percentages, ratios and rates. Students' abstract thinking develops further as they apply their understanding of the laws and properties of operations with number to algebra.
\nStudents use the language of Mathematics in both geometric and measurement situations, applying reasoning to establish congruency of figures, interpret representations of international time zones, explore circles and use Pythagoras' theorem. They apply their understanding of the properties of quadrilaterals to find the perimeter and area, and generalise volume of right prisms into formulas for efficient calculation.
\nStudents extend their understanding of probability to recognise complementary events and construct sample spaces for two events. They connect probability and statistics by engaging in chance experiments and simulations for simple and compound events. Students critically analyse graphs and tables, and extract data from these representations to determine summary statistics. They investigate and explain techniques for data collection and compare variation between samples of data.
\n" }, "standards": { "id": 132, "level_id": 132, "markdown": "By the end of the year:
\nStudents demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. As part of this, they select from and use year level content along with the modelling process, in which they analyse the situation mathematically, represent the problem and interpret and communicate their findings, to solve straightforward, real-world problems in familiar contexts across all strands.
\nStudents identify and order rational and irrational numbers and terminating or recurring decimals. They demonstrate flexible and efficient strategies to carry out calculations involving the four operations with integers, positive rational numbers and percentage increase and decrease. They use proportional reasoning to find unknown numbers in equivalent ratios and fractions and use familiar rates. Students apply the index laws to numbers with positive-integer indices. They simplify algebraic expressions involving the four operations and make connections between expanding and factorising algebraic expressions with numerical factors. They solve linear equations involving two operations and graph linear relationships on the Cartesian plane from a table of values. Students identify advantages and disadvantages and determine penalties of various forms of payment.
\nStudents classify quadrilaterals according to their properties, find unknown angles and calculate perimeter and area of quadrilaterals. They use Pythagoras' theorem to find an unknown length in a right-angled triangle. Students apply formulas to determine the circumference and area of circles and the volume of right prisms. They identify and name corresponding sides and angles of congruent figures. They determine the duration of events, involving 12- and 24-hour time systems, across multiple time zones.
\nStudents construct sample spaces, assign probabilities and conduct chance experiments and simulations for two simple or compound events and identify variation in estimated probabilities. They determine the probability of complementary events. Students determine the mean, mode, median and range from graphs and tables, and describe the effect of an outlier on these statistical measures. They use secondary data in Venn diagrams and two-way tables to determine related probabilities. Students explain issues related to the collection of data and compare variation in same‑sized random samples. They make critical comments on graphical representations and tables in the media.
\n" }, "strands": [ { "id": 521, "level_id": 132, "strand_name": "Number and algebra", "subStrands": [ { "id": 1594, "strand_id": 521, "header": "Understanding number", "position": 1, "textContents": [ { "id": 63564, "sub_strand_id": 1594, "markdown": "Investigate, define, identify and use correct notation for rational and irrational numbers, including terminating, recurring and \nrounded decimals
\n", "wa_code": "WA8MNAUN1", "examples": [ { "id": 53597, "text_content_id": 63564, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63565, "sub_strand_id": 1594, "markdown": "Draw and label, or use a given number line, to locate, order and compare with equality and inequality symbols, rational and irrational numbers, including numbers written in index form and percentages
\n", "wa_code": "WA8MNAUN2", "examples": [ { "id": 53598, "text_content_id": 63565, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63566, "sub_strand_id": 1594, "markdown": "Explore to extend multiplicative thinking with positive integers to include multiplication and division of negative integers
\n", "wa_code": "WA8MNAUN3", "examples": [ { "id": 53599, "text_content_id": 63566, "markdown": "exploring using patterning
\n
representing as repeated addition on a number line
{[]} src=./?a=1225622 alt=^A number line with jumps demonstrating the equation. More details in text following image.^ {[]}
considering as
\nand as\n
\nextending and exploring multiplication and division as inverse operations of each other, by constructing equivalent equations that include negative integers
\n\n\n\ninvestigating
\nand
\nand
\nand justifying that there are two numbers that can be squared to give a result of 25 and that
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63567, "sub_strand_id": 1594, "markdown": "Extend the use of associative, commutative and distributive laws, additive and multiplicative partitioning, inverse operations, order of operations, equality and inequality to validate a range of mental and written strategies involving the four operations on any rational number
\n", "wa_code": "WA8MNAUN4", "examples": [ { "id": 53600, "text_content_id": 63567, "markdown": "selecting, using and communicating partitioning, commutativity, and order of operations to evaluate
\n\n\n\n\n\n\n\n\n\nflexibly using associativity and inverse operations to create equivalent equations and using this to solve for unknown fractions or decimals in equations with one operation, such as
\n\n\n\n\n\n\nwithout calculating, justifying statements as true (T) or false (F)
\n\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63568, "sub_strand_id": 1594, "markdown": "Explore and apply proportional reasoning to determine unknown numbers in equivalent ratios and fractions
\n", "wa_code": "WA8MNAUN5", "examples": [ { "id": 53601, "text_content_id": 63568, "markdown": "giving reasons why must be 2 if
\nmoving flexibly between ratios and fractions in order to calculate an unknown, such as\n
\n\n\ndividing a quantity in a given ratio, such as sharing $570 in the ratio 2:1
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63569, "sub_strand_id": 1594, "markdown": "Identify, interpret, compare and use familiar rates, including those represented as graphs that show a quantity varying over time
\n", "wa_code": "WA8MNAUN6", "examples": [ { "id": 53602, "text_content_id": 63569, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1629, "strand_id": 521, "header": "Calculating with number", "position": 2, "textContents": [ { "id": 63570, "sub_strand_id": 1629, "markdown": "Calculate percentage increases and decreases, using knowledge of fractions and decimals to improve efficiency
\n", "wa_code": "WA8MNAC1", "examples": [ { "id": 53603, "text_content_id": 63570, "markdown": "mentally, with jottings if needed, increasing 360 by 10% using thinking, such as\n of
\n\nor by using strategies, such as\n of \n= 1.1 of 360
\nmentally, with jottings if needed, decreasing 360 by 25% using\n of
\n\nor by using strategies, such as
\n75% of 360
\n\nusing a calculator to increase a population of 5560 by 107% using
\n5560 + 1.07 of 5560
\nor
\n2.07 of 5560
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63571, "sub_strand_id": 1629, "markdown": "Multiply and divide integers using flexible and efficient strategies
\n", "wa_code": "WA8MNAC2", "examples": [ { "id": 53604, "text_content_id": 63571, "markdown": "mentally calculating, with jottings if needed, by using thinking, such as or calculating
communicating thinking to the solution of 24 × (−13) using a sequence of equations, such as
\n\n\n\n\n\nusing a calculator to evaluate
\nto two decimal places (2dp)
\nIn the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63572, "sub_strand_id": 1629, "markdown": "Use flexible and efficient strategies for calculations involving the four operations with rational numbers, including those written in index form, using rounding, estimation or the context to check reasonableness of results
\n", "wa_code": "WA8MNAC3", "examples": [ { "id": 53605, "text_content_id": 63572, "markdown": "mentally, with jottings if needed, calculating
\n\n\n\ncommunicating thinking using a sequence of equations for calculations, such as
\n\n\nand using rounding and properties of numbers to check reasonableness of results
\nusing a calculator to efficiently determine a solution to the hypotenuse of a right-angled triangle (e.g. cm) checking that the solution is reasonable, using an estimation of and knowing that the hypotenuse is the longest side
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1630, "strand_id": 521, "header": "Algebraic techniques", "position": 3, "textContents": [ { "id": 63573, "sub_strand_id": 1630, "markdown": "Develop and apply the index laws for numbers in index form with positive-integer and zero indices
\n", "wa_code": "WA8MNAA1", "examples": [ { "id": 53606, "text_content_id": 63573, "markdown": "exploring expressions, such as
\n\n\n
\nor
\nand
\n\n\n\nor
\nand
\n\n\n\n\nor
\nand
\n\n\n\nand
\n\n\n\nand using words to generalise each of these rules
\nexploring the meaning of the zero-index using examples, such as
\n\nand
\n\n\n\nand by patterning in
\n, , , ,
\napplying the index laws to simplify and evaluate, mentally or with a calculator, depending on the complexity of the numbers, communicating thinking using a sequence of equations for expressions, such as
\n\n
\n
\n
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63574, "sub_strand_id": 1630, "markdown": "Extend and apply knowledge of additive and multiplicative partitioning, order of operations and the associative and commutative laws of numbers, to create or simplify algebraic expressions involving the four operations
\n", "wa_code": "WA8MNAA2", "examples": [ { "id": 53607, "text_content_id": 63574, "markdown": "simplifying the following algebraic expressions
\n\n\n\n\nconsidering the accuracy of the following equations and explaining thinking
\n\n\n\n\n\ncreating and comparing algebraic expressions to represent the total number of chocolates for a group of four people, each holding a bag that has the same unknown number of chocolates, if each person is given an extra three chocolates
