Mathematics Syllabus For 2013 WACE

MATHEMATICS
Mathematics: Accredited March 2008 (updated June 2012)

For teaching 2013, examined in 2013
IMPORTANT INFORMATION
Syllabus review
Once a course syllabus has been accredited by the School Curriculum and Standards Authority, the implementation of that syllabus will be
monitored by the Course Advisory Committee. This committee can advise the Board of the Authority about any need for syllabus review.
Syllabus change deemed to be minor requires schools to be notified of the change at least six months before implementation. Major
syllabus change requires schools to be notified 18 months before implementation. Formal processes of syllabus review and requisite
reaccreditation will apply.
Other sources of information
The Western Australian Certificate of Education (WACE) Manual contains essential information on assessment, moderation and
examinations that need to be read in conjunction with this course.
The School Curriculum and Standards Authority website www.scsa.wa.edu.au and extranet provides support materials including sample
programs, course outlines, assessment outlines, assessment tasks with marking keys, past WACE examinations with marking keys, grade
descriptions with annotated student work samples and standards guides.
WACE providers
Throughout this document the term school is intended to include both schools and other WACE providers.
Currency
This document may be subject to minor updates. Users who download and print copies of this document are responsible for checking for
updates. Advice about any changes made to the document is provided through the Authority communication processes.
Copyright
School Curriculum and Standards Authority, 2007.
This documentapart from any third party copyright material contained in itmay be freely copied or communicated for non-commercial purposes by educational institutions, provided
that it is not changed in any way and that the School Curriculum and Standards Authority is acknowledged as the copyright owner.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the School Curriculum and Standards Authority.
Copying or communication of any third party
2008/16128[v16]

Rationale
There are strong, enduring reasons for the
prominence of mathematics in the school
curriculum. According to one leading mathematics
educator these reasons are:
To teach basic skills; to help children learn to think
logically; to prepare students for productive life and
work; and to develop quantitatively literate citizens.
Lynn Arthur Steen
Adapted from: Steen, L. A. (1999). On mathematical reasoning
[quotation].
Retrieved
September,
2007
from
http://www.math.wisc.edu/~wilson/Courses/Math903/SteenQuest
ions.htm.
Others have commented on the true artistic nature

of mathematics:
Mathematics, rightly viewed, possesses not only
truth, but supreme beauty [it is] sublimely pure,
and capable of a stern perfection such as only the
greatest art can show. Bertrand Russell.
Adapted from: Russell, Bertrand. (1919). On mathematical
beauty [quotation]. Retrieved September, 2007 from Wikipedia
website http://en.wikipedia.org/wiki/Bertrand_Russell. Licenced
under the Creative Commons Attribution-ShareAlike 3.0 licence.
The Mathematics course has been created with

these sentiments in mind. It offers senior secondary
students the opportunity to advance their
mathematical skills, to build and use mathematical
models, to solve problems, to learn how to reason
logically, and to gain an appreciation of the
elegance, beauty and creative nature of
mathematics.
of contexts. They engage in posing and solving

problems within mathematics itself, and thus
appreciate mathematics as a creative endeavour.
This gives students the ability to solve mathematical
problems in a wide variety of contexts, thereby
helping them to gain an appreciation of the wide
applicability of mathematics.
Students are encouraged to investigate patterns
and relationships, draw inferences, make and test
conjectures, and convince others of their findings
using mathematical reasoning. In this manner they
experience firsthand the creative and dynamic
aspects of mathematics, and they have the
opportunity to improve their reasoning skills and
their ability to think logically. This course allows
students to appreciate mathematics, as well as
helping them to develop the necessary
understanding and skills to prepare them for
productive working lives.
The Mathematics course has been designed to
cater for the full range of student abilities and their
mathematics achievement at the beginning of their
senior years of schooling. The units are written as a
sequential development of mathematical concepts,
understandings and skills. They are grouped in four
stages. Preliminary units provide opportunities for
practical and well supported learning to help
students develop skills. Stage 1 units emphasise
practical uses of mathematics for daily life and the
workplace. Stage 2 and Stage 3 units extend the
mathematical development in all areas, providing
preparation for daily life, the workplace and further
studies.
Mathematics during schooling has traditionally been

viewed as the study of number, algebra and
geometry, and chance and data ideas. This
Mathematics course has a greater emphasis on
pattern recognition, recursion, mathematical
reasoning, modelling, and the use of technology, in
keeping with recent trends in mathematics
education, and in response to the growing impact of
computers and technology.
People who are mathematically able can contribute

greatly towards dealing with many difficult issues
facing the world today; problems such as health,
environmental sustainability, climate change, and
social injustice. We need to understand these
problems thoroughly before we can expect to solve
them, and this is where mathematics and
mathematical modelling are so important.
Students develop fluency in a suite of standard

mathematical outcomes in number, algebra, space,
measurement, chance and data, including the
thoughtful and selective use of appropriate
technology.
They
develop
fluency
with
mathematical methods to deal with applications in
todays world, and also come to appreciate changes
in the role and practice of mathematics over time in
a range of contexts.
Course outcomes
Students who choose the Mathematics course will

already be familiar with the importance of
mathematics in their daily lives. In the course, they
learn how mathematics is used to describe and
model a vast array of scientific and social
phenomena. They develop a richer understanding
of the role of mathematical techniques and
applications in modelling real problems in a range
The Mathematics course is designed to facilitate the

achievement of three outcomes.
Outcome 1: Number and algebra
Students use mathematical language and
processes to apply concepts of number and algebra
to develop mathematical models, solve practical
problems and explain and justify relationships.
In achieving this outcome, students:
decide how to represent information, solve
problems and investigate issues;
use number, algebra and calculus concepts and
skills to work mathematically; and
interpret, evaluate and justify numerical and
algebraic results.

Outcome 2: Space and measurement

Students use mathematical language and
processes to apply the concepts of space and
measurement to develop mathematical models,
solve practical problems and explain and justify
relationships.
decide how to represent information, solve
problems and investigate situations;
use spatial and measurement concepts and
skills to work mathematically; and
interpret, evaluate and justify spatial and
measurement results.
Outcome 3: Chance and data
Students conduct chance experiments, represent
outcomes, quantify chance and interpret chance;
and collect, organise, represent, summarise,
interpret and report data.
conduct chance experiments, quantify and
interpret chance; and
represent, interpret and report data.
Course content
The course content is the focus of the learning
program.
The course content comprises concepts and
relationships for:
Number and algebra
Space and measurement
Chance and data.
Tools and procedures and the Practice
Mathematics are embedded in the unit content.
of
Concepts and relationships

Number and algebra
Numerical and algebraical concepts are of key
importance in almost all mathematical activity.
Quantification processes allow relationships to be
represented
numerically,
whilst
general
relationships, including those that involve distinctive
patterns of change, are expressed algebraically.
For numbers to be used effectively, an
understanding of the numbers involved is required,
whether they be fractions, whole numbers or real
numbers. Also, an understanding of the meaning,
use and connections between arithmetic operations
and the ability to use and interpret mental, written
and technology-based calculations efficiently are
required.
is taken into account in choosing the most

appropriate equation in a given situation. Using
formulas and solving equations allow for a thorough
understanding of the settings to which they are
connected.
Measurement concepts and relationships enable
sense to be made of the natural world. The
concepts used in this course are length, area,
volume, mass, capacity, time, ratio and rate. Direct
measurements are made and measurements are
calculated indirectly using arithmetic, algebra and
calculus. In addition, the space concepts of shape,
location, transformation and network are explored.
Chance and data
The chance and data component focuses on
mathematical concepts and techniques that
underpin activities that shape our lives, such as
market research and opinion polling, quality control,
and assessing claims in the media. A sound
understanding of how data are obtained, organised,
represented, modelled and interpreted is of key
significance. Other connections between our lives
and the mathematics of chance and data involve
distinctive mathematical thinking and working.
These
involve
systematic
enumeration,
deterministic and probabilistic thinking, and
inference to predict outcomes on the basis of
limited data. The production, handling and
interpretation of data and the cultivation of
mathematical ways of thinking and working are the
foci of the study of chance and data.
Tools and procedures

Forms and representations
The use of standard mathematical tools and
procedures is necessary when a problem situation
is recognised as being of a certain mathematical
form or in a form that can be transformed to
facilitate analysis. The ability to make decisions
about whether to present exact or approximate
numerical results, the extent to which symbolic
results should be simplified, and whether to present
reasoning as a specific case or as a general
solution is necessary. Mathematical results need to
be interpreted, judged for reasonableness and
presented in context with appropriate units of
measure.
Standard procedures need to be recalled by
students in this course, whilst fluency is expected
for frequently used processes. Appropriate methods
are expected to be chosen from an array of
symbolic, numerical, graphical or technology-based
algorithms.
Functions can be used to model situations, using

equations
and
inequalities.
The
abstract
representations are powerful as they can be
manipulated independently of the original contexts
from which they were derived. There are many
different methods for solving equations and context
4

Algorithms
Computations involving number, data, algebra and
calculus need to be performed with facility, reliability
and accuracy. Suitable algorithms must be chosen
from a collection of symbolic, numerical, graphical
or technology-based algorithms. Decisions are
needed regarding whether results ought to be
numerical or symbolic, and the level of precision or
generality required. Tools and procedures are
chosen to be consistent with these decisions.
Technology
Technology of various kinds (spreadsheets,
calculators, computer algebra systems, dedicated
and dynamic mathematics software, interactive
whiteboards and the internet) can support students
to investigate, generate, create and explore
mathematical ideas. Once selected for use, such
technology should be used deliberately, carefully,
and frequently. Decisions about the appropriate
presentation of results must be considered. These
decisions help to influence the optimal use of
technologies. The internet is an increasingly
important resource that allows students to access
mathematically significant information and visually
rich dynamic demonstrations of many ideas in this
course.
Practice of mathematics
Working mathematically
The working mathematically outcomes for this
course are embedded within the content of the units
and in the outcome progressions. In particular, the
processes of planning tasks, checking assumptions,
selecting appropriate techniques, tools and skills,
interpreting results and checking them for
reasonableness, and linking results to contexts can
be found.
Mathematics is recognised as useful because it can
be used to model real situations, but care is needed
to ensure that chosen models and methods
effectively represent the relevant aspects of the
reality under investigation.
Appreciating mathematics
An awareness of the nature of mathematics; how it
is created, used and communicated underpins this
course. An appreciation of mathematics develops
through doing and applying mathematics. The
processes
include
observing,
representing,
conjecturing, justifying and using methods of formal
proof. Mathematics is often an intuitive and creative
process. Conjectures, initially tentative and errorprone, require rigorous justification. Mathematical
ideas and their appearance and application in our
culture, and in historical settings, assist in
understanding
the
relationship
between
mathematics and contemporary living.
Communicating mathematics
Communication skills are central to the
development of informed numeracy. The skills that
are needed include listening, reading and watching
a range of sources of information about
mathematics; talking and writing about mathematics
to a range of audiences; and interpreting
mathematical terms, notations and explanations.
Course units
The cognitive difficulty of the content increases with
units and stages. The pitch of the content for each
stage is notional and there will be overlap between
stages.
Preliminary Stage units provide opportunities for
practical and well supported learning to help
students develop skills required for them to be
successful upon leaving school or in the transition
to Stage 1 units.
Stage 1 units provide a practical and applied focus.
Stage 2 units provide opportunities for applied
learning but there is a greater focus on abstract
mathematics.
Stage 3 units provide opportunities to extend
academic knowledge and understandings in
challenging learning contexts.
Unit PAMAT
In this unit, students use whole numbers for
purposes to meet their daily needs, including
money matters. They respond to terms about
comparative measurement and the passing of time,
follow simple directions and recognise familiar
shapes. They engage in counting and sorting
familiar objects or events.
Unit PBMAT
In this unit, students develop understanding of
counting, addition and subtraction of numbers. They
study applications of number in everyday situations
involving money and measurement. They
distinguish length and other attributes of objects,
compare attributes of different objects, identify
shapes and read time. They describe position and
movement, including on informal maps. Students
recognise and describe chance in familiar activities
and collect and analyse categorical and
measurement data. They calculate using mental
strategies, written methods and calculators.

