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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In P-2 students can apply their numeracy knowledge to understand their place in the world, their environment, shapes and images and patterns created by nature. Students notice and wonder at the sacramental moments of beauty and awe of the world and their environment. They apply their numeracy knowledge to describe their understandings and reflect on their experiences.
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting
Connectnames, numerals and quantities, including zero, initially up to 10 and then beyond
Subitise small collections of objects
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
Represent practical situations to model addition and sharing
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language
Compare and order duration of events using everyday language of time
Connect days of the week to familiar events and actions
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment
Describe position and movement
Answer yes/no questions to collect information and make simple inferences
Show subject-specific achievement standard
By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.
Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.
Read full description ›
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In P-2 students can apply their numeracy knowledge to understand their place in the world, their environment, shapes and images and patterns created by nature. Students notice and wonder at the sacramental moments of beauty and awe of the world and their environment. They apply their numeracy knowledge to describe their understandings and reflect on their experiences.
Develop confidence withsequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a
Count collections to 100 bynumbers using
Represent and solve simple addition and subtraction problems using a range of strategies including counting on,and rearranging parts
Recognise and describe one-half as one of two equal parts of a whole.
Recognise, describe and order Australian coins according to their value
Investigate and describepatterns formed by skip-counting and patterns with objects
Measure and compare the lengths and capacities of pairs of objects using uniform informal units
Tell time to the half-hour
Describe duration using months, weeks, days and hours
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features
Give and follow directions to familiar locations
Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’
Choose simple questions and gather responses and make simple inferences
Representwith objects and drawings where one object or drawing represents onevalue. Describe the displays
Show subject-specific achievement standard
By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.
Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.
Read full description ›
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In P-2 students can apply their numeracy knowledge to understand their place in the world, their environment, shapes and images and patterns created by nature. Students notice and wonder at the sacramental moments of beauty and awe of the world and their environment. They apply their numeracy knowledge to describe their understandings and reflect on their experiences.
Investigatesequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Recognise, model, represent and order numbers to at least 1000
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting
Explore the connection between addition and subtraction
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
Recognise and represent multiplication as repeated addition, groups and arrays
Recognise and represent division as grouping into equal sets and solve simple problems using these representations
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections
Count and order small collections of Australian coins and notes according to their value
Describe patterns with numbers and identify missing elements
Solve problems by usingsentences for addition or subtraction
Compare and order several shapes and objects based on length, area,andusing appropriate uniform informal units
Compare masses of objects using balance scales
Tell time to the quarter-hour, using the language of 'past' and 'to'
Name and order months and seasons
Use a calendar to identify the date and determine theof days in each month
Describe and draw two-dimensional shapes, with and without digital technologies
Describe the features of three-dimensional objects
Interpret simple maps of familiar locations and identify the relative positions of key features
Investigate the effect of one-step slides and flips with and without digital technologies
Identify and describe half and quarter turns
Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’
Identify a question of interest based on one categorical variable. Gatherrelevant to the question
Collect, check and classify
Create displays ofusing lists, table andand interpret them
Show subject-specific achievement standard
By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.
Read full description ›
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 3-6 students can apply their numeracy knowledge and skills to explore social issues within their local community and make connections to global needs. Students can collect and analyse their own data to understand to make a difference in their school or local contexts.
Investigate the conditions required for ato be odd or even and identify odd and even numbers
Recognise, model, represent and order numbers to at least 10 000
Applyto partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems
Recognise and explain the connection between addition and subtraction
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation
Recall multiplication facts of two, three, five and ten and related division facts
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole
Represent money values inways and count the change required for simple transactions to the nearest five cents
Describe, continue, and createpatterns resulting from performing addition or subtraction
Measure, order and compare objects using familiar metric units of length, mass and
Tell time to the minute and investigate the relationship between units of time
Make models of three-dimensional objects and describe key features
Create and interpret simple grid maps to show position and pathways
Identify symmetry in the environment
Identify angles as measures of turn and comparesizes in everyday situations
Conduct chance experiments, identify and describe possible outcomes and recognise variation in results
Identify questions or issues for categorical variables. Identifysources and plan methods ofcollection and recording
Collect data, organise into categories and create displays using lists, tables,and simple column graphs, with and without the use of digital technologies
Interpret and comparedisplays
Show subject-specific achievement standard
By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.
Read full description ›
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 3-6 students can apply their numeracy knowledge and skills to explore social issues within their local community and make connections to global needs. Students can collect and analyse their own data to understand to make a difference in their school or local contexts.