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63575, "sub_strand_id": 1630, "markdown": "Extend and apply knowledge of the distributive law with numbers to algebraically expand and factorise expressions with a common numerical factor
\n", "wa_code": "WA8MNAA3", "examples": [ { "id": 53608, "text_content_id": 63575, "markdown": "connecting the visual representation of 2 × 37 using an area model
\n{[]} src=./?a=1225624 alt=^A rectangle divided into 2 boxes multiplying numbers using the area method. 30 plus 7 is on the top and 2 is on the left side. 60 and 14 are inside the rectangle.^ {[]}
\n\nto
\n{[]} src=./?a=1225625 alt=^A rectangle divided into 2 boxes expanding algebraic terms using the area method. a plus 7 is on the top and 2 is on the left side. 2a and 14 are inside the rectangle.^ {[]}
\n,
\nfactorising using reverse thinking
\n\n\n\nand verifying the factorisation using the distributive law
\nexpanding and simplifying expressions, such as
\n\n\n\ncommunicating thinking using a sequence of equations
\nfactorising expressions, such as
\n\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1631, "strand_id": 521, "header": "Linear and non-linear equations and inequalities", "position": 4, "textContents": [ { "id": 63576, "sub_strand_id": 1631, "markdown": "Solve linear equations involving up to three operations, including those with negative coefficients or requiring collection of like terms, and verify the solution by substitution
\n", "wa_code": "WA8MNALE1", "examples": [ { "id": 53609, "text_content_id": 63576, "markdown": "using a strategy, such as the balance model, backtracking or inspection, to solve an equation, showing a sequence of steps to communicate thinking. Checking the solution by substitution using jottings or calculator for equations, such as
\n\n\n\n\ncommunicating thinking to solve
\nwhen
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63577, "sub_strand_id": 1631, "markdown": "Determine and explain why there are two solutions to a quadratic equation of the form if
\n", "wa_code": "WA8MNALE2\t", "examples": [ { "id": 53610, "text_content_id": 63577, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1632, "strand_id": 521, "header": "Linear and non-linear patterns and relationships", "position": 5, "textContents": [ { "id": 63578, "sub_strand_id": 1632, "markdown": "Use a table of values to move flexibly between the equation of a line represented by and its graph and make connections between the algebraic and graphical solution of the equation. Explore and explain similarities and differences between multiple lines on the same axes
\n", "wa_code": "WA8MNALP1", "examples": [ { "id": 53611, "text_content_id": 63578, "markdown": "using an equation, such as , generate a table of values, plot the coordinates on the Cartesian plane and create a line, recognising that there is an infinite number of ordered pairs in any given linear relationship. Connecting the graph of to solving equations, such as and , graphically and algebraically
\nextracting a table of values from a linear graph and using the table to determine the equation of the line
\nFor the following graph
\n{[]} src=./?a=1225626 alt=^A cartesian plane with axes from -4 to 4. A line graphed, passing through 0, 1 and 1,-1.^ {[]}
\na corresponding table of values can be produced
\n{[]} src=./?a=1225627 alt=^A table of values showing the relationship between variables x and y. The top row of the table has the entries from left to right x, -1, 0, 1, 2 and the bottom row has the entries from left to right y, 3, 1, -1, -3^ {[]}
\nThe equation of the linear relationship can be determined as by recognising the values of and as the constant difference between values of 𝑦 (i.e. ) and the value of 𝑦 when respectively
\ninvestigating and describing similarities and differences between multiple lines, using terms such as steepness, direction, parallel, non-parallel, pass through the same point, increasing and decreasing
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1633, "strand_id": 521, "header": "Financial mathematics", "position": 6, "textContents": [ { "id": 63579, "sub_strand_id": 1633, "markdown": "Identify the advantages and disadvantages of various forms of payment for goods and services, and determine penalties, such as interest charged and fees, inherent in these payments
\n", "wa_code": "WA8MNAF1", "examples": [ { "id": 53612, "text_content_id": 63579, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1634, "strand_id": 521, "header": "Modelling with number and algebra", "position": 7, "textContents": [ { "id": 63580, "sub_strand_id": 1634, "markdown": "In real-world situations involving rational and irrational numbers, ratios, rates, percentage increases and decreases, numbers in index form, the distributive law, factorisation, linear equations with up to three operations, linear or simple quadratic relationships and/or penalties involved in different forms of goods and services payment\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 527, "level_id": 132, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 1635, "strand_id": 527, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 63581, "sub_strand_id": 1635, "markdown": "Establish and apply relationships between lengths of sides, perpendicular lengths, lengths of diagonals, perimeter and area for parallelograms, trapeziums, rhombuses and kites. Generalise and apply formulas, using appropriate units
\n", "wa_code": "WA8MMGTW1", "examples": [ { "id": 53614, "text_content_id": 63581, "markdown": "using properties of quadrilaterals to establish relationships between lengths of sides and perimeters, generalising as formulas in symbols, such as the perimeter of a rhombus is where l is the number of length units in a side and P is the number of length units in the perimeter
\nusing scissors or dynamic geometry software to strategically cut parallelograms, trapeziums, rhombuses and kites, translating, reflecting or rotating the cut piece/s to form a rectangle and derive formulas for area, including
\ngeneralising that the area of a parallelogram is equal to the length of one of the parallel sides multiplied by perpendicular distance between the parallel sides, leading to a formula, such as
\n\n{[]} src=./?a=1225628 alt=^A parallelogram transformed into a rectangle, demonstrating how a triangle on the end of the parallelogram can be transformed to form a rectangle of the same dimensions.^ {[]}
\ncutting the triangle from one end and moving it to fit on the other end
\n{[]} src=./?a=1225629 alt=^A parallelogram transformed into a rectangle, demonstrating how a triangle on the end of the parallelogram can be transformed to form a rectangle of the same dimensions.^ {[]}
\ngeneralising that the area in a trapezium is the same as half the length of the perpendicular height multiplied by the total length of the parallel sides, leading to a formula, such as
\n\n{[]} src=./?a=1225630 alt=^A trapezium transformed into a parallelogram, demonstrating how a trapezium can be cut in half horizontally and rotated to form a parallelogram.^ {[]}
\ngeneralising that the area of a kite is the same as half the product of the diagonals, leading to a formula, such as
\n\n{[]} src=./?a=1225631 alt=^Diagram showing two triangles from the kite transformed to form a rectangle with the same height and width as the original kite.^ {[]}
\nand discussing what is the same before and after each quadrilateral is cut and transformed
\ndrawing different parallelograms, trapeziums, rhombuses or kites, each with an area of
\ninvestigating different ways of finding the area of a hexagon using the formulas of a rectangle, parallelogram, trapezium or triangle
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63582, "sub_strand_id": 1635, "markdown": "Identify, describe and explore the relationship between the radius, diameter and circumference of a circle and use this to establish and apply formulas to determine perimeter and area, using appropriate units
\n", "wa_code": "WA8MMGTW2", "examples": [ { "id": 53615, "text_content_id": 63582, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63583, "sub_strand_id": 1635, "markdown": "Investigate in order to establish, define and use Pythagoras’ theorem to determine the length of an unknown side in a right-angled triangle
\n", "wa_code": "WA8MMGTW3", "examples": [ { "id": 53616, "text_content_id": 63583, "markdown": "{[]} src=./?a=1225633 alt=^A right triangle with squares of side length equal to the sides of the triangle.^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63584, "sub_strand_id": 1635, "markdown": "Explore, identify, classify and establish properties of quadrilaterals, including the interior angle sum. Use this to determine unknown sides and angles in quadrilaterals and explain reasoning
\n", "wa_code": "WA8MMGTW4", "examples": [ { "id": 53617, "text_content_id": 63584, "markdown": "creating a classification scheme for quadrilaterals based on sides, angles and diagonals, representing it as a sequence of decisions in a flow chart
\nexploring strategies, such as cutting a quadrilateral into two triangles or marking the corners of a quadrilateral, ripping and placing the corners (angles) in a revolution, to generalise to the sum of the interior angles in any quadrilateral being 360°
\ndetermining unknown angles in a quadrilateral, explaining reasons, such as finding the value of given PQRS is a parallelogram
\n{[]} src=./?a=1225634 alt=^A parallelogram PQRS with internal angle QPS 53 degrees and angle PQR labelled x.^ {[]}
\n(opposite sides of a parallelogram are parallel)
\n(co-interior angles are supplementary),
\n\n
extending interior angle sum of triangles and quadrilaterals to include other polygons
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63585, "sub_strand_id": 1635, "markdown": "Recognise and identify equal corresponding sides and equal corresponding angles of congruent figures. Explore, visualise, predict and determine the translation, reflection, rotation, or combination of these transformations, to match one congruent figure to another
\n", "wa_code": "WA8MMGTW5", "examples": [ { "id": 53618, "text_content_id": 63585, "markdown": "{[]} src=./?a=1225636 alt=^Two congruent triangles on a Cartesian plane but with a different orientation^ {[]}
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1636, "strand_id": 527, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 63586, "sub_strand_id": 1636, "markdown": "Explore in order to visualise and draw cross-sections of different solids and use this to identify prisms
\n", "wa_code": "WA8MMGTH1", "examples": [ { "id": 53619, "text_content_id": 63586, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63587, "sub_strand_id": 1636, "markdown": "Establish and apply relationships between the area of a uniform cross-section, the length perpendicular to that uniform cross-section and the volume of right prisms. Generalise, apply formulas and use this to connect to capacity if required, using appropriate units