Unit 1AMAT
Unit 1EMAT

multiplication and division. They use whole
numbers and the four operations for practical
purposes, including financial matters useful to them
personally and in employment. Students measure
length and mass of objects and calculate
perimeters. They interpret timetables. They explore
three-dimensional shapes and use informal maps.
Students recognise and describe chance in familiar
activities and produce data using probability
devices. They collect and describe categorical and
time series data. They calculate using mental
In this unit, students use positive and negative

numbers and numbers with powers for practical
purposes. They calculate interest and repayments
for loans. They draw graphs to represent real
situations, and use them to describe how quantities
are related. They use trigonometry to calculate
measurements in right triangles, and calculate
volume and surface area of shapes. They analyse
networks. Students simulate everyday chance
events, calculate probabilities and predict using
probabilities. They collect bivariate data relevant to
them, display the data in tables and graphs, and
describe trends. They use mental strategies, written
methods, calculators and computer technologies
where appropriate.
Unit 1BMAT
In this unit, students use decimals, fractions and
percentages for practical purposes. They apply
mathematics for personal budgeting, banking and
shopping. They estimate and measure length and
mass of objects using a variety of instruments, and
derive and use methods for calculating perimeter
and basic areas. They translate, reflect and rotate
shapes in design. Students use repeated
measurement to collect data relevant to them,
display data in tables and graphs and interpret the
displays. They calculate using mental strategies,
written methods and calculators.
Unit 1CMAT
In this unit, students use decimals, fractions,
percentages and ratios for practical purposes. They
apply mathematics to financial matters in the
workplace. They write and use algebraic rules for
number patterns. They measure volume and other
attributes of objects, and derive and use formulas
for area and volume. They read and draw maps
with scales, describe and draw shapes in three
dimensions. Students describe likelihood for chance
events, and design and test simple probability
devices. They collect time series data relevant to
them, display data in tables and graphs and
interpret the displays. They calculate using mental
Unit 1DMAT
In this unit, students use integers, decimals,
fractions, percentages and ratios for practical
purposes. They apply mathematics in making
financial decisions. They write word sentences
algebraically and solve simple algebraic equations.
They calculate area and perimeters of circles and
use the Pythagoras theorem for calculating the
length of the sides of right triangles. They describe
the effects of reflecting, rotating and translating
shapes in design, and enlarge, reduce and distort
figures. They interpret detailed maps. Students
collect measurement data from fair samples,
display data in tables and graphs, calculate
averages and describe spread of data, and
compare datasets. They use mental strategies,
written methods, calculators and computer
technologies where appropriate.
6
Unit 2AMAT
In this unit, students apply ratios and direct
proportion in practical situations. They calculate
profit, loss, discount and commission in financial
contexts. They study introductory algebra and linear
relationships in numeric, algebraic and graphical
forms. They use Pythagoras theorem for the sides
of triangles and analyse the reflection, rotation and
translation of shapes in design. Students collect
data from fair samples, and represent and interpret
the data. They use mental and written methods and
Unit 2BMAT
In this unit, students study and apply exponential
relationships. They develop skills for solving
equations algebraically and graphically, and
investigate and generalise number patterns. They
use coordinate geometry in two dimensions. They
use formulas directly and inversely for calculations
involving three-dimensional shapes. They apply
trigonometry in right triangles. They represent
information using network diagrams. Students
simulate everyday chance events, calculate and
interpret probabilities, and collect and analyse
bivariate and time series data. They use mental and
written
methods
and
technologies
where
appropriate.
Unit 2CMAT
In this unit, students calculate interest and
repayments in order to make decisions about
savings and loans, and they interpret information on
financial statements that are part of everyday living.
They study and apply quadratic relationships. They
extend their knowledge of coordinate geometry, and
represent information in networks and interpret
network diagrams. Students calculate and interpret
probabilities for events with more than one chance
component. They analyse datasets, determine
trends in data and use trend lines for prediction.
They use mental and written methods and

Unit 2DMAT
In this unit, students study functions and their
graphs. They formulate recursion rules and apply
recursion in practical situations. They explore
patterns, making conjectures and testing them.
They use trigonometry for the solution of right and
acute triangles. Students simulate chance events
on technologies, and calculate and interpret
probabilities for chance events that occur in two- or
three- stages. They plan random samples, collect,
and analyse data from them, and infer results for
populations. They use mental and written methods
and technologies where appropriate.
Time and completion

requirements
The notional hours for each unit are 55 class
contact hours. Units can be delivered typically in a
semester or in a designated time period up to a
year depending on the needs of the students. Pairs
of units can also be delivered concurrently over a
one year period. Schools are encouraged to be
flexible in their timetabling in order to meet the
needs of all of their students.
Refer to the WACE Manual for more information
about unit and course completion.
Unit 3AMAT
In this unit, students explore and analyse the
properties of functions and their graphs. They
develop and use algebraic skills for solving
equations. They apply recursion in practical
situations, including for finance. They use
trigonometry for the solution of triangles. Students
use counting principles to calculate probabilities
and analyse normally distributed data. They plan
sampling methods, analyse data from samples and
infer results for populations. They use mental and
written
methods
and
technologies
where
appropriate.
Unit 3BMAT
In this unit, students study differential calculus of
polynomial functions and use calculus in
optimisation problems. They develop algebraic
skills for solving systems of linear equations. They
analyse and construct project networks. They
reason deductively in algebra and geometry.
Students analyse bivariate data, and argue to
support or contest conclusions about data. They
use mental and written methods and technologies
where appropriate.
Unit 3CMAT
In this unit, students develop their knowledge of
calculus concepts and their algebraic, graphing and
calculus skills, and apply these in mathematical
modelling. They use counting techniques and
probability laws, and calculate and interpret
probabilities for the binomial, uniform and normal
random variables. They use mental and written
methods and technologies where appropriate.
Unit 3DMAT
In this unit, students extend and apply their
understanding of differential and integral calculus.
They solve systems of equations in three variables
and linear programming problems. They verify and
develop deductive proofs in algebra and geometry.
Students model data with probability functions and
analyse data from samples. They justify decisions
and critically assess claims about data. They use
mental and written methods and technologies
where appropriate.
Resources
Teacher support materials are available on the
School Curriculum and Standards Authority website
extranet and can be found at www.scsa.wa.edu.au
Vocational Education
and Training
information
Vocational Education and Training (VET) is
nationally recognised training that provides people
with occupational knowledge and skills and credit
towards, or attainment of, a vocational education
and training qualification under the Australian
Qualifications Framework (AQF).
When considering VET delivery in WACE courses it
is necessary to:
refer to the WACE Manual, Section 5: Vocational
Education and Training, and
contact education sector/systems representatives
for information on operational issues concerning
VET delivery options in schools.
Australian Quality Training Framework (AQTF)
AQTF is the quality system that underpins the
national vocational education and training sector and
outlines the regulatory arrangements in states and
territories. It provides the basis for a nationally
consistent, high-quality VET system.
The AQTF Essential Conditions and Standards for
Registered Training Organisations outline a set of
auditable standards that must be met and
maintained for registration as a training provider in
Australia.

VET integrated delivery

VET integrated within a WACE course involves
students undertaking one or more VET units of
competency concurrently with a WACE course unit.
No unit equivalence is given for units of competency
attained in this way.
VET integrated can be delivered by schools
providing they meet AQTF requirements. Schools
need to become a Registered Training Organisation
(RTO) or work in a partnership arrangement with an
RTO to deliver training within the scope for which
they are registered. If a school operates in
partnership with an RTO, it will be the responsibility
of the RTO to assure the quality of the training
delivery and assessment.
Units of competency from selected training package
qualifications have been taken into account during
the development of this course.
Teachers delivering Stage 1 or Stage 2 units of
Mathematics may be able to contextualise aspects
of the unit to assist students who are enrolled in VET
units of competency elsewhere in their WACE
program to gain a greater understanding and
appreciation of workplace numeracy.
Schools seeking to link delivery of this course with
units of competency must read the training package
rules for the relevant units of competency and
associated qualifications on the Training.gov.au
website: www.training.gov.au. This should be done
in consultation with the RTO they are in partnership
with for certification of the competencies in order to
establish suitability of units intended for integration
with this course.

Assessment
The WACE Manual contains essential information
on principles, policies and procedures for schoolbased assessment and WACE examinations that
needs to be read in conjunction with this document.
School-based assessment
The table below provides details of the assessment
types for this course and the weighting range for
each assessment type.
Teachers are required to use the assessment table
to develop their own assessment outline for each
unit (or pair of units) of the course.
This outline includes a range of assessment tasks
and indicates the weighting for each task and each
assessment type. It also indicates the content and
course outcomes each task covers.
If a pair of units is assessed using a combined
assessment outline, the assessment requirements
must still be met for each unit.
In developing an assessment outline and teaching

program the following guidelines should be taken
into account.
All assessment tasks should take into account

the teaching, learning and assessment
principles outlined in the WACE Manual.
There is flexibility for teachers to design

school-based assessment tasks to meet the
learning needs of students.
The assessment table outlines the forms of

student response required for this course.
Student work submitted to demonstrate

achievement should only be accepted if the
teacher can attest that, to the best of her/his
knowledge, all uncited work is the students
own.
Evidence collected for each unit must include

assessment tasks conducted under test
conditions together with other forms of
assessment tasks.
Assessment table
Weightings for types
Unit PA
100%
nil
Unit PB
and
Stage 1
4050%
5060%
Type of assessment
Stage 2
6575%
2535%
Stage 3
7585%
1525%
Response
In this type of assessment, students apply their mathematical understanding and
skills to analyse, interpret and respond to questions and situations. The
assessment type provides for the assessment of conceptual understandings,
knowledge of mathematical facts and terminology, problem-solving skills and the
use of algorithms.
Questions in this type of assessment can range from those that are routine and
familiar to students through to non-routine, unfamiliar questions. The questions
may be closed and, so, target particular methods and results, or they may be
open-ended and allow for choice in the methods and a variety of results. Openended questions typically call for high level reasoning.
Evidence gathering tools may include assignments, tests, examinations,
observation check lists and quizzes. Written assessments may be done under
timed conditions.
Best suited to the collection of evidence of student achievement of all course
outcomes.
Investigation
In this type of assessment, students plan, research, conduct and communicate
the findings of an investigation. The assessment type provides for the
assessment of mathematical-inquiry skills, problem-solving and modelling skills
and course-specific knowledge and skills.
Students may investigate mathematical patterns, making and testing conjectures
and generalising mathematical relationships. They may select, apply and adapt
models and procedures to solve complex problems in contexts and, then, justify
their results to themselves and others. They may identify social issues, collect
and analyse relevant data in order to reach conclusions and make
recommendations. They may develop, over an extended period of time, a theme
or project related to the practical application of mathematics.
Evidence gathering tools may include diagrams and tables used to organise
thoughts and processes, written investigation reports, journals, project reports,
posters, oral and multimedia presentations, extended pieces of work, observation
checklists and interviews.
Best suited to the collection of evidence of student achievement of all course
outcomes.

Grades
Schools report student achievement in a completed
unit at Stage 1, 2 or 3 in terms of grades. The
following grades are used:
Grade
A
B
C
D
E
Interpretation
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Inadequate achievement
Schools report student achievement in Preliminary

Stage units as either completed or not completed.
Each grade is based on the students overall
performance for the unit as judged by reference to a
set of pre-determined standards. These standards
are defined by grade descriptions and annotated
work samples.
The grade descriptions for this course are provided
in Appendix 1. They can also be accessed, together
with annotated work samples, through the Guide to
Grades link on the course page of the Authority
website at www.scsa.wa.edu.au
Time allowed
These examinations will require three hours in total,
including approximately 15 minutes changeover
period.
Details of the WACE examinations in this course are
prescribed in the WACE examination design briefs
(pages 5563).
Refer to the WACE Manual for further information
regarding WACE examinations.
Standards Guides
Standards for this course are exemplified in
Standards Guides. They include examination
questions, annotated candidate responses at the
excellent and satisfactory achievement bands,
statistics for each question and comments from
examiners. The guides are published on the
Authoritys web site at www.scsa.wa.edu.au and are
accessed under Examination materials. An extranet
log-in is required to view the guides.
Refer to the WACE Manual for further information

regarding grades.
WACE Examinations
In their final year, students who are studying at least
one Stage 2 pair of units (e.g. 2A/2B) or one Stage 3
pair of units (e.g. 3A/3B) are required to sit an
examination in this course, unless they are exempt.
WACE examinations are not held for Stage 1 units
and/or Preliminary Stage units. Any student may
enrol to sit a Stage 2 or Stage 3 examination as a
private candidate.
There will be four external examinations for the
Mathematics course:
Units 2A/2B
Units 2C/2D
Units 3A/3B
Units 3C/3D
These examinations will be scheduled at the same
time and reflect the last pair of units completed
within this course.
Each examination will consist of two sections; a
calculator-free section and a calculator-assumed
section.
Each examination assesses the specific content
described in the syllabus for the pair of units studied.
10

The number formats for the unit are counting

numbers, whole numbers and ordinal numbers.
UNIT PAMAT
1. Number
Unit description
The unit description provides the focus for teaching
the specific unit content.
In this unit, students use whole numbers for
purposes to meet their daily needs, including
money matters. They respond to terms about
comparative measurement and the passing of time,
follow simple directions and recognise familiar
shapes. They engage in counting and sort familiar
objects or events.
1.1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2
1.2.1
1.2.2
1.2.3
Suggested learning contexts

The unit content will be introduced and applied in a
variety of contexts that are accessible to students.
Suggested contexts may include:
numbers in relation to everyday living e.g. on
buses, letter boxes, lockers, numerical labels
and for shopping (Number)
measurement in relation to social activities e.g.
faster or slower movements, longer or shorter
time for tasks (Space and measurement)
spatial relationships associated with personal
health and safety e.g. waiting and moving as
requested, following sequenced movements
(Space and measurement)
spatial relationships associated with therapy
activities e.g. indicating, moving, squeezing
requested shapes (Space and measurement)
chance associated with familiar events e.g. a
bus or train being early or late, an expected
baby is a girl (Chance and data)
data from students e.g. eye and hair colour,
preferred TV shows (Chance and data)
data in relation to life skills or simulated
workplace activities e.g. sorting, counting or
putting away cutlery, clothing and packaged
food (Number, Chance and data).
Unit content
This unit includes the content areas:
number
space and measurement
chance and data.
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
Students will be provided with opportunities to:
engage in mathematical activities
carry through tasks
seek assistance to solve problems
communicate results.
Number
use and match relevant numbers
count using one-to-one correspondence
between numbers and objects, for small
numbers
represent small numbers with objects
use counting numbers in everyday activities
use ordinal numbers in everyday activities.
Estimation and calculation
participate in calculation activities
use objects on templates to represent
and/or solve problems
use trial and error strategies.
1.3
1.3.1
Equivalence, equations and inequalities

use terms none, nothing, havent got any
or zero.
1.4
1.4.1
Finance
exchange money for goods or services and
receive change.
2. Space and measurement

2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.3
2.3.1
2.3.2
2.3.3
2.3.4
2.4
2.4.1
2.4.2
Time
use relevant time vocabulary
recognise calendars, and analogue and/or
digital clocks and their uses
sequence familiar daily and weekly events
follow timetables and work routines.
Length, area, mass, volume and capacity
and angle
compare objects directly using length
heft to compare masses of objects
use everyday comparative language
associated with length and mass
experiment with measuring equipment.
Location
locate significant areas in buildings and the
environment e.g. toilets, bus stops
place objects in their appropriate locations
respond to, and use directional terms e.g.
under
follow simple spatial directions in games
and practical situations.
2.4.3
Shape
match like shapes
link objects to names of shapes e.g. wheels
are circles
create shapes with different materials.
2.5
2.5.1
2.5.2
Transformations
orient objects to fit containers
rearrange objects to suit purposes.