Investigate and use the properties of odd and even numbers
Recognise, represent and order numbers to at least tens of thousands
Applyto partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems
Investigatesequences involving multiples of 3, 4, 6, 7, 8, and 9
Recall multiplication facts up to 10 × 10 and related division facts
Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no
Investigateused in contexts
Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a
Recognise that thesystem can be extended to tenths and hundredths. Make connections between fractions andnotation
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies
Explore and describepatterns resulting from performing multiplication
Solve word problems by usingsentences involving multiplication or division where there is no
Find unknown quantities insentences involving addition and subtraction and identify equivalentsentences involving addition and subtraction
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures
Compare objects using familiar metric units of area and
Convert between units of time
Use ‘am’ and ‘pm’ notation and solve simple time problems
Compare the areas of regular and irregular shapes by informal means
Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies
Use simple scales, legends and directions to interpret information contained in basic maps
Createpatterns, pictures and shapes with and without digital technologies
Compare angles and classify them as equal to, greater than, or less than, a right
Describe possible everyday events and order their chances of occurring
Identify everyday events where one cannot happen if the other happens
Identify events where the chance of one will not be affected by the occurrence of the other
Select and trial methods forcollection, including survey questions and recording sheets
Construct suitabledisplays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs andwhere one picture can represent manyvalues
Evaluate the effectiveness of different displays in illustratingfeatures including variability
Show subject-specific achievement standard
By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.
Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data.
Read full description ›
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 3-6 students can apply their numeracy knowledge and skills to explore social issues within their local community and make connections to global needs. Students can collect and analyse their own data to understand to make a difference in their school or local contexts.
Identify and describe factors and multiples of whole numbers and use them to solve problems
Use estimation andto check the reasonableness of answers to calculations
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies
Solve problems involving division by a one digit number, including those that result in a
Use efficient mental and written strategies and apply appropriate digital technologies to solve problems
Compare and order common unit fractions and locate and represent them on a
Investigate strategies to solve problems involving addition and subtraction of fractions with the same
Recognise that thesystem can be extended beyond hundredths
Compare, order and represent decimals
Create simple financial plans
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction
Find unknown quantities insentences involving multiplication and division and identify equivalentsentences involving multiplication and division
Choose appropriate units of measurement for length, area, volume,and mass
Calculateand area of rectangles using familiar metric units
Compare 12- and 24-hour time systems and convert between them
Connect three-dimensional objects with their nets and other two-dimensional representations
Use a grid reference system to describe locations. Describe routes using landmarks and directional language
Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries
Apply the enlargementto familiar two dimensional shapes and explore the properties of the resulting image compared with the original
Estimate, measure and compare angles using degrees. Construct angles using a protractor
List outcomes of chance experiments involvingand represent probabilities of those outcomes using fractions
Recognise that probabilities range from 0 to 1
Pose questions and collect categorical or numericalby observation or survey
Construct displays, including column graphs, dot plots and tables, appropriate fortype, with and without the use of digital technologies
Describe and interpret differentsets in context
Show subject-specific achievement standard
By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.
Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.
Read full description ›
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 3-6 students can apply their numeracy knowledge and skills to explore social issues within their local community and make connections to global needs. Students can collect and analyse their own data to understand to make a difference in their school or local contexts.
Identify and describe properties of prime, composite,and triangular numbers
Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers
Investigate everyday situations that use integers. Locate and represent these numbers on a
Compare fractions withand locate and represent them on a
Solve problems involving addition and subtraction of fractions with the same or
Find a simpleof a quantity where the result is a whole number, with and without digital technologies
Add and subtract decimals, with and without digital technologies, and use estimation andto check the reasonableness of answers
Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies
Multiply and divide decimals by powers of 10
Make connections between equivalent fractions, decimals and percentages
Investigate and calculatediscounts of 10%, 25% and 50% on sale items, with and without digital technologies
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence
Explore the use of brackets andto writesentences
Connectrepresentations to the metric system
Convert between common metric units of length, mass and
Solve problems involving the comparison of lengths and areas using appropriate units
Connectandand their units of measurement
Interpret and use timetables
Construct simple prisms and pyramids
Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies
Introduce theusing all four quadrants
Investigate, with and without digital technologies, angles on a straight line, angles at aand vertically opposite angles. Use results to find unknown angles
Describe probabilities using fractions, decimals and percentages
Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies
Compare observedacross experiments with expected
Interpret and compare a range ofdisplays, including side-by-side column graphs for two categorical variables
Interpret secondarypresented in digital media and elsewhere
Show subject-specific achievement standard
By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media.
Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using simple fractions, decimals and percentages.
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 7-10 students can apply their numeracy knowledge and skills to investigate local and global contexts by using primary and secondary data sources. Students use evidence and research to make a difference in the world, to bring about social change which leads to actions for justice. Charitable organisations provide an example of how a charity helps to support the poor and marginalised. To understand the effects such an organisation has on the local community, students can use data to authentically reason the need for this charity and its impact within a social context.
Investigatenotation and represent whole numbers as products of powers of prime numbers
Investigate and useroots of perfectnumbers
Apply the associative,and distributive laws to aid mental and written computation
Compare, order, add and subtract integers
Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a
Solve problems involving addition and subtraction of fractions, including those with unrelated denominators
Multiply and divide fractions and decimals using efficient written strategies and digital technologies
Express one quantity as aof another, with and without the use of digital technologies
Round decimals to a specifiedofplaces
Connect fractions, decimals and percentages and carry out simple conversions
Find percentages of quantities and express one quantity as aof another, with and without digital technologies.
Recognise and solve problems involving simple ratios
Investigate and calculate 'best buys', with and without digital technologies
Introduce the concept of variables as a way of representing numbers using letters
Create algebraic expressions and evaluate them by substituting a given value for each
Extend and apply the laws and properties of arithmetic to algebraic terms and expressions
Given coordinates, plot points on the Cartesian plane, and find coordinates for a given
Solve simple linear equations
Investigate, interpret and analyse graphs from authentic
Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-solving
Calculate volumes of rectangular prisms
Draw different views of prisms and solids formed from combinations of prisms
Describe translations, reflections in an axis and rotations of multiples of 90° on the Cartesian plane using coordinates. Identify line and rotational symmetries
Identify corresponding,and co-interior angles when two straight lines are crossed by a
Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning
Demonstrate that thesum of a triangle is 180° and use this to find thesum of a quadrilateral
Classify triangles according to their side andproperties and describe quadrilaterals
Constructspaces for single-step experiments with
Assign probabilities to the outcomes of events and determine probabilities for events
Identify and investigate issues involving numericalcollected from primary and secondary sources
Construct and compare a range ofdisplays including stem-and-leaf plots and dot plots
Calculate mean, median,and range for sets of data. Interpret these statistics in the context of
Describe and interpretdisplays using median,and range
Show subject-specific achievement standard
By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays.
Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 7-10 students can apply their numeracy knowledge and skills to investigate local and global contexts by using primary and secondary data sources. Students use evidence and research to make a difference in the world, to bring about social change which leads to actions for justice. Charitable organisations provide an example of how a charity helps to support the poor and marginalised. To understand the effects such an organisation has on the local community, students can use data to authentically reason the need for this charity and its impact within a social context.
Usenotation with numbers to establish thelaws with positive integral indices and the zero
Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies
Investigate terminating and recurring decimals
Investigate the concept of irrational numbers, including p
Solve problems involving the use of percentages, includingincreases and decreases, with and without digital technologies
Solve a range of problems involving rates and ratios, with and without digital technologies
Solve problems involving profit and loss, with and without digital technologies
Extend and apply the distributive law to the expansion of algebraic expressions
algebraic expressions by identifying numerical factors
Simplify algebraic expressions involving the four operations
Plot linear relationships on the Cartesian plane with and without the use of digital technologies
Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution
Choose appropriate units of measurement for area andand convert from one unit to another
Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites
Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area
Develop formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving
Solve problems involving duration, including using 12- and 24-hour time within a single time zone
Defineof plane shapes using transformations
Develop the conditions forof triangles
Establish properties of quadrilaterals usingandproperties, and solve related numerical problems using reasoning
Identifyand use theof probabilities to solve problems
Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or both) and 'and'.
Represent events in two-way tables and Venn diagrams and solve related problems
Investigate techniques for collecting data, including census, sampling and observation
Explore the practicalities and implications of obtainingthrough sampling using a variety of investigative processes
Explore the variation of means and proportions of random samples drawn from the same
Investigate the effect of individualvalues, including outliers, on theand
Show subject-specific achievement standard
By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They describe index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data.
Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine the probabilities of complementary events and calculate the sum of probabilities.