\n", "wa_code": "WA8MMGTH2", "examples": [ { "id": 53620, "text_content_id": 63587, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63588, "sub_strand_id": 1636, "markdown": "Explore and establish connections and conversions between units of volume and between units of volume and capacity
\n", "wa_code": "WA8MMGTH3", "examples": [ { "id": 53621, "text_content_id": 63588, "markdown": "using models and diagrams of cubes or rectangular prisms to represent and explain connections between numbers of different units of equal volume, such as
{[]} src=./?a=1225637 alt=^Four cubes with side lengths of 1 cm, 10 mm, 1 m and 100 cm and their volumes, showing the equivalent cubic units^ {[]}
recognising that 1 cm is 10 times as large as 1 mm but 1 cubic cm is 1000 times as large as 1 cubic mm
applying knowledge of place value and relative sizes of units to explain conversions between units of volume, such as to
\nusing materials, such as a milk carton, a medicine syringe or graduated beakers, to show that , , and extending thinking to or 1 kL, and
\nchoosing an object with a known volume in cubic centimetres, immersing it in water to show the millilitres it displaces, and connecting to conversion between units, such as is the same as 95 mL
\nusing knowledge of conversions, place value and relative sizes of units to assist in explaining the capacity in millilitres of a storage container
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1637, "strand_id": 527, "header": "Non-spatial measurement", "position": 3, "textContents": [ { "id": 63589, "sub_strand_id": 1637, "markdown": "Explore and interpret representations of national and international time zones using 12- and 24-hour time, and determine the duration of events across multiple time zones
\n", "wa_code": "WA8MMGN1", "examples": [ { "id": 53622, "text_content_id": 63589, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1638, "strand_id": 527, "header": "Modelling with measurement and geometry", "position": 4, "textContents": [ { "id": 63590, "sub_strand_id": 1638, "markdown": "In real-world situations involving perimeter and area of quadrilaterals and circles, properties of quadrilaterals, transformations of figures, Pythagoras’ theorem, congruency, cross-sections, volume or capacity of prisms and/or international time zones\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 528, "level_id": 132, "strand_name": "Probability and statistics", "subStrands": [ { "id": 1639, "strand_id": 528, "header": "Probability and statistics", "position": 1, "textContents": [ { "id": 63591, "sub_strand_id": 1639, "markdown": "Construct sample spaces, such as lists, simple tree diagrams, tables or arrays, to show all possible outcomes for two events. Assign probabilities to outcomes and events including those involving ‘and’, ‘not’, ‘at least’, exclusive ‘or’ and inclusive ‘or’
\n", "wa_code": "WA8MPSP1", "examples": [ { "id": 53624, "text_content_id": 63591, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63592, "sub_strand_id": 1639, "markdown": "Recognise that complementary events have a combined probability of one and use this relationship to calculate probabilities
\n", "wa_code": "WA8MPSP2", "examples": [ { "id": 53625, "text_content_id": 63592, "markdown": "exploring the language of complementary events, such as rolling a 3 on a dice and not rolling a 3 on a dice. Verifying that as the probability of rolling a 3 on a dice is and the probability of not rolling a 3 on a dice is , then the sum of the event and its complement is 1
\nusing complementary events to assign the probability of not choosing a red 3 from a standard pack of cards by
\nP(not choosing a red 3)
\n(choosing a red 3)
\n\nor
\nor 96.2% or 0.962
\nor a 25 in 26 chance
\nusing complementary events to assign a probability to rolling at most a 9 from a 10-sided dice roll by identifying that P(at most a 9) and P(10) are complementary events.
\nUsing to determine the expected probability
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63593, "sub_strand_id": 1639, "markdown": "Conduct repeated chance experiments and simulations for two events to produce datasets, including through the use of digital tools, for a large number of trials. Discuss, explain and compare variation and estimated probabilities for simple and compound events
\n", "wa_code": "WA8MPSP3", "examples": [ { "id": 53626, "text_content_id": 63593, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63594, "sub_strand_id": 1639, "markdown": "Analyse data represented in stem-and-leaf plots, column graphs and frequency tables to determine the mean, mode/s, median and range. Describe the effect of any outliers on the statistical measures
\n", "wa_code": "WA8MPSP4", "examples": [ { "id": 53627, "text_content_id": 63594, "markdown": "using information recorded in a table, on the number of cups of coffee consumed by people in an office on a given day
\n\ndetermining the mean, mode, median and range of the data with and without the outlier, manually or with digital tools. Comparing and describing differences in the two sets of statistical measures (with and without outlier), recognising the impact of the outlier on mean and range and understanding why it is often more appropriate to use the mode or median to describe data when an outlier is included in the calculations
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63595, "sub_strand_id": 1639, "markdown": "Use secondary data represented in two-way tables and Venn diagrams to describe events, including those that are mutually exclusive. Estimate related probabilities and make predictions as appropriate
\n", "wa_code": "WA8MPSP5", "examples": [ { "id": 53628, "text_content_id": 63595, "markdown": "using data represented in completed or partially completed two-way tables, such as information concerning jackets ordered by members of a netball club and whether the jacket had a hood or a name printed on the back
\n{[]} src=./?a=1225642 alt=^Two way table showing partial information for leavers jackets with/without a hood and with/without name printed^ {[]}
\nDetermining and describing the jackets of 14 students as having a name printed but not having a hood, 68 students as having a hood and a name printed and 194 students having a hood, or a name printed. Determining related probabilities, such as a student being chosen at random who does not have a name printed on their jacket. Identifying and describing that the outcomes of having a hood and having a name printed are not mutually exclusive, as they can occur at the same time. Using the data to predict that in a future group of 300 netball club members , or approximately half the members, would order a jacket with a hood but no name, acknowledging that future outcomes will be affected by chance variation, such as fashion trends
\nusing data represented in a completed or partially completed Venn diagram concerning a sample of 180 people at the Perth Royal Show being asked by the organisers to complete a questionnaire as to whether they had visited the cat pavilion only, the dog pavilion only, both \nor neither.
\n{[]} src=./?a=1225643 alt=^A Venn diagram with 2 overlapping circles inside a rectangle. Showing the number 37 in the left circle for Cat pavilion and 53 in the right circle for Dog pavilion. the number 65 is in the rectangle, outside the circles.^ {[]}
\nReasoning that the number of people who had visited both pavilions was 25. Determining related probabilities of a person being chosen at random for a follow-up survey, who had visited at least one of the pavilions. Recognising that visiting the cat pavilion and the dog pavilion are not mutually exclusive events, as both events could occur. Understanding that for mutually exclusive events, such as buying a Royal Show entrance ticket online or buying it at the gate, a Venn diagram depicting how visitors purchased tickets would appear as two non-interconnecting circles. Determining that approximately 36% of visitors to the Royal Show do not go to either pavilion and using this to inform possible action for future Royal Shows, acknowledging that future predictions will be affected by chance variation, such as weather
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63596, "sub_strand_id": 1639, "markdown": "Investigate and explain techniques for data collection, including census, survey, experiment and observation, and explain the practicalities and implications of obtaining data through these techniques
\n", "wa_code": "WA8MPSP6", "examples": [ { "id": 53629, "text_content_id": 63596, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63597, "sub_strand_id": 1639, "markdown": "Explore, analyse and compare variation between results from same size random samples drawn from the same population. Identify and explain how chance variation impacts on data validity, reliability and conclusions drawn
\n", "wa_code": "WA8MPSP7", "examples": [ { "id": 53630, "text_content_id": 63597, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 63598, "sub_strand_id": 1639, "markdown": "Critically analyse visual representations and tables in the media and other real-life situations to identify misleading or inaccurate features and interpretations. Recognise the impact of the validity and reliability of the data used
\n", "wa_code": "WA8MPSP8", "examples": [ { "id": 53631, "text_content_id": 63598, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1640, "strand_id": 528, "header": "Modelling with probability and statistics", "position": 2, "textContents": [ { "id": 63599, "sub_strand_id": 1640, "markdown": "In real-world situations involving two-stage chance experiments or simulations, complementary events, data collection methods, same-sized random sampling and/or analysis of graphs, tables and data\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 133, "title": "Year 9", "year": "9", "subject": "Mathematics", "descriptions": { "id": 133, "level_id": 133, "markdown": "In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.
\nMathematics provides opportunities for students to engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed. Students draw on the behaviours of the proficiencies when selecting and using year level content to apply the complete modelling process, leading to an increased understanding of the complexity of the natural environment, society and technology.
\nIn Year 9, students explore and investigate to understand, calculate flexibly and efficiently, and model with real numbers, writing solutions in exact or approximated form. They engage with financial mathematics by calculating simple interest and exploring ways in which people earn money. They work flexibly, both algebraically and graphically with linear equations, developing an understanding of gradient.