11
3. Chance and data
Assessment
3.1
3.1.1
3.1.2
3.1.3
Collect and organise data

identify attributes of self, others and objects
use trial and error to complete tasks
classify self and familiar things.
3.2
3.2.1
Represent data
identify groups of objects or people.
The type of assessment in the table below is

consistent with the teaching and learning strategies
considered to be the most supportive of student
achievement of the outcomes in this unit of the
Mathematics course. The table provides details of
the assessment type, examples of different ways it
can be applied and the weighting.
3.3
3.3.1
Interpret data
recognise themselves or objects as part of
particular groups.
Weighting
Unit PA
100%
Type of assessment
Response
Students apply their mathematical understanding
and skills to respond to questions and situations.
Questions in this type of assessment can range
from those that are routine and familiar to students
through to non-routine, unfamiliar questions. The
questions will be closed and, so, target particular
methods and results.
Evidence gathering tools may include observation
check lists and quizzes.
Suited to the collection of evidence of student
achievement of all course outcomes.
12

UNIT PBMAT
Unit content
This unit builds on the content covered by the
previous unit.
Unit description
counting, addition and subtraction of numbers. They
study applications of number in everyday situations
involving money and measurement. They
distinguish length and other attributes of objects,
compare attributes of different objects, identify
shapes and read time. They describe position and
movement, including on informal maps. Students
recognise and describe chance in familiar activities
and collect and analyse categorical and
measurement data. They calculate using mental

number
chance and data.
choose and use mathematical methods to carry
through tasks
check and correct answers
communicate reasoning and results.
The number formats for the unit are counting
numbers, whole numbers and ordinal numbers.
1. Number

number from students experience e.g. scoring
in sport, bag limits for fishing, stock counts,
number of stock in farming, individuals school
attendance over a month (Number)
finance in relation to everyday personal
spending e.g. on food, public transport fares,
movie tickets, petrol and parking meter tickets
(Number)
measurement related to time e.g. watches and
calendars (Space and measurement)
space in relation to student environment e.g.
position, maps of familiar areas (Space and
measurement)
shapes in the environment e.g. international
road signs (Space and measurement)
transformations associated with patterns e.g. in
tiling, logos, tattoos, nature (Space and
measurement)
chance associated with familiar events e.g. a
particular team will win a competition, some
students in the class will play sport after school,
a die shows a six (Chance and data)
categorical data from students e.g. after school
activities, preferred snacks (Number, Chance
and data)
categorical data from the school environment
e.g. visible shapes, mode of transport to school
(Number, Space and measurement, Chance and
data)
measurement data from students e.g. head
circumference, length of long jump (Number,
Space and measurement, Chance and data)
measuring instruments, calculations, and
mathematical representation that are relevant to
students in vocational programs (Number,
Space and measurement, Chance and data).
1.1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7
1.2.8
1.2.9
1.3
1.3.1
1.3.2
1.3.3
Number
read, write, say and use counting numbers
into the hundreds
represent numbers with drawings
compare collection sizes
order whole numbers
use ordinal numbers to indicate place in a
sequence, such as third place.
use mental imagery and students own
mental counting strategies to add and
subtract small whole numbers
use materials to illustrate addition and
subtraction
use counting to add and subtract small
numbers
use addition facts to 10 + 10 in mental
computation
derive subtraction from addition facts
use counting and repeated addition to
achieve multiplication
use counting and repeated subtraction to
achieve division
add and subtract whole numbers on a
calculator
partition quantities into two or four equal
parts and name the parts halves and
quarters.
partition small whole numbers and recognise
equivalences e.g. 2 + 7 is the same as 3 + 6
write statements of equality using small
whole numbers and +, and =
solve missing number equations that
involve addition and subtraction.

13
1.4
1.4.1
1.4.2
1.4.3
1.4.4
Finance
Use money:
making purchases
recognising the denominations of notes
and coins
deciding the amount to tender
counting money to tender
counting change
comparing the purchase value of similar
items.
order spending preferences
saving and spending with banking
institutions:
using savings accounts for depositing and
withdrawing money
using debit cards
using ATMs, EFTPOS.
add and subtract whole number amounts of
money.
2. Space and measurement

2.1
2.1.1
2.1.2
2.1.3
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.3
2.3.1
2.3.2
2.4
2.4.1
2.4.2
2.4.3
2.4.4
2.4.5
14
Time
estimate time using natural or artificial
phenomena such as time for people to eat
lunch
read and use time on analogue and digital
watches and clocks
place familiar events in order of occurrence.
Length, area, mass, volume and
capacity, angle
compare capacities by pouring
use everyday comparative language
associated with capacity e.g. greater than
use everyday language associated with
approximation of measures e.g. nearly as
high as
measure by counting informal uniform units
(including hand span, paper clips, jars and
marbles) and whole number metric units of
length, capacity and mass.
Location
respond to, and use the language of
position, orientation and movement e.g. in
front of, left, near
place key features and objects on maps of
familiar areas e.g. the school, showing
relative position e.g. of one object between
two others.
Shape
name and draw everyday 2D geometric
shapes e.g. circle, diamond, square,
capturing the essence of the shape
identify everyday 3D shapes e.g. cone,
sphere
use everyday words to describe shapes
e.g. flat, straight, curved, round, side,
corner
identify spatial features of figures and
objects e.g. number of sides and vertices
discriminate between like and unlike
shapes giving geometric reasoning
2.4.6
2.4.7
2.5
2.5.1
2.5.2
2.5.3
2.5.4
recognise shapes in the environment that

resemble geometric shapes
link shapes of objects to their function e.g.
wheels are round so they will roll.
Transformations
move, match and position shapes to build
structures
fit shapes together to form larger shapes
generate simple patterns by sliding, turning
and flipping shapes
describe transformations using turn, flip and
slide.
3.
Chance and data
3.1
3.1.1
3.1.2
Describe chance
list outcomes for familiar chance events
distinguish likely, unlikely and impossible
outcomes.
3.2
3.2.1
Interpret chance
classify familiar events as likely, unlikely or
impossible
recognise that repetitions of chance actions
are likely to produce different results
list outcomes of familiar chance events that
satisfy given criteria.
3.2.2
3.2.3
3.3
3.3.1
3.3.2
3.3.3
3.3.4
3.4
3.4.1
3.4.2
3.4.3
3.4.4
3.5
3.5.1
3.5.2

collect:
objects
categorical data through simple survey
measurement data (record using informal
uniform units or whole number metric
units)
record data with materials and pictures in
organised lists with structure provided, and
in provided one-way tables
record data with tallies in provided tables
sort objects and pictures into groups using
familiar, agreed-to criteria and draw
pictures of objects in groups.
Represent data
construct block graphs and pictographs with
a
one-to-one
or
many-to-one
correspondence between data and symbols
construct column graphs for measurement
data, so that each column represents a
single measurement
include titles on graphs and labels on axes
count the number of objects, pictures or
data in categories and name the count
frequency.
Interpret data
read information from lists and one-way
tables, block graphs, pictographs and
column and bar graphs using labelled
calibrations on scales
link information from lists, tables and
graphs to real contexts

3.5.3
3.5.4
3.5.5
compare individual objects with other

individual objects such as measurements,
colour and group size for grouped objects
compare individual data with other
individual data such as frequency of data in
categories
report on collected data, describing how
graphs display the data and describing
what data show.
Assessment
The two types of assessment in the table below are
achievement of the outcomes in the Mathematics
course. The table provides details of the
assessment type, examples of different ways that
these assessment types can be applied and the
weighting range for each assessment type.
Weighting
Unit PB
4050%
5060%
Type of assessment
Response
In this type of assessment, students apply their
mathematical understanding and skills to analyse,
interpret and respond to questions and situations.
The assessment type provides for the assessment
of conceptual understandings, knowledge of
mathematical facts and terminology, problemsolving skills and the use of algorithms.
questions may be closed and, so, target particular
methods and results, or they may be open-ended
and allow for choice in the methods and a variety of
results.
Evidence gathering tools may include assignments,
tests, observation check lists and quizzes. Written
assessments may be done under timed conditions.
Best suited to the collection of evidence of student
Investigation
In this type of assessment, students plan, research,
conduct and communicate the findings of an
investigation. The assessment type provides for the
assessment of mathematical-inquiry skills,
problem-solving and modelling skills and coursespecific knowledge and skills.
Students may identify social issues, collect and
analyse relevant data in order to reach conclusions
and make recommendations. They may develop,
over an extended period of time, a theme or project
related to the practical application of mathematics.
Evidence gathering tools may include diagrams
and tables used to organise thoughts and
processes, journals, project reports, posters, oral
and multimedia presentations, observation

15
UNIT 1AMAT
Unit description

multiplication and division. They use whole
numbers and the four operations for practical
purposes, including financial matters useful to them
personally and in employment. Students measure
lengths and masses of objects and calculate
perimeters. They interpret timetables that they are
likely to use. They explore three-dimensional
shapes and use informal maps. Students recognise
and describe chance in familiar activities and
produce data using probability devices. They collect
and describe categorical and time series data. They
calculate using mental strategies, written methods
and calculators.

number in relation to budgeting e.g. running a
car, planning a fundraising activity, budgeting
income and living expenses (Number and
algebra)
finance in relation to personal budgeting and
banking and reading financial statements
(Number and algebra)
time in relation to bus, train and school
timetables, estimates of peoples ages (Space
and measurement)
shapes and their uses in design, sculpture,
packing
and
navigating
(Space
and
measurement)
location using informal maps e.g. of the school
and school locality, the bush (Space and
measurement)
transformations e.g. in corroborees, Latin and
square dancing, the LOGO software program
and computer games (Space and measurement)
chance associated with spinners, dice, coins,
tacks, colour and count of sweets in packets
(Number and algebra, Chance and data)
chance associated with familiar events e.g. an
expected baby is a boy, winning first prize in a
lottery (Chance and data)
categorical data from students e.g. favourite CDs
and sport and corresponding data from an
overseas class, first names that are common
(Number and algebra, Chance and data)
measurement data from students e.g. time per
day spent watching TV to the nearest half hour,
time spent getting to school to the nearest
quarter of an hour (Number and algebra, Space
and measurement, Chance and data)
16
time series data e.g. shadow length over time,

volume of water collected from a dripping tap
over time, plant and animal growth (Number and
algebra, Space and measurement, Chance and
data)
mathematical representations that are relevant
to students in vocational programs (Number and
algebra, Space and measurement, Chance and
data).
Unit content
number and algebra
chance and data.
carry through tasks
identify information
choose and use mathematical methods
choose methods of processingmental,

written, with a calculator.
interpret solutions
check and correct answers
link answers to contexts.

communicate methods, reasoning and results.
The number formats for the unit are whole numbers,
decimals to two decimal places, common fractions.
1.
Number and algebra

(19 hours)
1.1
1.1.1
Number
read, write, say and use:
whole numbers into the thousands
common
fractions including halves,
quarters, thirds
decimals to two decimal places for money
and measurement.
recognise place value for whole numbers.
1.1.2
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7

recognise
addition,
subtraction,
multiplication and division as distinct
processes
use multiplication facts to 10 10 in mental
computation
use addition facts to calculate subtraction
results
use multiplication facts to calculate division
results
partition quantities into two or more equal
parts, naming the parts with unit fractions
count with fractions including , ,
order and record on a number line unit
fractions and related fractions including
, , , 1, 1

1.2.8
1.2.9
1.2.10
1.2.11
1.2.12
1.2.13
1.2.14
1.3
1.3.1
1.3.2
1.3.3
1.4
1.4.1
1.4.2
1.4.3
1.4.4
1.4.5
1.4.6
describe fractions of things such as the

fraction of a pie that is eaten and the
fraction left over
divide whole numbers by whole numbers,
giving the answer as a whole number and
fraction or whole number and remainder
add and subtract fractions with the same
denominator, using written computation
describe the practical meaning of decimals
for money and measurements
add and subtract decimals for money and
measurement using written computation
use a calculator to operate on whole
numbers and decimals (one or more
operations where order is determined by
contexts)
estimate sums and products by rounding to
single digit numbers or multiples of 10.
write statements of equality using whole
numbers, operations and the equals
symbol
solve missing number problems involving
any of the four operations
recognise addition is commutative and
subtraction is not.
Finance
calculate with money and the four
arithmetic operations using a calculator
make simple budgets for personal use
calculate earnings:
weekly/fortnightly pay from hourly pay
weekly pay from annual salary.
use mathematics in personal banking:
understand the concept of receiving
interest on savings without calculating
interest
understand the concept of paying interest
on loans such as on money borrowed for
purchases, credit card debit balances,
cash advances, personal loans.
interpret financial statements such as pay
slips, debit/credit card statements, bank
statements, telephone accounts, rent
statements,
invoices,
retail
store
statements, income tax statements and
loan repayment statements
complete simple financial forms.
2.