Read full description ›
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 7-10 students can apply their numeracy knowledge and skills to investigate local and global contexts by using primary and secondary data sources. Students use evidence and research to make a difference in the world, to bring about social change which leads to actions for justice. Charitable organisations provide an example of how a charity helps to support the poor and marginalised. To understand the effects such an organisation has on the local community, students can use data to authentically reason the need for this charity and its impact within a social context.
Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simpleproblems
Applylaws to numerical expressions withindices
Express numbers in
Solve problems involving
Extend and apply thelaws to variables, using positiveindices and the zero
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate
Find the distance between two points located on the Cartesian plane using a range of strategies, including graphing software
Find theandof a line segment (interval) on the Cartesian plane using a range of strategies, including graphing software
Sketch linear graphs using the coordinates of two points and solve linear equations
Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations
Calculate areas of composite shapes
Calculate the surface area andof cylinders and solve related problems
Solve problems involving the surface area andof right prisms
Investigate very small and very large time scales and intervals
Use the enlargementto explainand develop the conditions for triangles to be
Solve problems usingand scale factors infigures
Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles
Useto investigate the constancy of the sine,andratios for a givenin right-angled triangles
Apply trigonometry to solve right-angled triangle problems
List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events
Calculate relativefrom given or collectedtoprobabilities of events involving 'and' or 'or'
Investigate reports of surveys in digital media and elsewhere for information on howwere obtained topopulation means and medians
Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collectdirectly and from secondary sources
Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’
Comparedisplays using mean,and range to describe and interpret numericalsets in terms of location (centre) and spread
Show subject-specific achievement standard
By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data from primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data.
Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots.
Read full description ›
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and 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. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 7-10 students can apply their numeracy knowledge and skills to investigate local and global contexts by using primary and secondary data sources. Students use evidence and research to make a difference in the world, to bring about social change which leads to actions for justice. Charitable organisations provide an example of how a charity helps to support the poor and marginalised. To understand the effects such an organisation has on the local community, students can use data to authentically reason the need for this charity and its impact within a social context.
Connect theformula to repeated applications ofusing appropriate digital technologies
algebraic expressions by taking out a common algebraic
Simplify algebraic products and quotients usinglaws
Apply the four operations to simple algebraic fractions with numerical denominators
Expand binomial products andmonic quadratic expressions using a variety of strategies
Substitute values into formulas to determine an unknown
Solve problems involving linear equations, including those derived from formulas
Solve linear inequalities and graph their solutions on a
Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology
Solve problems involving parallel and perpendicular lines
Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate
Solve linear equations involving simple algebraic fractions
Solve simple quadratic equations using a range of strategies
Solve problems involving surface area andfor a range of prisms, cylinders and composite solids
Formulate proofs involvingandproperties
Apply logical reasoning, including the use ofand similarity, to proofs and numerical exercises involving plane shapes
Solve right-angled triangle problems including those involving direction and
Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence
Use the language of ‘if ....then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language
Determine quartiles and
Construct and interpret box plots and use them to comparesets
Compare shapes of box plots to corresponding histograms and dot plots
Use scatter plots to investigate and comment on relationships between two numerical variables
Investigate and describewhere theis time
Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative
Show subject-specific achievement standard
By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports.
Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.
Read full description ›
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In 7-10 students can apply their numeracy knowledge and skills to investigate local and global contexts by using primary and secondary data sources. Students use evidence and research to make a difference in the world, to bring about social change which leads to actions for justice. Charitable organisations provide an example of how a charity helps to support the poor and marginalised. To understand the effects such an organisation has on the local community, students can use data to authentically reason the need for this charity and its impact within a social context.
Define rational and irrational numbers and perform operations with surds and fractional indices
Use the definition of ato establish and apply the laws of logarithms
Investigate the concept of aand apply theandtheorems to solve problems
Solve simple exponential equations
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations
Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their
monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts
Solve problems involving surface area andof right pyramids, right cones, spheres and related composite solids
Prove and applyandproperties of circles
Establish the sine,and area rules for any triangle and solve related problems
Use the unitto define trigonometric functions, and graph them with and without the use of digital technologies
Solve simple trigonometric equations
Apply Pythagoras’ Theorem and trigonometry to solving three-dimensional problems in right-angled triangles
Investigate reports of studies in digital media and elsewhere for information on their planning and implementation
Calculate and interpret theandofand use these to comparesets
Use information technologies to investigatesets. Where appropriate use a straight line to describe the relationship allowing for variation
Show subject-specific achievement standard
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