\nStudents explain and determine perimeter and area of composite figures. They apply Pythagoras' theorem to solve perimeter and area problems. Through construction, drawing and geometric reasoning, students establish conditions for congruent triangles, explore properties of similar figures and develop the trigonometric ratios. Students extend their use of formula to include volume, capacity and surface area of right prisms and cylinders.
\nStudents connect probability and statistics by collecting data from experiments and simulations related to two-stage chance experiments, both with and without replacement. They analyse comparative graphs in context using statistical language and critically analyse statistical processes and claims made in the media that relate to data sampling.
\nNote: the optional content in Year 9 is intended to build and extend students' year level knowledge according to areas of interest, understanding of content and preparation for subsequent study. The content descriptions are optional. Teachers may choose from optional content according to the needs of the student/s.
\n" }, "standards": { "id": 133, "level_id": 133, "markdown": "By the end of the year:
\nStudents demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. As part of this, they select from and use year level content along with the modelling process, in which they analyse the situation mathematically, represent the problem and interpret and communicate their findings, to solve straightforward, real-world problems in familiar contexts across all strands.
\nStudents compare and order real numbers, including those expressed in scientific notation. They demonstrate flexible and efficient strategies to carry out the four operations with real numbers, expressing solutions in exact or approximated form. They express real numbers in scientific notation. Students apply the index laws to variable bases with positive-integer and zero indices, expand and factorise expressions with an algebraic factor and expand binomial products. Students solve linear equations involving brackets. They use the Cartesian plane to find the distance between two points and the gradient and midpoint of a line segment. They graph straight lines using the gradient and y-intercept, and identify and represent direct proportion algebraically and graphically. Students solve simple quadratic equations algebraically and use tables of values to graph the function. They determine interest using the simple interest formula and perform calculations that relate to earning income.
\nStudents determine the perimeter and area of composite shapes, including those involving right‑angled triangles. They use triangle and angle properties to show reasoning as to why triangles are congruent and find unknown sides and angles. They use properties of similar figures and scale to determine real-life lengths from scale drawings and apply a trigonometric ratio to find unknown sides and angles in right-angled triangles. Students apply formulas to determine the volume, capacity and surface area of right prisms and cylinders.
\nStudents construct sample spaces, assign probabilities and conduct experiments and simulations for two-stage events, both with and without replacement, and identify variation in estimated probabilities. They describe data represented in tables using statistical measures and relative frequencies to make inferences. They compare back-to-back stem-and-leaf plots and comparative histograms using shape and spread. Students describe different sampling methods and make critical comments on statistics relating to data sampling in the media.
\n" }, "strands": [ { "id": 529, "level_id": 133, "strand_name": "Number and algebra", "subStrands": [ { "id": 1828, "strand_id": 529, "header": "Understanding number", "position": 1, "textContents": [ { "id": 62421, "sub_strand_id": 1828, "markdown": "Investigate very large and very small numbers and move flexibly between their exact and approximated scientific notation
\n", "wa_code": "WA9MNAUN1", "examples": [ { "id": 52679, "text_content_id": 62421, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62422, "sub_strand_id": 1828, "markdown": "Investigate, define, compare and order real numbers, with equality and inequality symbols, including those expressed in scientific notation
\n", "wa_code": "WA9MNAUN2", "examples": [ { "id": 52680, "text_content_id": 62422, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62423, "sub_strand_id": 1828, "markdown": "Year 9 optional
\nExplore to develop a sequence of steps to flexibly move between recurring decimals and fractions
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1858, "strand_id": 529, "header": "Calculating with number", "position": 2, "textContents": [ { "id": 62424, "sub_strand_id": 1858, "markdown": "Use flexible and efficient strategies for calculations involving the four operations with real numbers and express solutions in exact form or as an approximation
\n", "wa_code": "WA9MNAC1", "examples": [ { "id": 52681, "text_content_id": 62424, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1859, "strand_id": 529, "header": "Algebraic techniques", "position": 3, "textContents": [ { "id": 62425, "sub_strand_id": 1859, "markdown": "Extend and apply index laws with positive-integer indices and the zero index to variable bases, and simplify where appropriate
\n", "wa_code": "WA9MNAA1", "examples": [ { "id": 52682, "text_content_id": 62425, "markdown": "generalising numerical expressions, such as
\n
\nto
\nand hence simplifying
\n or
\nto
and hence simplifying
\n or
\nto
and hence simplifying
\n or
to
and hence simplifying
\n or
\nto
and hence simplifying
\n
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62426, "sub_strand_id": 1859, "markdown": "Extend and apply index laws with numerical expressions of base-10 to include negative-integer indices. Develop the relationship between these negative indices and equivalent fractions and decimals
\n", "wa_code": "WA9MNAA2", "examples": [ { "id": 52683, "text_content_id": 62426, "markdown": "applying patterns, index notation and laws to negative integer numerical indices
\nPatterns
{[]} src=./?a=1226501 alt=^desc^ {[]}
using index laws
\n
and making connections to
\n
\n
\n
\n or
explaining when using scientific notation that
\n or 0.00032
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62427, "sub_strand_id": 1859, "markdown": "Explore and apply the distributive law to expand and factorise algebraic expressions with a common algebraic factor, including collecting like terms where appropriate
\n", "wa_code": "WA9MNAA3", "examples": [ { "id": 52684, "text_content_id": 62427, "markdown": "extending expansion and factorisation using the distributive law with numerical factors, to expansion and factorisation with \nalgebraic factors
\nand factorising using reverse thinking
\n
verifying factorisation using the distributive law
expanding and simplifying expressions, such as
\n
communicating thinking using a sequence of equations
factorising expressions, such as
\n
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62428, "sub_strand_id": 1859, "markdown": "Explore and apply the distributive law to expand binomial products, collecting like terms where appropriate
\n", "wa_code": "WA9MNAA4", "examples": [ { "id": 52685, "text_content_id": 62428, "markdown": "connecting the visual representation of expansion with numbers, such as
{[]} src=./?a=1226502 alt=^A rectangle divided into 4 boxes multiplying numbers using the area method. 30 plus 7 is on the top and 20 plus 4 is on the left side. 20 times 20, 20 times 7, 4 times 30 and 4 times 7 are inside the rectangle.^ {[]}
to
{[]} src=./?a=1226503 alt=^A rectangle divided into 4 boxes expanding algebraic terms using the area method. c plus d is on the top and a plus b is on the left side. ac, ad, bc and bd are inside the rectangle.^ {[]}
and using to expand and simplify
{[]} src=./?a=1226504 alt=^A rectangle divided into 4 boxes expanding algebraic terms using the area method. x plus 8 is on the top and x plus 3 is on the left side. x squared, 8x, 3x and 24 are inside the rectangle.^ {[]}
communicating thinking of expansion and simplification of equations, such as
\n
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62429, "sub_strand_id": 1859, "markdown": "Year 9 optional
Explore efficient strategies to simplify expressions that involve addition, subtraction, multiplication or division of algebraic fractions with an algebraic term in the numerator and a whole number denominator
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1860, "strand_id": 529, "header": "Linear and non-linear equations and inequalities", "position": 4, "textContents": [ { "id": 62430, "sub_strand_id": 1860, "markdown": "Solve linear equations involving brackets and/or a variable on each side of the equation, and verify the solution by substitution
\n", "wa_code": "WA9MNALE1", "examples": [ { "id": 52686, "text_content_id": 62430, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62431, "sub_strand_id": 1860, "markdown": "Determine and explain why there are up to two solutions to a quadratic equation of the form and verify the possible solution/s by substitution
\n", "wa_code": "WA9MNALE2", "examples": [ { "id": 52687, "text_content_id": 62431, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62432, "sub_strand_id": 1860, "markdown": "Year 9 optional
\nSolve linear equations that involve simple algebraic fractions with numerical denominators and verify the solution by substitution
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62433, "sub_strand_id": 1860, "markdown": "Year 9 optional
\nSolve quadratic equations in factorised form using the null factor theorem and verify the solution/s \nby substitution
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1861, "strand_id": 529, "header": "Linear and non-linear patterns and relationships", "position": 5, "textContents": [ { "id": 62434, "sub_strand_id": 1861, "markdown": "Use the Cartesian plane to explore finding the distance, gradient and midpoint between two points
\n", "wa_code": "WA9MNALP1", "examples": [ { "id": 52688, "text_content_id": 62434, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62435, "sub_strand_id": 1861, "markdown": "Move flexibly between the equation of a line, represented by , and its graph using the gradient and -intercept. Graph the equation of a line represented in form
\n", "wa_code": "WA9MNALP2", "examples": [ { "id": 52689, "text_content_id": 62435, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62436, "sub_strand_id": 1861, "markdown": "Identify rates as direct proportion, represent algebraically and graphically, and use both forms to predict unknown values and interpret in the context of the situation
\n", "wa_code": "WA9MNALP3", "examples": [ { "id": 52690, "text_content_id": 62436, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62437, "sub_strand_id": 1861, "markdown": "Use a table of values to plot points and graph quadratic functions of the form , describe key features and make connections to the algebraic solution/s of
\n", "wa_code": "WA9MNALP4", "examples": [ { "id": 52691, "text_content_id": 62437, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62438, "sub_strand_id": 1861, "markdown": "Year 9 optional