(18 hours)
2.1
2.1.1
Time
estimate, measure, record, order and
compare time using standard units
read and use stopwatches and calendars
interpret
everyday
timetables
and
programs.
2.1.2
2.1.3
2.2
2.2.1
2.2.2
2.3
2.3.1
2.3.2
2.3.3
2.4
2.4.1
2.4.2
2.4.3
2.4.4
2.4.5
2.4.6
2.4.7
2.5
2.5.1
2.5.2
2.5.3

capacity, angle
estimate, measure, order and compare
length, mass and capacity using metric
units in whole units
calculate perimeter of shapes and generate
shapes with specific perimeters (without
formulas).
Location
use directional language associated with
turns and compass bearings to describe a
route e.g. right angle, quarter turn, left turn,
north, west
find key features on maps and interpret
relative position and proximity from maps
place key features on maps of known
locations, attending to relative position and
proximity.
Shape
name geometric shapes and their features
(circle, ellipse, triangle, rectangle, square,
cube, cone, cylinder, sphere, rectangular
prism, pyramid; and vertex, side, edge,
face, base)
identify essential attributes of named
shapes
draw 2D geometric shapes given the name
copy plans/pictures made of geometric
shapes e.g. birds-eye-view of a table
setting
match 3D objects and drawings of them,
attending to shape and placement of parts
describe and draw cross-sections of simple
3D objects e.g. a cube of cheese, a
pineapple
link the structure of objects to their
flexibility, stability and ease of storage.
Transformations
describe symmetry of figures and
arrangements in students own words
produce tiling patterns by systematically
translating, rotating and reflecting a given
shape
describe transformations using rotation,
reflection and translation.
3.
Chance and data (18 hours)
3.1
3.1.1
Conduct chance experiments

generate data using simple probability
devices.
3.2
3.2.1
Quantify chance
list outcomes for familiar chance events,
describe them as being more or less likely
than each other or equally likely, and
provide
reasoning
from
personal
experience
list all possible outcomes for one-stage
experiments before experimentation and
use them to decide chance, such as most
likely, equally likely
3.2.2

17
3.2.3
check
likelihood
experimental data.
against
3.6.2
3.3
3.3.1
Interpret chance
classify familiar events as certain, likely,
unlikely or impossible and classify them as
equally likely or not
order chance events from least likely to
most likely, providing reasoning from
personal experience or reasoning based on
data
interpret chance in real contexts
recognise that repetitions of chance events
are likely to produce different results
describe how to influence the chance of an
event happening.
3.6.3
3.3.2
3.3.3
3.3.4
3.3.5
3.4
3.4.1
3.4.2
3.4.3
3.4.4
3.4.5
3.4.6
3.4.7
3.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.5.6
3.5.7
3.5.8
3.6
3.6.1
18
predictions
3.6.4
compare individual data with other

individual data such as frequency of data in
categories
compare individual data using group
characteristics (rank data in order of
magnitude, and select lowest, highest and
middle scores)
report on collected data:
stating research questions
describing and explaining what data and
graphs show
commenting on results in relation to
predicted results.

formulate research questions including
about topics that require data collection
beyond the classroom
collect categorical data by simple survey
collect measurement data, including at
equal time intervals
predict what data will show
record data with tallies in one- and two-way
tables that are provided
record time series data in provided tables
classify and sort data according to agreed
criteria, and reword classifications to clarify
what is included and excluded.
Represent data
calculate frequency
construct one-way frequency tables for
number of objects in group and data
recorded with pictures and tallies
assign data to two-way tables and to Venn
diagrams with two overlapping categories,
and replace data with frequencies
construct block graphs and pictographs with
a
one-to-one
and
many-to-one
construct column graphs for measurement
data, so that each column represents a
single measurement
construct column and horizontal bar graphs
showing
frequencies
for
different
categories, using frequency scales labelled
with consecutive whole numbers
for time series data, so that times are
treated as categories and each column/bar
represents a measurement
include titles on graphs and labels on axes.
Interpret data
read information from tables with tallies,
one- and two-way frequency tables, Venn
diagrams with two categories, block graphs
and pictographs, and bar and column
graphs, using labelled calibrations on
scales

Assessment
Weighting
Stage 1
4050%
5060%
Type of assessment
Response
results. Open-ended questions typically call for high
level reasoning.
tests, examinations, observation check lists and
quizzes. Written assessments may be done under
timed conditions.
Investigation
assessment of mathematical-inquiry skills, problemsolving and modelling skills and course-specific
knowledge and skills.
Students may investigate mathematical patterns,
making and testing conjectures and generalising
mathematical relationships. They may select, apply
and adapt models and procedures to solve complex
problems in contexts and, then, justify their results
to themselves and others. They may identify social
issues, collect and analyse relevant data in order to
reach conclusions and make recommendations.
They may develop, over an extended period of
time, a theme or project related to the practical
application of mathematics.
Evidence gathering tools may include diagrams and
tables used to organise thoughts and processes,
written investigation reports, journals, project
reports, posters, oral and multimedia presentations,
self or peer evaluations, observation checklists and
interviews.

19
UNIT 1BMAT
Unit description
In this unit, students use decimals, fractions and
percentages for practical purposes. They apply
mathematics for personal budgeting, banking and
shopping. They estimate and measure length and
mass of objects using a variety of instruments, and
derive and use methods for calculating perimeter
and basic areas. They translate, reflect and rotate
shapes in design. Students use repeated
measurement to collect data relevant to them,
display data in tables and graphs and interpret the
displays. They calculate using mental strategies,
written methods and calculators.

number in relation to students experience e.g.
personal finance, measurement in sport
financial budgeting for personal use e.g. phone
account, keeping a horse or other animals
methods of scoring in events and of making
comparisons between competitors e.g. diving,
football, rowing, boxing, darts, dancing (Number
and algebra)
measuring
e.g.
with
thermometers,
stopwatches, long measuring tapes, graduated
jugs (Space and measurement)
transformations and their use in patterns e.g. in
dress fabric, tiling, wallpaper, wrapping paper,
lace,
wrought
iron,
art
(Space
and
measurement)
data from estimation, with and without a ruler
being visible e.g. arm length of a student, height
of teacher, length of pipe for garden reticulation,
length and area of paving (Space and
measurement, Chance and data)
measurement data (repeated measurement of
single object) e.g. arm length of a student
(Space and measurement, Chance and data)
categorical data from students (two attributes
for Venn diagrams) e.g. students preferences
for one, none or both of two foods, students
enrolment in one, none or both of two school
subjects (Chance and data)
census data for column graphs e.g. population
by age, population by state (Chance and data)
misleading graphs in advertising (Chance and
data)
20
averages in the media e.g. number of children

in families, rainfall (Number and algebra,
Chance and data)
to students in vocational programs (Number
and algebra, Space and measurement, Chance
and data).
Unit content
previous unit.
number and algebra
chance and data.
carry through tasks
identify and organise information

written, with a calculator
record working.
interpret solutions
check answers fit specifications
link solutions to contexts and reach

conclusions.
The number formats for the unit are whole
numbers, decimals, common fractions, common
percentages.
1.
Number and algebra

(19 hours)
1.1
1.1.1
Number
read, write, say and use:
whole numbers into the millions
decimals to three decimal places
common fractionsdenominators 2, 3, 4,
5, 6, 8 and 10
common percentages including 10%,
20%, 25%.
recognise place value for whole numbers
and decimals.
1.1.2
1.2
1.2.1
1.2.2

use addition facts to 10 + 10 and
multiplication facts to 10 10 in mental
computation,
including
for
inverse
calculation of subtraction and division
estimate sums, differences, products and
quotients by rounding to single digit
numbers or multiples of 10

1.2.3
1.2.4
calculate
fractions,
decimals
and
percentages in contexts such as the
fraction/decimal/percentage of the class
owning a hand-held computer game
write simple fractional equivalences e.g.
1.4.3
1 =3
2
6
1.2.5
order and record on the number line

fractions that are easily visualised e.g.
3 , or that have a common
2 and
3
4
numerator e.g.
1.2.6
add and subtract decimals with written

methods
1.2.7 order and record on the number line
decimals with the same number of decimal
places
1.2.8 use a calculator to add, subtract, multiply
and divide decimals in contexts:
use brackets and the calculator memory
for interim results (not relying on rule of
order in a calculator)
interpret whole number and remainder
results arising from division
interpret negative signs in results
round results to suit contexts.
1.2.9 convert
between
common
fractions,
decimals and percentages, mentally and
with a calculator
1.2.10 use a calculator to calculate fractions,
decimals and percentages of quantities.
1.3
1.3.1
1.3.2
1.3.3
1.3.4
1.4
1.4.1
1.4.2

write and verify numerical statements of
equality and inequality, using the four
arithmetic operations and the symbols
=, , < ,>
write number statements that recognise the
commutative and associative laws for
addition and multiplication
recognise that the commutative and
associative laws do not apply to subtraction
and division
write word equations symbolically with
blocks
for
missing
numbers
e.g.
2 + 3 = 11, and determine missing
numbers by guess, check-and-improve and
working-backwards methods.
Finance
budget for personal use:
identify income and expenditure
make budget estimates
follow budgets for a period of time.
use mathematics in personal banking:
understand the concept of interest on
savings and loans, such as on term
deposits, store cards, credit card debit
balances, cash advances and personal
loans
calculate simple interest, repayments and
balance amounts.
use mathematics in shopping:

calculate discount and price after discount
interpret
advertising
specials
and
discounts
calculate unit cost given the price of
several items e.g. $3.50 for 5 items.
2.

(20 hours)
2.1
2.1.1
Time
estimate, measure, order and compare time
using:
standard units
12- and 24-hour time.
record time on time sheets to the nearest
quarter of an hour and calculate hours
worked
interpret everyday timetables and programs
with 12- and 24-hour time.
2.1.2
2.1.3
2.2

capacity, angle
2.2.1 estimate, measure, order and compare
length and mass using metric units
2.2.2 read labelled and unlabelled calibrations on
whole number scales on a variety of
instruments
2.2.3 use metric prefixes e.g. kilo and
abbreviations e.g. kg
2.2.4 measure and calculate perimeters of
polygons and other shapes
2.2.5 generate shapes with specific perimeters
2.2.6 estimate and measure areas of polygons
and other shapes by counting squares
2.2.7 demonstrate and use: area of a
rectangle = length breadth
2.2.8 compare angles directly and order them by
size
2.2.9 measure, draw and estimate angles in
degrees
2.2.10 classify angles as acute, right, obtuse,
straight and reflex.
2.3
2.3.1
2.3.2
2.3.3
2.3.4
2.3.5
Shape
name polygons (types of triangles and
quadrilaterals,
pentagon,
hexagon,
octagon)
draw polygons that meet criteria for angles,
sides and vertices
identify 2D shapes that tessellate and draw
tessellations
modify simple shapes that tessellate to form
complicated shapes that tessellate and use
them to form patterns
use geometric language to describe 2D
figures so others can draw them e.g. logos,
patterns with reflection and translation.

21
2.4
2.4.1
2.4.2
2.4.3
Transformations
recognise and describe the translation,
reflection and rotation of figures
produce
patterns
by
systematically
translating, rotating or reflecting a given
shape
produce figures that meet transformation
criteria e.g. a shape with order-6 rotational
symmetry.
3.
3.1
3.1.1

plan the collection of data from repeated
measurement of a quantity
plan recording sheets, organising data in
tables
record data and check and edit the record
group data involving whole numbers into
equal sized class intervals, with guidance.
3.1.2
3.1.3
3.1.4
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
3.2.8
3.2.9
3.3
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
22
3.3.7
3.3.8
link spread to accuracy in repeated

measurement and natural variation in
phenomena, and link mean, median, mode
to true measurement and typical values
report on collected data, including
describing the collection and explaining
what data and graphs show.
Represent data
construct one- and two-way frequency
tables
construct frequency Venn diagrams for two
events
construct pictographs with a many-to-one
construct dot frequency plots
showing frequencies for whole number data
grouped in intervals, treating intervals as
categories, and using scales calibrated with
whole numbers but not all calibrations are
labelled
calculate mean, median, and mode for
listed data and ungrouped frequency data
choose averages to suit the contexts of
data
describe spread in terms of lowest and
highest scores and range
calculate proportions of data in simple
fractional and percentage forms.
Interpret data
read information from frequency graphs,
using labelled and unlabelled calibrations
on scales
discern if graphs of univariate data are
misleading and explain why
compare individual data using group
characteristics (rank data in order of
magnitude, and select lowest, highest and
middle scores)
compare proportions of data satisfying
criteria
compare datasets using mean/median and
spread indicated by lowest and highest
scores and range
calculate sum of scores from the mean and
numbers of data in categories from simple
proportions

Assessment
Weighting
Stage 1
4050%
5060%
Type of assessment
Response
The assessment type provides for the assessment of
conceptual understandings, knowledge of
mathematical facts and terminology, problem-solving
skills and the use of algorithms.
Questions in this type of assessment can range from
those that are routine and familiar to students
level reasoning.
timed conditions.
Investigation
problems in contexts and, then, justify their results to
themselves and others. They may identify social
They may develop, over an extended period of time,
a theme or project related to the practical application
of mathematics.
written investigation reports, journals, project
reports, posters, oral and multimedia presentations,
self or peer evaluations, observation checklists and
interviews.

23
UNIT 1CMAT
Unit content
Unit description

number and algebra
chance and data.

previous units.

In this unit, students use decimals, fractions,
percentages and ratios for practical purposes. They
apply mathematics to financial matters in the
workplace. They write and use algebraic rules for
number patterns. They measure volume and other
attributes of objects, and derive and use formulas
for area and volume. They read and draw maps
with scales, describe and draw shapes in three
dimensions. Students describe likelihood for chance
events, and design and test simple probability
devices. They collect time series data relevant to
them, display data in tables and graphs and
interpret the displays. They calculate using mental

graphs for personal records over time e.g.
hours of part-time work by week (Number and
algebra, Chance and data)
shapes in architecture and industry e.g. wheat
silos, warehouses, cooling towers, stockpiles of
iron ore (Space and measurement)
measurement in practice e.g. garden design,
area of paving and garden beds, fencing, stage
design, reticulation, in agriculture and
horticulture (Space and measurement)
probability devices e.g. spinners, dice, cards,
coloured or numbered counters in a container
(Chance and data)
likelihood e.g. in relation to winning a raffle,
moves in a board game, a sports team winning,
rain the next day, being taller than the next
person you meet (Chance and data)
time series data e.g. World and Olympic sports
records, plant growth, money raised in a
fundraising effort, volume of water collected
from a dripping tap, populations for Australian
States and the nation over time (Space and
and data).

plan and carry through tasks
develop systematic approaches

interpret solutions:

conclusions
generalise results.
The number formats for the unit are whole
numbers, decimals, common fractions, common
percentages, simple ratios, square and cubic
numbers written with powers.
1.
Number and algebra

(20 hours)
1.1
1.1.1

use the rule of order with +, , , and
brackets when calculating with whole
numbers and decimals
round to the nearest whole number and one
decimal place
distinguish factors from multiples and write
numbers as products of factors
use mental/written computation with
fractions to:
calculate fractions of whole numbers
e.g. of 12
add and subtract fractions with the same
denominator
divide whole numbers by unit fractions
e.g. the number of quarters in 10 oranges.
calculate simple decimal quantities with
mental/written computation e.g. 0.5 of 3 kg
estimate common percentages of quantities
with mental/written computations e.g. 20%
of $16
use a calculator to calculate fractions,
decimals and percentages of quantities and
to express one quantity as a percentage of
another quantity e.g. the percentage of
students in a class who have a part time job
use diagrams to show simple ratios e.g. 1
to 4
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
24

calculate ratios in contexts e.g. the ratio of

sugar to butter in recipes
1.1.10 partition quantities according to simple
ratios e.g. share $12 in the ratio 1 to 2
1.1.11 describe simple ratios with percentages and
fractions
1.1.12 calculate with unit rates in contexts
including hourly rate of pay, kilometres per
hour.
2.1.2
1.2
1.2.1
2.2
2.2.1
1.1.9
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7
Functions and graphs

recognise everyday variables that change
with time and describe the nature of the
changes
describe how quantities appear to be
related in tables of ordered pairs
locate and plot points in the first quadrant
use points on a graph to compare the
quantities they represent
read and interpret line graphs of situations
including travel graphs
describe and interpret changes in the
steepness of line graphs
choose graphs to match given situations.
2.1.3
2.1.4
2.1.5
2.2.2
2.2.3
2.3
2.3.1
2.3.2
2.3.3
1.3
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
1.4
1.4.1
2.
2.1
2.1.1
Patterns
create tables to show position numbers and
elements in a number pattern
describe in words:
one-step recursive rules for patterns with
a given starting number
two-step rules that link each element in a
number pattern to position.
write algebraic rules that relate each
element of a pattern to its position in the
pattern e.g. b = 2 n + 1
support or refute conjectured rules for
number patterns by testing cases
use rules to continue number patterns and
generate terms from rules.
Finance
use mathematics in the workplace:
calculate weekly/fortnightly pay from
hourly rate
calculate pay for different conditions
including retainer and commission, salary,
base pay and overtime
compare
the
advantages
and
disadvantages of casual, part-time, fulltime, temporary and permanent conditions
calculate
employer
superannuation
contributions
complete personal tax returns
calculate income tax from tax tables.

(19 hours)
capacity, angle
derive and use area formulas for squares,
rectangles, triangles, parallelograms
2.3.4
2.3.5
measure the volume of rectangular prisms

by counting cubes
demonstrate and use volume formulas for
cubes and right rectangular prisms (volume
of prism = area of base perpendicular
height)
use ratios to describe concentrations and to
interpret information on food labels
convert between units of length.
Location
use whole number scales on maps e.g.
1 cm represents 10 km
use map coordinates and whole number
scales to interpret maps and plans
make maps and plans with whole number
scales, showing key features.
Shape
draw prisms, pyramids, cylinders and cones
so that they are recognisable without
necessarily being precise
match 3D objects with drawings of them
e.g. front, back and side views or 3D views
draw side, front, back and top views of 3D
shapes e.g. prisms, pyramids, cylinders and
cones
select 3D objects that meet geometric
criteria e.g. curved and straight edges,
number of faces and vertices
make models of simple 3D objects e.g. a
TV, attending to shape.
3.
3.1
3.1.1

plan and make simple probability devices
for particular orders of probability and test
the devices.
3.2
3.2.1
Quantify chance
systematically list or display on diagrams
outcomes for one-stage experiments and
use them to decide chance (most likely,
least likely, equally likely etc.) and justify
choices
describe likelihood with simple ratios,
fractions and percentages
place chance expressions (impossible,
poor chance, even chance etc.) on a
scale from 0 to 1.
3.2.2
3.2.3
3.3
3.3.1
3.3.2
3.3.3
Interpret chance
use likelihood values to predict number of
outcomes that are likely to satisfy provided
criteria in n trials
recognise that likely events may not happen
and very unlikely events are possible
reason about the number of trials needed
for reliable conclusions about the likelihood
of a result, basing reasoning on
experimental data

25
3.3.4
3.3.5
3.3.6
3.3.7
3.4
3.4.1
3.4.2
3.4.3
3.4.4
3.5
3.5.1
3.5.2
3.6
3.6.1
3.6.2
3.6.3
3.6.4
order outcomes from least likely to most

likely, using simple ratios, fractions and
percentages
explain numerical values for likelihood in
terms of contexts
identify real world events with given chance
(0, ,, and 1)
identify factors that could affect the chance
of an event happening.
frame and revise questions in context from
general questions to specific ones that can
be tested with time series data
plan how to collect measurement data at
regular time intervals
plan recording sheets linking the design to
the question and choose measurement
units
record data, attending to accuracy.
Represent data
plot points and construct line graphs for
time series data using scales where not all
calibrations are labelled
describe trend as increasing or decreasing,
for time series data with a one-to-one
correspondence
between
time
and
the dependent variable.
Assessment
Weighting
Stage 1
4050%
Interpret data
read information from time series graphs,
using labelled and unlabelled calibrations
on scales
discern if graphs of time series data are
misleading and explain why
describe trend in terms of time and other
variables
assessing how to improve data collection.
5060%
Type of assessment
Response
results. Open-ended questions typically call for
high level reasoning.
timed conditions.
Investigation
and adapt models and procedures to solve
complex problems in contexts and, then, justify
their results to themselves and others. They may
identify social issues, collect and analyse relevant
data in order to reach conclusions and make
recommendations. They may develop, over an
extended period of time, a theme or project related
to the practical application of mathematics.
processes, written investigation reports, journals,
project reports, posters, oral and multimedia
presentations, self or peer evaluations, observation
26

UNIT 1DMAT
Unit description
In this unit, students use integers, decimals,
fractions, percentages and ratios for practical
purposes. They apply mathematics in making
financial decisions. They write word sentences
algebraically and solve simple equations. They
calculate area and perimeters of circles and use
Pythagoras theorem for the sides of triangles. They
describe the effects of reflecting, rotating and
translating shapes in design, and enlarge, reduce
and distort figures. They interpret detailed maps.
Students collect measurement data from fair
samples, display data in tables and graphs,
calculate averages and describe spread of data,
and compare datasets. They use mental strategies,
written methods, calculators and computer

finance in relation to record keeping with
spreadsheets e.g. budgets for independent
livingrent, accommodation, food, transport;
review and adjust budgets (Number and
algebra)
financial plans for personal use e.g. mobile
phones, internet charges, rewards programs
that exchange points for goods/services
ratio and proportion e.g. planning for a morning
tea, adjusting recipes for group size (Number
and algebra)
number contexts that may include aspects of
mathematics e.g. planning a school ball,
birthday party (18/21), parents wedding
anniversary, special birthdays (Number and
algebra)
transformations in relation to design e.g. fabric,
lace, wrought-iron work, Wingdings fonts
(Space and measurement)
scale drawing e.g. garden design, farm sheds,
sheep yards, stage design, selecting furniture
for rooms, tourist routes (Space and
measurement)
time in relation to schedules e.g. sports carnival
events (Space and measurement)
surveys of e.g. boys and girls, or year group
opinions on school issues (Chance and data)
data for comparison e.g. predicted and actual
test marks (Chance and data)
census data for column graphs e.g. income by

sex and age for each state and the nation
(Chance and data)
averages in real life e.g. median house prices,
mean monthly rainfall, mode number of people
attending popular events such as AFL finals,
mean of circumference/diameter for round
objects (Number and algebra, Space and
statistics in the media e.g. about exports, sport,
estimated death toll in a disaster (Chance and
data)
and data).
Unit content
previous units.
number and algebra
chance and data.

interpret solutions

conclusions
generalise results.
The number formats for the unit are decimals,
fractions, percentages, square numbers, square
roots, positive and negative numbers, simple ratios.
1.
Number and algebra

(19 hours)
1.1
1.1.1

use rule of order with +, , , , squares,
square roots and brackets when calculating
with whole numbers and decimals
round decimals to the nearest multiple of
ten, unit or tenth
estimate sums, difference, products and
quotients by rounding
1.1.2
1.1.3

27
1.1.4
use mental/written computation:

calculate simple percentages of quantities
add and subtract integers, decimals and
common fractions e.g. 1 6 + 3 4
1.3.2
multiply integers, decimals, common

fractions by single digit whole numbers
divide integers and decimals by single
digit counting numbers.
1.1.5 convert
between
common
fractions,
decimals and percentages of quantities
1.1.6 order fractional, decimal and percentage
quantities that are close e.g. and 30% of
$100
1.1.7 convert between fractions, decimals and
percentages with a calculator
1.1.8 use calculators and spreadsheets to add,
subtract, multiply and divide numbers,
adhering to and utilising conventions of the
technologies
1.1.9 recognise that multiplying and dividing by
fractions and decimals can increase or
decrease the original amounts
1.1.10 order and record on the number line:
decimals with different numbers of
decimal places
positive and negative whole and decimal
numbers.
1.2
1.2.1

generate number equivalent statements
that recognise the associative, commutative
and
distributive
properties
e.g.
25 6 + 25 4 = 25 ( 6 + 4 ) = 250
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
recognise that letters stand for variable

numbers in algebra
use algebraic conventions, such as
2 k = 2k and k k = k 2
substitute into formulas directly to evaluate

quantities such as area A given r for the
formula, A = r 2
write word sentences and constraints
symbolically including sentences like a taxi
charge is $4.80 flag fall and $1.35 per
kilometre
solve one- and two-step equations with a
single algebraic term using the guess,
check and improve, work-backwards and
balance
1.2.7
1.2.8
1.2.9
1.3
1.3.1
28
2 x + 3 = 12
methods
e.g. x 2 = 2000 ,
substitute to validate solutions of equations

state truth sets for word statements and
graph them on the number line e.g.
numbers between 4 and 10
generate pairs of numbers that satisfy
equations e.g. x y = 36 .
1.3.3
read and interpret information from financial

statements, such as pay slips, debit/credit
card
statements,
bank
statements,
telephone accounts, rent statements,
invoices, retail store statements and income
tax statements
compare financial statements, such as
mobile phone plans, rewards programs,
internet plans, interest-free terms.
2.
Space and
(18 hours)
2.1
2.1.1
Time
calculate elapsed time including the
duration of events
interpret complex timetables and schedules
such as tide charts
integrate information to schedule events in
which time is a variable
calculate and use everyday rates including
speed in kilometres per hour (conversions
not included).
2.1.2
2.1.3
2.1.4
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.2.6
measurement

capacity, angle
read between calibrations on scales when
measuring
relate the diameter of a circle to its
circumference
estimate area of a circle by counting
squares
use decimal approximations for
use formulas to calculate:
circumference of a circle
area of a circle.
use Pythagoras theorem to calculate the
sides of right triangles.
2.3
2.3.1
2.3.2
Location
describe scales with ratios
interpret maps using map coordinates, ratio
scales, compass directions and bearings.
2.4
2.4.1
Transformations
use a grid to enlarge, reduce or distort a 2D
figure by whole number and unit fraction
scales
describe the properties of transformations
e.g. corresponding points on the image and
object are the same distance from a line of
reflection
describe the position and orientation of 3D
objects after translation, reflection and
rotation e.g. in the context of moving
furniture
use geometric language to describe
transformed figures.
2.4.2
2.4.3
2.4.4
Finance
construct spreadsheets and use them to
make
financial
decisions,
including
budgeting for personal use, budgeting for
an activity

3.
Assessment
3.1
3.1.1

frame short sets of survey questions in
context
choose a fair sample for a survey (not a
formal random sample)
plan recording sheets for survey data
collect and record data, and check and edit
the record
group measurement data in tables with
provided equal sized class intervals.