\nDevelop and use the algebraic formulas for finding the distance, midpoint and gradient between two points
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62439, "sub_strand_id": 1861, "markdown": "Year 9 optional
\nRearrange formulas, including , to change the subject of the formula
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62440, "sub_strand_id": 1861, "markdown": "Year 9 optional
\nInvestigate indirect proportion, represent algebraically and graphically, use both forms to predict unknown values and interpret in the context of the situation
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1862, "strand_id": 529, "header": "Financial mathematics", "position": 6, "textContents": [ { "id": 62441, "sub_strand_id": 1862, "markdown": "Explore, explain and perform calculations that relate to earning income. Identify the elements of an income statement/pay slip, including employer superannuation contributions and income tax as a deduction from gross income
\n", "wa_code": "WA9MNAF1", "examples": [ { "id": 52692, "text_content_id": 62441, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62442, "sub_strand_id": 1862, "markdown": "Develop and use the simple interest formula to solve problems relating to saving and borrowing
\n", "wa_code": "WA9MNAF2", "examples": [ { "id": 52693, "text_content_id": 62442, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62443, "sub_strand_id": 1862, "markdown": "Year 9 optional
\nUse authenticated websites to explore and compare different savings account options based on their characteristics (interest rates, fees, withdrawal policy)
or
Compare price, quality, terms and conditions of goods and services, such as phone plans and digital subscriptions
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1863, "strand_id": 529, "header": "Modelling with number and algebra", "position": 7, "textContents": [ { "id": 62444, "sub_strand_id": 1863, "markdown": "In real-world situations involving scientific notation, real numbers, linear equations with variables and/or brackets on either side of the equation, quadratic graphs and equations, direct proportion and/or simple interest, earning income or income statements\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 541, "level_id": 133, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 1864, "strand_id": 541, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 62445, "sub_strand_id": 1864, "markdown": "Explore, explain and use efficient strategies to determine the perimeter and area of composite shapes involving triangles, quadrilaterals and/or circles, (including sectors), using appropriate units
\n", "wa_code": "WA9MMGTW1", "examples": [ { "id": 52695, "text_content_id": 62445, "markdown": "Figure 1
\n{[]} src=./?a=1226507 alt=^A trapezoid with base 13.8 cm and a height of 6.1 cm, A right triangle extending upward 2.95 cm from its shorter base.^ {[]}
Figure 2
\n{[]} src=./?a=1226508 alt=^An angle with a base ray of 12 mm and upper ray of length 15 mm, with the ends of the rays joined by a semi-circle^ {[]}
Figure 3
\n{[]} src=./?a=1226509 alt=^An angle with a two rays of length 4.5 km and an internal angle of 60 degrees, with the ends of the rays joined by an arc^ {[]}
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62446, "sub_strand_id": 1864, "markdown": "Use Pythagoras’ theorem to determine the perimeter and area of shapes involving right-angled triangles, in both exact and decimal approximation form. Investigate and apply the converse of Pythagoras’ theorem to establish whether a triangle is right-angled
\n", "wa_code": "WA9MMGTW2", "examples": [ { "id": 52696, "text_content_id": 62446, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62447, "sub_strand_id": 1864, "markdown": "Explore to identify and describe conditions for triangles to be congruent. Use this to determine unknown sides or angles in pairs of congruent triangles and explain reasoning
\n", "wa_code": "WA9MMGTW3", "examples": [ { "id": 52697, "text_content_id": 62447, "markdown": "constructing manually or by using dynamic geometry software, the following triangles with the given conditions
\ncomparing with others, reasoning and generalising which conditions confirm congruent triangles (SSS, SAS, RHS, AAS) and which do not
\nidentifying and justifying two triangles being congruent in words and symbols, communicating that because all three pairs of corresponding sides are equal to each other (SSS)
\n{[]} src=./?a=1226510 alt=^First triangle has longest side at 10 and shortest side at 5. Second triangle has longest side 10 and other side root 75. Third triangle has shortest side 5 and other side 8.^ {[]}
\ndetermining the test that confirms that two triangles are congruent, the congruency statement and unknown sides or angles, giving reasons in situations such as
\n{[]} src=./?a=1226511 alt=^Diagram 1 is an obtuse scalene triangle PQR with angle QPR 120 degrees and PR 5 centimetres. Diagram 2 is a congruent obtuse scalene triangle WDE with angle DWR 120 degrees and WD 9 centimetres.^ {[]}
\nthe two sides and included angle of ∆PQR is equal to the two sides and included angle of ∆WDE, therefore (SAS)
\ncm as it corresponds to and as it corresponds to
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62448, "sub_strand_id": 1864, "markdown": "Construct similar figures by enlargement and reduction, and use this to establish, explain and apply properties of similar figures
\n", "wa_code": "WA9MMGTW4", "examples": [ { "id": 52698, "text_content_id": 62448, "markdown": "constructing similar figures using techniques such as dynamic geometry software, grids, compasses and centres of enlargement or reduction. Design, test and refine a sequence of steps for producing similar figures
{[]} src=./?a=1226512 alt=^3 rays intersecting a O, with points A and L on ray 1, C and K on ray 2 and B and P on ray 3.^ {[]}
comparing what is the same and what is different between the original figure and its image, noting that they are the same shape but not necessarily the same size. Measuring to generalise the properties of similar figures
\nand recognising that this proportion is the scale or scale factor. Writing a similarity statement between pairs of similar figures, such as
\ndetermining the scale factor between similar figures using corresponding lengths in situations, such as
\n{[]} src=./?a=1226513 alt=^Triangle A with side lengths 1.5, 3.4 and 7 centimetres. Triangle B with side lengths 4.5, 10.2 and 21 centimetres.^ {[]}
scale factor of 3 and
\n{[]} src=./?a=1226514 alt=^desc^ {[]}
\nscale factor of ,
\nrecognising that an original figure will be enlarged if the scale factor is greater than one but will be reduced if the scale factor is greater than zero but less than one
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62449, "sub_strand_id": 1864, "markdown": "Use similarity to investigate and explain the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles. Choose and use a trigonometric ratio to determine the length of an unknown side or the size of an unknown angle
\n", "wa_code": "WA9MMGTW5", "examples": [ { "id": 52699, "text_content_id": 62449, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62450, "sub_strand_id": 1864, "markdown": "Apply the properties of similarity to determine scales, lengths and angles of real-life figures from scale drawings, maps, plans and photographs
\n", "wa_code": "WA9MMGTW6", "examples": [ { "id": 52700, "text_content_id": 62450, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62451, "sub_strand_id": 1864, "markdown": "Year 9 optional
\nExplore and apply Pythagoras’ theorem and trigonometry to simple situations involving right-angled triangles in three-dimensional contexts projected to two dimensions
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62452, "sub_strand_id": 1864, "markdown": "Year 9 optional
\nExplore the relationship between sine and cosine ratios and the unit circle, determine their approximate values for angles from 0° to 360°, and identify pairs of angles that share the same ratio value
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62453, "sub_strand_id": 1864, "markdown": "Year 9 optional
\nApply deductive reasoning and use a sequence of logically connected statements to produce proofs of congruent triangles
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1865, "strand_id": 541, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 62454, "sub_strand_id": 1865, "markdown": "Establish, explain and apply formulas to determine the volume, capacity and surface area of cylinders, using appropriate units
\n", "wa_code": "WA9MMGTH1", "examples": [ { "id": 52701, "text_content_id": 62454, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62455, "sub_strand_id": 1865, "markdown": "Explore and explain efficient strategies to determine the surface area of right prisms using appropriate units
\n", "wa_code": "WA9MMGTH2", "examples": [ { "id": 52702, "text_content_id": 62455, "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62456, "sub_strand_id": 1865, "markdown": "Use dynamic geometry software to explore and construct familiar objects in three dimensions using transformations of two-dimensional figures
\n", "wa_code": "WA9MMGTH3", "examples": [ { "id": 52703, "text_content_id": 62456, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1866, "strand_id": 541, "header": "Modelling with measurement and geometry", "position": 3, "textContents": [ { "id": 62457, "sub_strand_id": 1866, "markdown": "In real-world situations involving the perimeter and area of composite shapes and right-angled triangles, enlargement and reduction of similar figures, finding unknown side lengths and angles using trigonometric ratios, scale in similar figures and/or volume, capacity and surface area of right prisms and cylinders\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 542, "level_id": 133, "strand_name": "Probability and statistics", "subStrands": [ { "id": 1867, "strand_id": 542, "header": "Probability and statistics", "position": 1, "textContents": [ { "id": 62458, "sub_strand_id": 1867, "markdown": "Construct sample spaces to show outcomes for two-stage chance experiments both with and without replacement. Assign probabilities to outcomes and make informal connections to independent and dependent events
\n", "wa_code": "WA9MPSP1", "examples": [ { "id": 52705, "text_content_id": 62458, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62459, "sub_strand_id": 1867, "markdown": "Conduct repeated two-stage chance experiments and simulations, both with and without replacement, to produce datasets, including through the use of digital tools. Discuss, compare and interpret variation and estimated probabilities for compound events
\n", "wa_code": "WA9MPSP2", "examples": [ { "id": 52706, "text_content_id": 62459, "markdown": "conducting an experiment to find the estimated probability of choosing two hazelnut chocolates, one after the other, from a box containing seven strawberry, 11 hazelnut and two caramel chocolates for the following scenarios
\nUsing the datasets to estimate the probability of drawing a hazelnut followed by another hazelnut in each case, comparing and explaining differences in the estimated probabilities of drawing two hazelnuts between scenarios. Discussing and interpreting the effects of with/without replacement and the chance variation on the datasets and the conclusions drawn.