3.1.2
3.1.3
3.1.4
3.1.5
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
3.3
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
3.3.7
Represent data
tables
construct
column
graphs
showing
frequency and compound (i.e. clustered)
column graphs for two sets of data
construct
frequency
histograms
for
ungrouped data and data grouped in equal
sized class intervals
calculate mean, median and mode for
ungrouped frequency data
calculate
relative
frequency,
and
proportions of data in fractional, decimal
and percentage forms
describe spread of datasets informally (data
are spread out, tightly packed)
describe spread using range and lowest
and highest scores.
Interpret data
read information from tables, circle graphs
(pie charts with simple percentages, and
frequency
graphs,
reading
between
calibrations on scales)
discern advantages and disadvantages of
using frequency graphs rather than tables
to display data
discern the relative advantages of the
various averages (mean, median and
mode)
compare datasets using mean, median,
lowest and highest scores and range
use words that acknowledge uncertainty
when comparing data sets such as scores
for tend to be more spread than scores
for
calculate numbers of data in categories
from relative frequency and proportions
report on collected data, including sampling
methods and justification for them.
Weighting
Stage 1
4050%
5060%
Type of assessment
Response
timed conditions.
Investigation

29
UNIT 1EMAT
Unit description
In this unit, students use positive and negative
numbers and numbers with powers for practical
purposes. They calculate interest and repayments
for loans. They draw graphs to represent real
situations, and use them to describe how quantities
are related. They use trigonometry to calculate
measurements in right triangles, and calculate
volume and surface area of shapes. They analyse
networks. Students simulate everyday chance
events, calculate probabilities and predict using
probabilities. They collect bivariate data relevant to
them, display the data in tables and graphs, and
describe trends. They use mental strategies, written
methods, calculators and computer technologies
where appropriate.

number in relation making financial decisions
e.g. about large purchases (Number and
algebra)
finance in relation to:
purchasing with borrowed money e.g. trail
bike, car, computer, TV, property, stock for
farms
contracts e.g. commercial advertisements,
interest-free period contracts
tables of rates e.g. income tax (Number and
algebra).
algebra in relation to sequences of shapes and
numbers; length, area and volume when
doubled, tripled etc. (Number and algebra)
networks e.g. main road system, delivery and
courier rounds (Space and measurement)
surface area/volume ratios and heat transfer
e.g. in babies, animals, freezer storage (Space
and measurement)
simulation of two-choice situations where the
population proportions are known e.g. having
/not-having a disease, being/not-being a
member of a particular racial group, being male
or female (Number and algebra, Chance and
data)
bivariate data e.g. pulse rate before and after
exercise, hand span and foot length for
individuals, left-hand and right-hand reaction
time under stimulus for individuals, predicted
and actual daily temperatures, predicted and
actual test marks (Chance and data)
30

and data).
Unit content
previous units.
number and algebra
chance and data.
plan and carry through tasks:


conclusions
generalise results.
The number formats for the unit are percentages,
ratios, positive and negative numbers, numbers
expressed with positive integer powers, square
roots, cube roots.
1.
Number and algebra

(23 hours)
1.1
1.1.1

use common percentage, decimal and
fractional equivalents
round whole and decimal numbers to given
degrees of accuracy and to suit contexts
calculate with powers using written
methods and calculators
calculate with square and cube roots using
calculators
calculate with ratios and rates in contexts
such as the number of litres of petrol to
travel
450 km
if
consumption
is
7.8 L/100 km.
1.1.2
1.1.3
1.1.4
1.1.5
1.2
1.2.1
1.2.2

locate and plot points in the four quadrants
of the Cartesian plane, joining points if
appropriate for problem contexts
sketch graphs to represent function
relationships in contexts including travel
graphs

1.2.3
1.2.4
1.3
1.3.1
1.3.2
1.3.3
1.4
1.4.1
1.4.2
1.4.3
2.
2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
describe how quantities appear to be

related using graphs of points and
continuous graphs, including travel graphs
distinguish dependent and independent
variables and assign independent variables
to the horizontal axis on graphs.
Patterns
describe symbolically:
one- and two-step rules that link each
element in a number pattern to position
one- and two-step recursive rules for
patterns with a given starting number,
using arithmetic operations and powers.
check and revise rules to ensure correct
meaning, taking into account order of
operations
follow one- and two-stage rules to extend
sequences and predict results.
Finance
make
decisions
about
loans
and
investments:
calculate simple interest
calculate interest compounded yearly,
monthly and daily, using recursion with
technology
calculate
repayments and balance
amounts for loans
compare loans and investments with
simple and compound interest.
calculate depreciation and inflation
determine best buys using ratio and
proportion.

(15 hours)
capacity, angle
use formulas to calculate surface area and
volume of prisms, pyramids, cones,
cylinders, spheres and hemispheres
use inversely the formulas for:
areas of squares, rectangles, circles
volumes of rectangular right prisms,
cylinders,
cones,
spheres
and
hemispheres
convert between metric units e.g.
kilometres to metres
convert between derived metric units and
across units e.g. cubic metres to cubic
centimetres, square metres to hectares
use angle measure in degrees
use trigonometric ratios (sine, cosine,
tangent) to calculate sides and angles
(degree measure) of right triangles
use direct proportion to estimate where
direct measurement is not possible e.g.
estimate the height of a tree.
2.2
2.2.1
2.2.2
2.2.3
Networks
represent information as networks
investigate the traversability of networks,
intuitively and with algorithms
develop and use systematic methods for
the shortest path between vertices of
simple networks e.g. two-directional flow.
3.
3.1
3.1.1

conduct simulations to model real world
events with outcomes that are not equally
likely.
3.2
3.2.1
Quantify chance
use long run relative frequency to estimate
probabilities
list sample spaces for one-stage events
with repetition to reflect likelihood of
outcomes
calculate simple probabilities using sample
spaces and the number of favourable
outcomes divided by the total number of
outcomes
use fractions, decimals and percentages to
describe probability and move freely
between them
use the facts that probabilities sum to 1 and
range from 0 to 1 to check probabilities.
3.2.2
3.2.3
3.2.4
3.2.5
3.3
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
3.3.7
3.3.8
3.4
3.4.1
3.4.2
3.4.3
3.4.4
Interpret chance
predict the results for repetition of
simulations with the same number of trials
use probabilities to predict proportions and
number of outcomes that are likely to
satisfy provided criteria in n trials
recognise predictions are not always
realised
recognise the law of large numbers (that
outcomes for successive trials follow no
describable pattern but relative frequency of
outcomes is predictable for a large number
of trials)
likely, using fractional, decimal and
percentage probabilities
explain probability statements in common
usage
identify factors that could compromise the
simulation of real world events
use chance terminology when describing
events (probability of, complement of).
plan the collection of bivariate data to
investigate situations specified by the
teacher
plan recording sheets involving tables
collect and record data and check and edit
the record.

31
3.5
3.5.1
3.5.2
3.5.3
3.6
3.6.1
3.6.2
3.6.3
Represent data
construct scatterplots for bivariate data,
plotting between calibrations on scales
for bivariate data
sketch notional increasing and decreasing
trends (not from points).
Interpret data
read information from scatterplots, reading
between calibrations on scales
use sketches of trend in interpretation of
data in contexts
assessing how to improve data collection
and handling.
Assessment
Weighting
Stage 1
4050%
5060%
Type of assessment
Response
timed conditions.
Investigation
32

UNIT 2AMAT
Unit description
In this unit, students apply ratios and direct
proportion in practical situations. They calculate
profit, loss, discount and commission in financial
contexts. They study introductory algebra and linear
relationships in numeric, algebraic and graphical
forms. They use Pythagoras theorem for the sides
of triangles and analyse the reflection, rotation and
translation of shapes in design. Students collect
data from fair samples, and represent and interpret
the data. They use mental and written methods and
1.
Number and algebra

(28 hours)
1.1
1.1.1

use the connections between the four
arithmetic operations
apply the rule of order when calculating
use mental and written methods to
calculate and estimate with integers,
decimals, fractions between 0 and 1,
common percentages of whole numbers
and of decimals to two decimal places
round and truncate as part of estimation
and calculation
use multiplication and division in situations
involving ratios
use calculators to calculate with integers,
decimals, fractions and percentages,
powers, square roots and cube roots.
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.2
1.2.1
1.2.2
Unit content
previous units.
number and algebra
chance and data.
1.2.3
1.2.4
y = mx + c
The number formats for the unit are decimals,

fractions, percentages, positive and negative
numbers, numbers expressed with positive integer
powers, square roots, cube roots, simple ratios and
rates.
formulate linear rules for tables of values

determine tables of values for linear rules,
recognise many values are possible
besides the ones chosen
use tables of values to graph linear rules
read points from a line graph and
recognise they satisfy the rule for the line
read gradient and vertical intercept of line
graphs and link gradient to difference
pattern in tables
formulate linear rules from graphs
graph lines from rules using gradient and
vertical intercept.
use the function facilities of calculators and
computer spreadsheets.

skills to the degree of complexity described below
and comprises the examinable content of the
course.


conclusions
generalise results.

locate, plot and interpret points in the four
quadrants of the Cartesian plane; reason
whether or not to join the points
recognise that continuous lines and curves
on a graph consist of points
sketch and interpret graphs that represent
relationships in contexts such as water
filling a vase
identify linear relationships in the form
1.2.5
1.3
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5

recognise that letters stand for variable
numbers in algebra, including when
translating between word and algebraic
statements
use algebraic conventions such as
2 k = 2k , and k k = k 2
collect like terms in algebraic expressions

use the distributive property:
to
expand
expressions
of
the
form ( ax b )( cx d )
to factorise linear expressions such as
8k 4 .
solve linear equations graphically and
algebraically, expanding and gathering like
terms where appropriate

33
1.3.6
1.3.7
1.3.8
solve equations arising from application of

Pythagoras theorem
solve direct proportion problems
relate the ideas of proportion and direct
variation to linear functions.
3.3
3.3.1
3.3.2
1.4
1.4.1
1.4.2
Finance
calculate profit, loss, discount and
commission
determine best buys, use comparison,
ratio and proportion.
3.3.3
3.3.4
2.

(9 hours)
2.1
2.1.1
Measurement
use Pythagoras theorem to calculate the
length of sides of right triangles
use direct proportion to estimate where
direct measurement is not possible.
2.1.2
2.2
2.2.1
2.2.2
2.2.3
Transformations
identify
translations,
reflections
and
rotations of figures in two dimensions
produce patterns which exhibit symmetries,
rotations, reflections and translations
use geometric conventions in drawing and
geometric language to describe figures and
patterns.
3.
3.1
3.1.1

plan the collection of measurement data
and fair (unbiased) samples to investigate
situations specified by the teacher
plan recording sheets
the record
group data in tables with provided equal
sized class intervals.
3.1.2
3.1.3
3.1.4
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
3.2.8
34
3.3.5
3.3.6
3.3.7
Interpret data
read information from tables, circle graphs
(pie charts) with percentages, and
frequency
graphs,
reading
between
discern advantages/disadvantages of using
frequency graphs rather than tables to
display data
discern the relative advantages and
disadvantages of the various averages
(mean, median, mode)
compare datasets by describing spread of
graphed data, and using mean, median,
lowest and highest scores and range
use mathematical words that acknowledge
uncertainty when comparing data sets such
as scores for tend to be more spread
than scores for
from relative frequency and proportions
report on collected data (to include
justifying sampling methods and explaining
what graphs and summary values show) .
Represent data
tables and dot frequency plots
construct
frequency
histograms
for
ungrouped data and data grouped in equal
sized class intervals
sketch the notional shape of frequency
graphs (not from points)
ungrouped frequency data
calculate mean for grouped data and
median and modal classes
calculate
relative
frequency,
and
proportions of data in fractional, decimal
and percentage forms
describe spread of datasets informally,
using terms such as data are spread out,
tightly packed, clusters, gaps, more/less
dense regions, outliers
describe spread using range and lowest
and highest scores.

Assessment
Weighting
Stage 2
6575%
2535%
Type of assessment
Response
timed conditions.
Investigation

35
UNIT 2BMAT
Unit description
1.
Number and algebra

(21 hours)
1.1
1.1.1

use mental and written methods to
calculate and estimate with integers,
decimals, fractions between 0 and 1,
common percentages of whole numbers
and of decimals to two decimal places
use calculators to calculate with integers,
decimals, fractions and percentages,
powers, square roots, cube roots and
trigonometric ratios
convert numbers to and from scientific
notation.

In this unit, students study and apply exponential
relationships. They develop skills for solving
equations algebraically and graphically, and
investigate and generalise number patterns. They
use coordinate geometry in two dimensions. They
use formulas directly and inversely for calculations
involving three-dimensional shapes. They apply
trigonometry in right triangles. They represent
information using network diagrams. Students
simulate everyday chance events, calculate and
interpret probabilities, and collect and analyse
bivariate and time series data. They use mental and
written
methods
and
technologies
where
appropriate.
1.1.2
1.1.3
1.2
1.2.1
graph exponential relationships, y = b x for

b > 1, x 0
recognise linear and exponential functions
from equations, tables and graphs
interpret linear and exponential functions for
practical situations.
1.2.2
1.2.3
1.3
1.3.1

without a calculator solve equations with
one algebraic term such as 2 x 2 + 1 = 19 ,
Unit content
previous units.
number and algebra
chance and data.
course.
partition problems into sub-problems
identify simpler, related problems


conclusions
generalise results.
1.3.2
1.3.3
1.3.4
1.3.5
3x3 = 24
solve linear equations and simple linear

inequalities algebraically
set up simultaneous linear equations, using
the forms y = mx + c and ax + by = c , and
solve the equations algebraically (unique
solution only)
solve simultaneous linear equations
graphically
solve exponential equations graphically and
algebraically (simple cases with no leading
coefficients e.g. 2 x = 64 ).
1.4
1.4.1
1.4.2
1.4.3
1.4.4
Patterns
state recursive word rules for number
sequences, identifying starting numbers
describe number sequences recursively
using
algebraic
notation
such
as Tn +1 = Tn + 3 , T1 = 4
use recursive rules to continue sequences,
including rules that involve simple
percentages
investigate numbers:
identify patterns
conjecture generalisations
test conjectures with further cases
provide explanations that support or refute
conjectures
use mathematical language to explain
patterns.
The number formats for the unit are positive and

negative numbers, square roots, cube roots and
numbers expressed with integer powers.
36

2.

(17 hours)
2.1
2.1.1
Measurement
use surface area and volume formulas
directly and inversely for
cubes, right prisms and pyramids
cylinders, cones and spheres (decimal
answers only).
use sine, cosine and tangent ratios to
calculate sides and angles (degree
measure) of right triangles (two-dimensional
contexts only; exact trigonometric ratios
involving surds are not required).
2.1.2
3.3.4
3.3.5
3.3.6
3.3.7
3.3.8
Coordinate geometry
determine:
distance between two points
the gradient of a line joining two points.
determine the equation of a line given:
a point on the line and the gradient
two points on the line.
3.4
3.4.1
Networks
represent information using network
diagrams and interpret the diagrams (basic
networks only, project networks not
included)
investigate the traversability of networks
develop systematic methods to determine
the shortest path between two vertices of a
network.
3.5
3.5.1
3.
3.5.5
3.1
3.1.1

simulate everyday chance events with
outcomes that are not equally likely.
3.6
3.6.1
3.2
3.2.1
Quantify chance
probabilities
list sample spaces for one-stage events,
with repetition to reflect possible outcomes
calculate simple probabilities, using sample
spaces and the number of favourable
outcomes divided by the total number of
outcomes, for one-stage events
between them
use the fact that probabilities sum to 1 to
calculate probabilities for complementary
events
2.2
2.2.1
2.2.2
2.3
2.3.1
2.3.2
2.3.3
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.3
3.3.1
3.3.2
3.3.3
3.4.2
3.4.3
3.5.2
3.5.3
3.5.4
3.6.2
3.6.3
recognise the law of large numbers (that

individual outcomes of chance events are
unpredictable but the relative frequency
stabilises as the number of trials becomes
large)
likely, using fractional, decimal and
percentage probabilities
explain probability statements in common
usage
identify factors that could compromise a
simulation of everyday chance events
plan the collection of bivariate or time series
data to investigate situations specified by
the teacher
the record.
Represent data
plot points and construct line graphs for
time series data, plotting between
calibrations on scales, if necessary
construct scatterplots for bivariate data,
plotting between calibrations on scales, if
necessary
for bivariate and time series data
sketch notional increasing and decreasing
trends (not from points)
fit trend lines by eye over plotted points.
Interpret data
read information from scatterplots and plots
of time series data, reading between
predict using interpolation and extrapolation
and trend lines fitted by eye, recognising
the dangers of extrapolation
assessing how to improve data collection
and handling).
Interpret chance
simulations with the same number of trials
recognise predictions are not always
realised
37
Assessment
Weighting
Stage 2
6575%
2535%
Type of assessment
Response
timed conditions.
Investigation
38

UNIT 2CMAT
Unit description
In this unit, students calculate interest and
repayments in order to make decisions about
savings and loans, and they interpret information on
financial statements that are part of everyday living.
They study and apply quadratic relationships. They
extend their knowledge of coordinate geometry, and
represent information in networks and interpret
network diagrams. Students calculate and interpret
probabilities for events with more than one chance
component. They analyse datasets, determine
trends in data and use trend lines for prediction.
1.
Number and algebra

(24 hours)
1.1
1.1.1

use calculators and written methods
efficiently
round numbers to a given number of
significant figures
round, truncate and decide on appropriate
accuracy as part of calculation and
estimation
recognise the effects of errors due to
truncating and rounding
convert numbers to, and from scientific
notation.
1.1.2
1.1.3
1.1.4
1.1.5
1.2
1.2.1
1.2.2

recognise properties of linear functions:
the meaning of m and c in y = mx + c
families of lines from their equations.
sketch quadratic functions in the following
forms:
y = a( x b )( x c )

y = a ( x b) 2 + c
y = ax 2 + bx + c , where a, b and c are
Unit content
previous units.
number and algebra
chance and data.
course.
partition problems into sub-problems
identify simpler, related problems


conclusions
generalise results.
negative numbers, square roots, cube roots,
recurring decimals and numbers expressed with
integer powers.
1.2.3
1.2.4
1.2.5
1.2.6
1.3
1.3.1
integers
identify families of quadratic functions from
their equations
identify features of parabolas:
intercepts
lines of symmetry
turning points
concavity.
interpret parabolas:
relationships between variables
turning points and optimization.
use function notation.
factorise differences of two squares such
as:
a 2 b 2 , a 2 x 2 b 2 and readily factorised
quadratic
expressions
of
the
form
1.3.2
1.4
1.4.1
1.4.2
1.4.3
1.4.4
1.4.5
x + bx + c with and without a calculator

solve quadratic equations:
algebraically, if in factored form or readily
factorised form
graphically.
Finance
calculate compound interest recursively
with technology
calculate repayments and amount owing for
loans
interpret
and
compare
loans
and
investments with simple and compound
interest
make
decisions
about
loans
and
investments
calculate inflation and depreciation

39
1.4.6
2.
2.1
2.1.1
2.1.2
2.2
2.2.1
2.2.2
2.2.3
2.2.4
interpret financial information including tax

tables, commercial advertisements, and
credit card rates, charges and credit limits.
Coordinate geometry
determine the gradient and equations of
parallel and perpendicular lines
apply distance and gradient relations to
solve problems in the Cartesian plane.
3.4.3
Networks
interpret information represented in network
diagrams (basic networks only, project
networks not included)
develop systematic methods to determine
the shortest path between two vertices of a
network
determine minimal spanning trees for
networks using network diagrams and
Prims algorithm
determine the maximal flow for networks
with one source and one sink.
3.4.5
3.1
3.1.1
Quantify chance
use Venn diagrams to represent sample
spaces for two events and to illustrate set
concepts (subset, intersection, union,
complement)
use two-way tables to represent sample
spaces for two events
use Venn diagrams and two-way tables to
calculate simple probabilities for compound
events (event A or B, event A and B, event
A given event B, complement of A)
between them
use set and probability notation n(U), n(A),
n(A') or n( A ), n(A B), n(A B), n(A|B),
and P(A), P( A ), P(A B),
3.1.3
3.1.4
3.1.5
3.2
3.2.1
3.2.2
3.3
3.3.1
3.3.2
3.4
3.4.1
40
calculate
x=

(10 hours)
3.
3.1.2
3.4.2
3.4.4
3.4.6
3.4.7
3.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.5.6
fx
f
using
x=
x
n
and
notation, and median and mode
for ungrouped frequency data

calculate weighted mean, mean for grouped
data, and modal and median classes
describe spread between data displayed in
frequency tables and graphs using terms
such as gaps, clusters, more dense/less
dense regions, outliers
calculate range for ungrouped and grouped
data
calculate relative frequency and proportions
of data in fractional, decimal and
percentage forms and use them to describe
spread
plot time series and bivariate data, fit trend
lines by eye and calculate their equations.
Interpret data
read information from frequency tables,
nested and layered tables, frequency
graphs and time series graphs and
scatterplots
discern the suitability of mean, median and
mode for indicating central location
from relative frequencies and proportions
identify independent and dependent
variables for experimental and time series
data
predict using interpolation and extrapolation
and trend line graphs and equations,
recognising the risks of extrapolation
explain why predicted and actual results are
likely to differ.
Interpret chance
plan how to group data in equal sized class
intervals, taking into account the range of
measurements
assign data to the intervals.
Represent data
construct
frequency
histograms
ungrouped and grouped data
mean
for

Assessment
Weighting
Stage 2
6575%
2535%
Type of assessment
Response
timed conditions.
Investigation

41
UNIT 2DMAT
Unit description
In this unit, students study functions and their
graphs. They formulate recursion rules and apply
recursion in practical situations. They explore
patterns, making conjectures and testing them.
They use trigonometry for the solution of right and
acute triangles. Students simulate chance events
on technologies, and calculate and interpret
probabilities for chance events that occur in two- or
three- stages. They plan random samples, collect,
and analyse data from them, and infer results for
populations. They use mental and written methods
and technologies where appropriate.
1.
Number and algebra

(27 hours)
1.1
1.1.1

use index laws to multiply and divide
numbers with integer powers.
1.2
1.2.1

sketch graphs of:
y = bx , b > 0
y = x n , for n = 2, 3, -1
1.2.2
b > 0 and y = x n for n = 2, 3, -1 from

1.2.3
tables and graphs

describe the effects of varying a , b and c
on the graph of y = af ( x b ) + c
1.2.4
where f ( x) = x 2 , f ( x) = x 3 or f ( x) = k x
(vary up to two parameters in any one
example)
distinguish
linear,
quadratic,
cubic,
exponential and reciprocal functions from
equations and graphs
sketch the cubic functions:
1.2.5
Unit content
previous units.
number and algebra
chance and data.
course.

interpret solutions

conclusions
generalise results.
negative numbers, recurring decimals, square
roots, cube roots and numbers expressed with
integer powers.
42
recognise functions of the forms y = b x ,
y = a( x b)( x c)( x d )
y = a( x b)( x c) 2
y = a ( x b) 3
1.2.6
use
technology
3
to
graph
y = ax + bx + cx + d .
1.3
1.3.1

rearrange
and
simplify
algebraic
expressions
into
forms
useful
for
computation
1.3.2
estimate the solutions for ab x = c using

substitution, where a , b and c are
constants
solve quadratic, cubic and exponential
equations graphically
solve simultaneous equations graphically.
1.3.3
1.3.4
1.4
1.4.1
1.4.2
1.4.3
1.4.4
Patterns
link arithmetic sequences to linear
functions, and geometric sequences to
exponential functions
determine recursive rules for terms of
arithmetic,
geometric
and
Fibonacci
sequences and write the rules with
recursive
notation
such
as
Tn +1 = Tn + 3 , T1 = 4
test generalisations by systematically
checking cases and searching for counter
examples
investigate real world applications of
arithmetic,
geometric
and
Fibonacci
sequences.

2.