For students engaging in Year 9 optional, extending and connecting to the probability formula for independent events
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62460, "sub_strand_id": 1867, "markdown": "Analyse data with multiple variables represented in tables. Describe using statistical measures and relative frequencies to make inferences
\n", "wa_code": "WA9MPSP3", "examples": [ { "id": 52707, "text_content_id": 62460, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62461, "sub_strand_id": 1867, "markdown": "Explore, choose and create graphical or visual representations and justify choice with regards to context, purpose, data type and intended audience
\n", "wa_code": "WA9MPSP4", "examples": [ { "id": 52708, "text_content_id": 62461, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62462, "sub_strand_id": 1867, "markdown": "Interpret and compare multiple datasets represented in back-to-back stem-and-leaf plots and histograms with consideration of shape, spread and centre
\n", "wa_code": "WA9MPSP5", "examples": [ { "id": 52709, "text_content_id": 62462, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62463, "sub_strand_id": 1867, "markdown": "Describe different sampling methods and analyse how the different methods can affect the results of surveys. Identify and explain how chance variation impacts on the data validity, reliability and conclusions drawn from surveys
\n", "wa_code": "WA9MPSP6", "examples": [ { "id": 52710, "text_content_id": 62463, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62464, "sub_strand_id": 1867, "markdown": "Critically analyse statistics in the media and other real-life situations relating to data samples, including the effect of chance variation on sample analyses
\n", "wa_code": "WA9MPSP7", "examples": [ { "id": 52711, "text_content_id": 62464, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62465, "sub_strand_id": 1867, "markdown": "Year 9 optional
\nIdentify independent and dependent two-stage chance events using and sample spaces, such as tree diagrams, to determine the probability of independent events
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62466, "sub_strand_id": 1867, "markdown": "Year 9 optional
\nProduce and organise accurate and valid, ungrouped continuous data to construct histograms and frequency polygons. Determine summary statistics and analyse the distribution in terms of centre, shape and spread
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1868, "strand_id": 542, "header": "Modelling with probability and statistics", "position": 2, "textContents": [ { "id": 62467, "sub_strand_id": 1868, "markdown": "In real-world situations involving two-stage chance experiments or simulations both with or without replacement, different sampling methods, choosing and creating graphical representations and/or analysis of tables and comparative graphs\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] }, { "id": 131, "title": "Year 10", "year": "10", "subject": "Mathematics", "descriptions": { "id": 131, "level_id": 131, "markdown": "In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.
\nMathematics provides opportunities for students to engage in a range of approaches to learning through the proficiencies of understanding, fluency, problem-solving and reasoning. These reinforce the significance of working mathematically with the content and describe how the content is explored or developed. Students draw on the behaviours of the proficiencies when selecting and using year level content to apply the complete modelling process, leading to an increased understanding of the complexity of the natural environment, society and technology.
\nIn Year 10, students further engage in financial mathematics by calculating and interpreting income tax and compound interest. They explore the effect of error when using approximate rather than exact real values, including in measurement situations. They apply the index laws and extend their algebraic and graphical understanding to include inequalities, simultaneous equations and quadratic and exponential functions.
\nStudents make connections between measurement and geometry by considering the effect on perimeter, area, volume, capacity and surface area when similar figures and objects are enlarged or reduced. Students use geometric reasoning to establish conditions for similar triangles. They find unknown sides and angles in right-angled triangles using Pythagoras' theorem or trigonometry and extend their three‑dimensional spatial reasoning and use of formula to include volume, capacity and surface area of composite objects.
\nStudents connect probability and statistics by collecting data from two- and three-stage chance experiments and simulations, both with and without replacement, to model conditional events. They interpret, compare key features and analyse multiple boxplots. Students broaden their understanding of analysis to include commenting on association in bivariate and categorical data. Students critically analyse statistical reports in the media and identify potential sources of bias.
\nNote: the optional content in Year 10 is intended to build and extend students' year level knowledge according to areas of interest, understanding of content and preparation for subsequent study. The content descriptions are optional. Teachers may choose from optional content according to the needs of the student/s.
\n" }, "standards": { "id": 131, "level_id": 131, "markdown": "By the end of the year:
\nStudents demonstrate the behaviours of the proficiencies of understanding, fluency, problem-solving and reasoning in conjunction with year level content in routine situations. As part of this, they select from and use year level content along with the modelling process, in which they analyse the situation mathematically, represent the problem and interpret and communicate their findings, to solve straightforward, real-world problems in familiar contexts across all strands.
\nStudents compare the difference in using approximate to exact values on final calculations. They substitute values into real-life formulas to find unknowns using digital tools. Students solve one variable linear inequalities, verify the solution and represent on a number line. They solve linear simultaneous equations graphically. Students graph quadratic and exponential functions, and relate key graphical and algebraic features. They calculate income tax and use repeated simple interest to determine compound interest.
\nStudents use Pythagoras' theorem and/or trigonometry to determine unknown sides and angles in right-angled triangles involving angles of elevation and depression. They determine the effect on perimeter, area and volume when shapes and objects are enlarged or reduced. They use triangle and angle properties to show reasoning as to why triangles are similar and find unknown sides and angles in similar triangles. They determine volume, capacity and surface area of composite objects.
\nStudents choose and construct appropriate sample spaces for two- and three-stage chance experiments and assign probabilities to events involving conditional statements. They conduct chance experiments and simulations to model conditional probability. They describe possible association between variables represented in a scatterplot or two-way table. Students represent multiple datasets using boxplots and compare shape, spread and centre. They critically analyse claims, inferences and conclusions in the media and identify potential sources of bias.
\n" }, "strands": [ { "id": 518, "level_id": 131, "strand_name": "Number and algebra", "subStrands": [ { "id": 1587, "strand_id": 518, "header": "Understanding number", "position": 1, "textContents": [ { "id": 62196, "sub_strand_id": 1587, "markdown": "Move flexibly between real number inequalities expressed as a worded statement, algebraically or on a number line
\n", "wa_code": "WA10MNAUN1", "examples": [ { "id": 52547, "text_content_id": 62196, "markdown": "representing all measurements greater than or equal to two metres as an inequality and on a number line
{[]} src=./?a=1225539 alt=^A number line starting at -1, with equal markings at intervals up to 7 with a closed point on 2 and shaded line for the length of the line to the right of 2^ {[]}
representing a range of temperatures greater than or equal to −1.5° and less than 3° as inequalities and on a number line
{[]} src=./?a=1225540 alt=^A number line segment ranging from -2 to 4 with a closed point at -1.5 and shading up to an open point at 3^ {[]}
writing an inequality to match the following number line solution
{[]} src=./?a=1225541 alt=^A number line showing numbers from -10 to 15. A hollow point at -5 with shading to the left of this point, a hollow point at 12 with shading to the right of this point. ^ {[]}
Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1588, "strand_id": 518, "header": "Calculating with number", "position": 2, "textContents": [ { "id": 62197, "sub_strand_id": 1588, "markdown": "Use absolute and percentage error to compare the result of using approximate rather than exact real numbers on final calculations
\n", "wa_code": "WA10MNAC1", "examples": [ { "id": 52548, "text_content_id": 62197, "markdown": "investigating the use of absolute error to determine percentage error
\n\nwhere absolute error is the positive difference between the approximate and exact results in situations, such as
\ncalculating the surface area of cylinders using 3.14 instead of the exact value of 𝜋 or by using 𝜋 and then rounding the area of the base circles
\napplying Pythagoras’ theorem or trigonometry to find a missing side in a right-angled triangle and using 1.41 instead of the exact value of
\napplying the compound interest formula and using 2.67% interest per annum instead of
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1589, "strand_id": 518, "header": "Algebraic techniques", "position": 3, "textContents": [ { "id": 62198, "sub_strand_id": 1589, "markdown": "Extend and apply index laws with positive-integer indices and variable bases, to include negative-integer indices
\n", "wa_code": "WA10MNAA1", "examples": [ { "id": 52549, "text_content_id": 62198, "markdown": "applying patterns, index notation and laws to establish
\n, , and
representing expressions involving negative-integer indices as expressions involving positive-integer indices and vice versa
\n, ,
,
\njustifying why these statements are true
\n
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62199, "sub_strand_id": 1589, "markdown": "Substitute values into real-life linear, quadratic or simple exponential formulas to determine unknowns using digital tools
\n", "wa_code": "WA10MNAA2", "examples": [ { "id": 52550, "text_content_id": 62199, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62200, "sub_strand_id": 1589, "markdown": "Extend and apply knowledge of the expansion of binomial products to explore the factorisation of monic quadratics
\n", "wa_code": "WA10MNAA3", "examples": [ { "id": 52551, "text_content_id": 62200, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62201, "sub_strand_id": 1589, "markdown": "Year 10 optional
\nSimplify algebraic products and quotients involving indices with integer and fractional indices
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62202, "sub_strand_id": 1589, "markdown": "Year 10 optional
\nEstablish the connection between fractional indices and surds. Perform the four operations with surds and rationalise the denominator \nif required
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62203, "sub_strand_id": 1589, "markdown": "Year 10 optional
\nInterpret and use base-10 logarithmic scales on graphs of real-life contexts
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62204, "sub_strand_id": 1589, "markdown": "Year 10 optional
\nFactorise monic and non-monic quadratic expressions using techniques, such as completing the square, perfect squares, difference of squares and grouping in pairs for four-term expressions
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62205, "sub_strand_id": 1589, "markdown": "Year 10 optional
\nExplore efficient strategies to simplify expressions that involve addition, subtraction, multiplication or division of algebraic fractions with an algebraic expression in the numerator and/or denominator, including the use of factorisation
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1643, "strand_id": 518, "header": "Linear and non-linear equations and inequalities", "position": 4, "textContents": [ { "id": 62206, "sub_strand_id": 1643, "markdown": "Solve one-variable linear inequalities involving brackets and/or a variable on each side. Represent the solution on a \nnumber line and verify the solution by substitution
\n", "wa_code": "WA10MNALE1", "examples": [ { "id": 52552, "text_content_id": 62206, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62207, "sub_strand_id": 1643, "markdown": "Determine the solution to linear simultaneous equations in the forms or graphically and verify the solution by substitution
\n", "wa_code": "WA10MNALE2", "examples": [ { "id": 52553, "text_content_id": 62207, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62208, "sub_strand_id": 1643, "markdown": "Year 10 optional
\nDetermine the solution to linear simultaneous equations in the forms or algebraically and verify the solution by substitution or using digital tools
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62209, "sub_strand_id": 1643, "markdown": "Year 10 optional
\nIdentify the region on the Cartesian plane defined by linear inequalities
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62210, "sub_strand_id": 1643, "markdown": "Year 10 optional
\nSolve monic and non-monic quadratic equations graphically and algebraically, including the use of the quadratic formula, factorising techniques and digital tools, and verify the solution/s by substitution
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62211, "sub_strand_id": 1643, "markdown": "Year 10 optional
\nUse algebraic techniques to solve exponential equations that involve terms with related bases
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62212, "sub_strand_id": 1643, "markdown": "Year 10 optional
\nSolve cubic equations in the form or in factored form, algebraically or using digital tools
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1646, "strand_id": 518, "header": "Linear and non-linear patterns and relationships", "position": 5, "textContents": [ { "id": 62213, "sub_strand_id": 1646, "markdown": "Use a table of values to plot points and graph quadratic functions of the form . Identify and relate key graphical and algebraic features and make connections to the graphical and algebraic solution/s of . Use digital tools to explore the shapes, features and related solutions to more complex quadratic functions
\n", "wa_code": "WA10MNALP1", "examples": [ { "id": 52554, "text_content_id": 62213, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62214, "sub_strand_id": 1646, "markdown": "Use a table of values to plot points and graph exponential functions of the form where . Identify and relate key graphical and algebraic features and use these to determine graphical solutions of related equations. Use digital tools to explore the shapes, features and related solutions to more complex exponential functions
\n", "wa_code": "WA10MNALP2", "examples": [ { "id": 52555, "text_content_id": 62214, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62215, "sub_strand_id": 1646, "markdown": "Identify and distinguish between linear, quadratic and exponential functions represented by equations, tables of values and graphs
\n", "wa_code": "WA10MNALP3", "examples": [ { "id": 52556, "text_content_id": 62215, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62216, "sub_strand_id": 1646, "markdown": "Year 10 optional
\nUse gradient and/or point/s to graphically and algebraically determine equations of parallel and perpendicular lines
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62217, "sub_strand_id": 1646, "markdown": "Year 10 optional
\nGraph monic and non-monic quadratics of the form or and their transformations, manually and using digital tools. Identify and connect key graphical and algebraic features and make connections to the algebraic solution/s
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62218, "sub_strand_id": 1646, "markdown": "Year 10 optional
\nExplore and use strategies, including digital tools, to model the equation of a quadratic function from a table of values or graph
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62219, "sub_strand_id": 1646, "markdown": "Year 10 optional
\nExplore, describe and interpret circles and rectangular hyperbolas where the asymptotes are parallel to the axes, and their transformations, using digital tools, and make connections between the algebraic and graphical representations
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1649, "strand_id": 518, "header": "Financial mathematics", "position": 6, "textContents": [ { "id": 62220, "sub_strand_id": 1649, "markdown": "Explore, explain and calculate income tax, including the use of tax tables
\n", "wa_code": "WA10MNAF1", "examples": [ { "id": 52557, "text_content_id": 62220, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62221, "sub_strand_id": 1649, "markdown": "Apply repeated simple interest to develop the compound interest formula and solve problems that relate to saving and borrowing
\n", "wa_code": "WA10MNAF2", "examples": [ { "id": 52558, "text_content_id": 62221, "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62222, "sub_strand_id": 1649, "markdown": "Year 10 optional
\nUse authenticated websites to investigate how changes to the principal, rate of return, voluntary contributions and time can affect superannuation balances
or
Compare characteristics of insurance, such as young driver car insurance or holiday insurance, and recognise that the cost is higher when the risk is higher
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1650, "strand_id": 518, "header": "Modelling with number and algebra", "position": 7, "textContents": [ { "id": 62223, "sub_strand_id": 1650, "markdown": "In real-world situations involving real numbers, absolute and percentage error, linear inequalities, simultaneous equations, real-world formulas, quadratic or exponential functions, taxation and/or compound interest\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 519, "level_id": 131, "strand_name": "Measurement and geometry", "subStrands": [ { "id": 1590, "strand_id": 519, "header": "Two-dimensional space and structures", "position": 1, "textContents": [ { "id": 62224, "sub_strand_id": 1590, "markdown": "Use Pythagoras’ theorem and/or trigonometry to determine unknown sides and angles in right-angled triangles involving angles of elevation and depression
\n", "wa_code": "WA10MMGTW1", "examples": [ { "id": 52560, "text_content_id": 62224, "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62225, "sub_strand_id": 1590, "markdown": "Explore to identify and describe conditions for triangles to be similar. Use this to determine unknown sides and angles in pairs of similar triangles and explain reasoning
\n", "wa_code": "WA10MMGTW2", "examples": [ { "id": 52561, "text_content_id": 62225, "markdown": "constructing manually or by using dynamic geometry software, the following pairs of triangles with the given conditions
\ncomparing with others to see if similar triangles have been produced, reasoning and generalising conditions to confirm similar triangles (SSS, SAS, RHS, AA)
\nidentifying and justifying two triangles being similar in words and symbols
{[]} src=./?a=1225546 alt=^Diagram 1 is a triangle CDE with sides of length 12, 6 and 7.5 centimetres. Diagram 2 is a triangle FGH with sides of length 5, 2 and 3 centimetres. Diagram 3 is a triangle IJK with sides of length 8, 4 and 5 centimetres.^ {[]}
recognising ΔCDE ~ ΔIJK because all three corresponding sides are in proportion (SSS) (scale = )
determining the test that confirms two triangles are similar, the similarity statement and finding unknown sides or angles, giving reasons in situations such as
{[]} src=./?a=1225547 alt=^Two parallel lines LS and MP, with 2 intersecting transversal SM and LP.^ {[]}
communicating in both words and symbols that ∠SGL = ∠MGP because they are vertically opposite and ∠GSL = ∠GMP as they are alternate angles, in parallel lines
∴ ΔSGL ~ ΔMGP because two angles of ΔSGL are equal to two angles of ΔMGP (AA)
cm as corresponding sides in similar triangles are in proportion
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62226, "sub_strand_id": 1590, "markdown": "Investigate, explore and determine the effect on the perimeter and area of shapes when they are enlarged or reduced by a scale factor
\n", "wa_code": "WA10MMGTW3", "examples": [ { "id": 52562, "text_content_id": 62226, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62227, "sub_strand_id": 1590, "markdown": "Year 10 optional
Apply right-angled trigonometry to two-dimensional situations involving navigational bearings
Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62228, "sub_strand_id": 1590, "markdown": "Year 10 optional
Explore to establish and use the sine, cosine and area rule to determine unknown sides and angles for any triangle
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62229, "sub_strand_id": 1590, "markdown": "Year 10 optional
Use the unit circle and dynamic geometry software to explore and represent trigonometric functions graphically
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62230, "sub_strand_id": 1590, "markdown": "Year 10 optional
Solve simple trigonometric equations graphically, algebraically or using the unit circle and verify solution/s by substitution
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62231, "sub_strand_id": 1590, "markdown": "Year 10 optional
Explore geometric relationships and apply deductive reasoning and a sequence of logically connected statements, to produce proofs of similar triangles and angle/chord/radius/tangent properties in circles
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1670, "strand_id": 519, "header": "Three-dimensional space and structures", "position": 2, "textContents": [ { "id": 62232, "sub_strand_id": 1670, "markdown": "Use efficient strategies and apply formulas to determine the volume, capacity and surface area of composite solids, using appropriate units
\n", "wa_code": "WA10MMGTH1", "examples": [ { "id": 52563, "text_content_id": 62232, "markdown": "{[]} src=./?a=1225548 alt=^A composite prism with a front face of half a cylinder on top of a rectangle. The rectangular prism is 30 cm wide, 50 cm long and 40 cm high.^ {[]}
\nMathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62233, "sub_strand_id": 1670, "markdown": "Investigate, calculate and identify the impact of errors on the accuracy and outcome of results in measurement situations
\n", "wa_code": "WA10MMGTH2", "examples": [ { "id": 52564, "text_content_id": 62233, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62234, "sub_strand_id": 1670, "markdown": "Investigate in order to determine the effect on surface area and volume when objects are enlarged or reduced by a scale factor
\n", "wa_code": "WA10MMGTH3", "examples": [ { "id": 52565, "text_content_id": 62234, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62235, "sub_strand_id": 1670, "markdown": "Year 10 optional
Explore, explain and apply efficient strategies and formulas to determine the surface area and volume of right pyramids, right cones, spheres and related composite solids
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1671, "strand_id": 519, "header": "Modelling with measurement and geometry", "position": 3, "textContents": [ { "id": 62236, "sub_strand_id": 1671, "markdown": "In real-world situations involving Pythagoras’ theorem, trigonometry and angles of elevation and depression in right-angled triangles, volume, capacity and surface area of composite objects, the impact of errors in measurement and/or the effect of enlargement and reduction on perimeter, area and volume of similar figures and objects\n\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] }, { "id": 520, "level_id": 131, "strand_name": "Probability and statistics", "subStrands": [ { "id": 1591, "strand_id": 520, "header": "Probability and statistics", "position": 1, "textContents": [ { "id": 62237, "sub_strand_id": 1591, "markdown": "Choose and construct appropriate sample spaces to show outcomes for two- and three-stage chance experiments both with and without replacement. Assign probabilities to events involving conditional statements, such as ‘if ... then’, ‘given’, ‘of’, ‘knowing that’
\n", "wa_code": "WA10MPSP1", "examples": [ { "id": 52567, "text_content_id": 62237, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62238, "sub_strand_id": 1591, "markdown": "Conduct repeated chance experiments and simulations to model conditional probability and produce datasets using digital tools. Discuss, compare and analyse variation and estimated probabilities for conditional events
\n", "wa_code": "WA10MPSP2", "examples": [ { "id": 52568, "text_content_id": 62238, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62239, "sub_strand_id": 1591, "markdown": "Analyse bivariate data represented in a two-way table using proportions and comment on possible association between categorical variables
\n", "wa_code": "WA10MPSP3", "examples": [ { "id": 52569, "text_content_id": 62239, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62240, "sub_strand_id": 1591, "markdown": "Represent secondary data in two-way tables or Venn diagrams and assign probabilities to outcomes involving conditional statements
\n", "wa_code": "WA10MPSP4", "examples": [ { "id": 52570, "text_content_id": 62240, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62241, "sub_strand_id": 1591, "markdown": "Represent the relationship between bivariate data in a scatter plot and draw a trend line by eye if appropriate. Use the graph and context to describe any association in terms of strength, direction, linearity and outliers. Make predictions and recognise and explain any limitations of the model
\n", "wa_code": "WA10MPSP5", "examples": [ { "id": 52571, "text_content_id": 62241, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62242, "sub_strand_id": 1591, "markdown": "Represent and analyse boxplots. Explain differences between multiple boxplot datasets in terms of shape, spread and centre. Compare or match the shapes of boxplots to distributions depicting the same data
\n", "wa_code": "WA10MPSP6", "examples": [ { "id": 52572, "text_content_id": 62242, "markdown": "using a five-number summary calculated from a dataset to assist in producing a boxplot manually or with digital tools, depending on the size and complexity of the data, and conversely, using a given boxplot to extract a \nfive-number summary. Analysing the distribution in terms of shape (symmetry, skewness and clustering), spread (range and IQR) and centre (median)
\nrepresenting multiple datasets, such as test results for Class A and Class B, manually or with digital tools, on the same scale and comparing differences between the shape, spread and centre of the distributions
{[]} src=./?a=1225552 alt=^Parallel box and whisker plots on a number line from 0 to 10. The top box has 5 point markers at 0, 5, 6, 7, 8. The bottom box has 5 point markers at 2, 3, 4, 6, 9.^ {[]}
analysing a negatively skewed distribution, where the mean is smaller than the median, and comparing it with a positively skewed distribution, where the mean is larger than the median
{[]} src=./?a=1225553 alt=^2 lines of data along with corresponding box and whisker plots. Details in text following diagram.^ {[]}
describing the shape of boxplots and matching the distributions to histograms \nand dot plots
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62243, "sub_strand_id": 1591, "markdown": "Critically analyse the claims, inferences and conclusions of statistical reports in the media and other real-life situations, and identify potential sources of bias
\n", "wa_code": "WA10MPSP7", "examples": [ { "id": 52573, "text_content_id": 62243, "markdown": "The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62244, "sub_strand_id": 1591, "markdown": "Year 10 optional
Use weighted tree diagrams and/or formulas to assign probabilities to two- and three-stage chance events including situations involving conditional probability
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62245, "sub_strand_id": 1591, "markdown": "Year 10 optional
Produce, organise and represent accurate and valid data in a cumulative frequency graph, and use this to analyse quartiles \nand percentiles
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62246, "sub_strand_id": 1591, "markdown": "Year 10 optional
Determine the mean and standard deviation of a dataset. Investigate, analyse and interpret the effect of individual data values, including outliers, on the standard deviation
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] }, { "id": 1827, "strand_id": 520, "header": "Modelling with probability and statistics", "position": 2, "textContents": [ { "id": 62247, "sub_strand_id": 1827, "markdown": "In real-world situations involving two- and three-stage chance experiments both with and without replacement, conditional probability or statements, boxplots, bivariate data and/or two-way tables\n\nUsing the modelling process to investigate topics, such as
\nThe Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 42, "gen_cap_id": 5, "subject": "Mathematics", "markdown": "The Mathematics curriculum provides opportunities to explore, develop and apply ethical understanding by analysing data and statistics, identifying distortions or misleading representations, and evaluating the fairness of comparisons. Students also interrogate financial claims and sources, fostering critical awareness of how mathematical information can be used ethically and responsibly in real-world contexts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] }, { "id": 62248, "sub_strand_id": 1827, "markdown": "Year 10 optional
Using the modelling process to design and conduct a chance experiment, simulation or statistics experiment on a topic of interest
The Mathematics curriculum fosters critical and creative thinking as students analyse problems, explore strategies and justify solutions. A core part of the curriculum is engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions. They are encouraged to question assumptions and compare computational strategies. In statistical investigations, algebraic reasoning and modelling tasks, students develop and test ideas, simplify complex problems and consider alternative approaches to deepen their mathematical understanding.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 39, "gen_cap_id": 7, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, students develop digital literacy as they engage with a range of technologies to investigate, model and communicate mathematical ideas. Using digital tools, students enhance their ability to perform computations, construct and interpret graphs, conduct probability simulations and analyse data. Technologies such as spreadsheets, dynamic geometry software, computer algebra systems, statistical software and graphing applications support students in exploring mathematics, including spatial reasoning, algebraic manipulation and statistical modelling. Digital tools allow students to represent and investigate complex mathematical relationships, solve real-world problems, and deepen their understanding of core concepts.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 37, "gen_cap_id": 1, "subject": "Mathematics", "markdown": "In the Mathematics curriculum, literacy is developed through learning to communicate using appropriate mathematical language, notation and symbols. Students build a specialised vocabulary including technical terms and everyday words with specific mathematical meanings. They apply their literacy skills to interpret and create texts related to mathematics and statistics. Literacy supports students in understanding contexts, posing and answering questions, discussing strategies and justifying their reasoning and solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 38, "gen_cap_id": 2, "subject": "Mathematics", "markdown": "Mathematics plays a central role in the development of numeracy. The Mathematics curriculum is designed to equip students with the knowledge and skills to apply mathematical thinking across other learning areas and in real-world contexts. Financial mathematics, health and well-being are important contexts for the application of number, algebra, measurement and probability. Concepts in measurement and geometry provide meaningful opportunities for students to engage with design, construction and spatial reasoning. In an increasingly data-rich world, students use statistics and probability to interpret information, critically evaluate data and make informed decisions in situations involving uncertainty.
\n" } } ] } ] } ] } ] } ]