(10 hours)
3.4.7

the record.
2.1
2.1.1
Measurement
use sine, cosine and tangent ratios to
calculate sides and angles (degree
measure) of right triangles (two-dimensional
contexts only; exact trigonometric ratios
involving surds are not required)
3.5
3.5.1
Represent data
produce tables and graphs and summary
statistics to support analysis
determine the standard deviation for
grouped and ungrouped data using the
inbuilt facility on a calculator.
1
absin C
2
2.1.2
use the formula area ABC =
2.1.3
use sine and cosine rules to determine

sides and angles of acute triangles (twodimensional contexts only).
3.5.2
3.6
3.6.1
3.6.2
3.
3.6.3
3.1
3.1.1

plan and conduct simulations using
technology-based
random
number
generators.
3.6.4
3.2
3.2.1
Quantify chance
probabilities
use lists, tables and tree diagrams to
determine sample spaces for one-, twoand three-stage events
use sample spaces to calculate simple
probabilities and probabilities for compound
3.2.2
3.2.3
3.2.4
3.2.5
3.3
3.3.1
3.3.2
3.3.3
3.4
3.4.1
3.4.2
3.4.3
3.4.4
3.4.5
3.4.6
3.6.5
3.6.6
Interpret data
discern viability of range and standard
deviation for ranking datasets in order of
spread
interpret spread summaries in terms of their
mathematical definitions
compare datasets using mean and
standard deviation, and noting features of
tabulated or graphed data
use words that acknowledge uncertainty
when comparing data sets such as scores
for tend to be more spread than scores
for
infer results for populations from samples,
recognising possible chance variation
between them
commenting on external factors i.e. hidden
variables that might have affected data and
recognising possible chance variation in
samples).
use the relationship P(A) + P( A ) = 1 to

events
Interpret chance
simulations with different numbers of trials
recognise that a first-stage result in a twostage experiment may or may not affect a
second stage result
estimate population size using the capturerecapture technique.
identify problems/situations that require
comparison of data, formulate research
questions, and revise the questions to
reduce ambiguity
plan what data to collect (primary data by
observation, experiment or survey; or
secondary data, from published materials or
databases)
check the credibility of secondary data
plan random sampling and sample size that
will allow reliable conclusions
plan how to record data to facilitate analysis
including units of measurement and
possible grouping

43
Assessment
Weighting
Stage 2
6575%
2535%
Type of assessment
Response
The assessment type provides for the assessment of
conceptual understandings, knowledge of
mathematical facts and terminology, problem-solving
skills and the use of algorithms.
Questions in this type of assessment can range from
those that are routine and familiar to students
level reasoning.
timed conditions.
Investigation
problems in contexts and, then, justify their results to
themselves and others. They may identify social
They may develop, over an extended period of time,
a theme or project related to the practical application
of mathematics.
written investigation reports, journals, project reports,
posters, oral and multimedia presentations, self or
peer evaluations, observation checklists and
interviews.
44

UNIT 3AMAT
Unit description
In this unit, students explore and analyse the
properties of functions and their graphs. They
develop and use algebraic skills for solving
equations. They apply recursion in practical
situations, including for finance. They use
trigonometry for the solution of triangles. Students
use counting principles to calculate probabilities
and analyse normally distributed data. They plan
sampling methods, analyse data from samples and
infer results for populations. They use mental and
written
methods
and
technologies
where
appropriate.
1.
Number and algebra

(27 hours)
1.1
1.1.1

use mental strategies for estimation in
context
evaluate the absolute value of rational
numbers
use calculators efficiently
round numbers to a given number of
significant figures
round, truncate and choose appropriate
accuracy as part of calculation and
estimation
recognise the effects of rounding and
truncating on the accuracy of results
use the laws of indices to simplify numerical
and algebraic expressions and to solve
equations.
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.2
1.2.1

y = bx , b > 0 , b e ,
y = x n , for n = 2, 3, , , -1
1.2.2
Unit content
previous units.
number and algebra
chance and data.
course.

link solutions to contexts
generalise results.
argue to support or contest mathematical
conclusions
rational powers.

sketch graphs of:
describe the effects of varying a , b , c

and
d
on
the
graph
of
y = af [b( x c)] + d where:
f ( x) = x n , for n = 2, 3, ,, -1
f ( x) = k x and determine the equation from
1.2.3
1.2.4
1.2.5
1.2.6
1.3
1.3.1
1.3.2
their graphs (vary up to two parameters in

any one example)
identify domain and range of functions
distinguish
linear,
quadratic,
cubic,
exponential and reciprocal functions in
algebraic and graphical forms
describe
the
graphs
of
functions
qualitatively (calculations not required)
considering:
intercepts
lines of symmetry
turning points
asymptotes
concavity
points of inflection.
use function notation.
Equations and inequalities
rearrange algebraic expressions into forms
useful for computation, including factorising
a 2 x 2 b 2 and x 2 + bx + c
solve algebraically and graphically:

quadratic equations in factored form
cubic equations in factored form
exponential equations ab kx = c , b > 0

(logarithms not required)
simple
power
equations
xn = c ,
n = 2, 3, , , -1.
solve simultaneous equations graphically,
including linear and quadratic equations
1.3.3

45
1.3.4
1.3.5
1.3.6
1.4
1.4.1
1.4.2
1.5
1.5.1
1.5.2
1.5.3
1.5.4
1.5.5
describe how one quantity varies with

another by inspecting the formula that
relates them, including quantities that are
inversely proportional
solve inverse proportion problems
relate the ideas of inverse proportion and
reciprocal functions.
Patterns
use recursion to determine terms and sums
for sequences including arithmetic and
geometric sequences
use recursion to study growth and decay.
Finance
use, construct and interpret spreadsheets
for making financial decisions
judge adequacy of spreadsheets and make
refinements if necessary
calculate loans with reducible interest,
including determining the number of years
for the balance to fall to a specified amount
calculate annuities using a spreadsheet
interpret and make decisions about loan
and repayment amounts with reducible
interest.
2.

(8 hours)
2.1
2.1.1
Rate
convert between rate units such as
kilometres per hour and metres per second
interpret function of time relationships
y = f (t )
including
distance
and
displacement relationships
sketch and interpret graphs for y = f (t )
relationships
recognise that rate of change is constant for
linear relationships.
2.1.2
2.1.3
2.1.4
2.2
2.2.1
Measurement
use the unit circle to identify sine and
cosine ratios for acute and obtuse angles
(degree measure only)
1
absin C
2
3.1.3
3.1.4
3.1.5
3.1.6
3.1.7
3.1.8
3.1.9
3.2
3.2.1
3.2.2
3.2.3
3.2.4
Interpret chance
estimate population size using the
capture/recapture technique
calculate quantiles for normally distributed
data with known mean and standard
deviation
use number of standard deviations from the
mean (standard scores) to describe
deviations from the mean in normally
distributed data sets.
plan sampling methods (systematic,
random,
stratified,
self-selection,
convenience) and justify choosing a sample
instead of a census.
3.4
3.4.1
Represent data
construct frequency histograms for grouped
and ungrouped data
construct boxplots for ungrouped data,
outliers not distinguished
ungrouped frequency data and recognise
that averages indicate location of frequency
distributions
calculate weighted mean, mean for grouped
data, and median and modal classes
describe spread between data displayed in
frequency tables and graphs using terms
such as gaps, clusters, more dense/less
dense regions, outliers, symmetry and
skewness
calculate cumulative frequency, quartiles
and interquartile range for ungrouped data
and use them to describe spread
use the formula area ABC =
2.2.3
use the sine and cosine rules to determine

sides and angles of triangles (twodimensional contexts only).
3.
3.4.4
3.1
3.1.1
Quantify chance
use lists, tree diagrams and two-way tables
to determine sample spaces for two- and
three-stage events
use Venn diagrams to represent sample
spaces for two events and to illustrate
subset, intersection, union and complement
3.4.5
46
use the relationship P(A) + P( A ) = 1 to

events
use set and probability notation such as
n(U), n(A), n(A') or n( A ), n(A B),
n(A B), n(A|B), and P(A), P(A') or
P( A ), P(A B), P(A' B)
calculate
probabilities
for
normal
distributions with known mean and
standard deviation
use the 68%, 95%, 99.7% rule for data one,
two and three standard deviations from the
mean
use probability notation for normal random
variables such as P(X < x).
3.3
3.3.1
2.2.2
3.1.2
use sample spaces to calculate simple

probabilities and probabilities for compound
use addition and multiplication principles for
counting, and use the counts to calculate
probabilities
3.4.2
3.4.3
3.4.6

3.4.7
3.4.8
3.4.9
3.5
3.5.1
determine the standard deviation for

grouped and ungrouped data using the
inbuilt facility on a calculator
identify extreme and unexpected values
calculate outliers (values more than
1.5 interquartile range beyond the upper
and lower quartiles).
Interpret data
discern connections between frequency
histograms and boxplots, including the
shape of histograms for provided boxplots
3.5.2 discern the advantages/disadvantages of
using frequency histograms and boxplots to
display data
3.5.3 discern effects of different equal sized class
intervals on histograms
3.5.4 discern viability of interquartile range, range
and standard deviation for ranking datasets
in order of spread
3.5.5 interpret spread summaries in terms of their
mathematical definitions
3.5.6 reason to include or exclude outliers
3.5.7 discern effects on summary statistics of
cropping data (including outliers)
3.5.8 compare datasets, combining interpretation
of mean, standard deviation, and skewness
or symmetry about the mean
3.5.9 compare datasets, combining interpretation
of median, interquartile range and
skewness or symmetry about the median
3.5.10 compare scores from two or more sets of
data using number of standard deviations
from the mean (standard scores)
3.5.11 infer results for populations from samples,
recognising possible chance variation
between them
3.5.12 show how data can be manipulated to
serve different purposes.
Assessment
Weighting
Stage 3
7585%
1525%
Type of assessment
Response
timed conditions.
Investigation

47
UNIT 3BMAT
Unit description
1.
Number and algebra

(31 hours)
1.1
1.1.1

apply polynomial, exponential and power
functions to practical situations including
optimisation and use numerical and
graphical techniques
interpret graphs:
domain and range
intercepts and points
slope at a point
local and global maxima and minima.

In this unit, students study differential calculus of
polynomial functions and use calculus in
optimisation problems. They develop algebraic
skills for solving systems of linear equations. They
analyse and construct project networks. They
reason deductively in algebra and geometry.
Students analyse bivariate data, and argue to
support or contest conclusions about data. They
use mental and written methods and technologies
where appropriate.
1.1.2
1.2
1.2.1
1.2.2
1.2.3
1.2.4
Unit content
1.3
1.3.1
Calculus
understand the calculus of polynomial
functions:
average rate of change
derivative as instantaneous rate of
change and slope of a curve at a point
limit (informally).
1.3.2
1.3.3
differentiate y = x n , n a whole number

use the sum and product rules to
differentiate polynomials
use differentiation to determine tangent
lines at a point for polynomial functions
use differentiation to sketch polynomial
functions (points of inflection not required)
use differentiation to solve optimisation
problems with polynomial functions
use notations for the derivative: y , f ' ,

previous units.
number and algebra
chance and data.
course.
choose and use mathematical models and

methods
choose methods of processingwritten,

with a calculator.
generalise results.
argue to support or contest mathematical
conclusions

formulate and solve one-variable equations
and inequalities (absolute value terms not
included)
formulate systems of linear equations in two
variables from word descriptions
solve systems of linear equations in two
variables algebraically
graph two variable linear inequalities.
1.3.4
1.3.5
1.3.6
1.3.7
f ( x ) ,
1.4
1.4.1
1.4.2
1.4.3
1.4.4
d
dy df
,
and
f (x)
dx dx
dx
Patterns
make conjectures about numbers such as
the sum of two odd numbers is even
search for counter examples to conjectures
in order to disprove them
construct simple deductive proofs using
algebra such as prove that the sum of two
odd numbers is even
follow algebraic deductive arguments and
ascertain their validity.

rational powers.
48

2.

(8 hours)
2.1
2.1.1
2.1.2
2.1.3
Networks
analyse project networks
construct project networks
determine critical paths and minimum
completion times for projects with fixed
activity times.
2.2
2.2.1
Reason geometrically
distinguish general geometric arguments
from those based on specific cases
follow geometric deductive arguments and
ascertain their validity.
2.2.2
3.
3.1
3.1.1
Represent data
describe association (positive, negative,
weak, strong or none)
determine Pearsons correlation coefficient
r using a calculator
describe properties of regression lines
(least-squares relationship and passing
through ( x , y ) )
calculate and graph regression models for
data with linear trends
calculate residuals for linear models and
construct residual plots
calculate moving averages, regression lines
for moving averages, and seasonal
adjustments for periodic time series data.
3.1.2
3.1.3
3.1.4
3.1.5
3.1.6
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
3.2.8
Interpret data
place expressions of association (weak,
strong etc.) on a scale from 1 to 1
recognise correlation does not imply
causality
discern goodness of fit for regression lines,
using visual inspection of scatterplots,
residual plots and correlation coefficient
consider regression lines:
to include or crop outliers
effects on the lines of cropping outliers
and other data
whether intercepts are valid
variables that explain data above and
below the lines
alternative models that might fit data
better than a line including quadratic,
exponential.
predict from regression lines, recognising
the risks of extrapolation, and assess
reliability
explain why regression lines are used for
prediction, rather than data points and why
predicted and actual results are likely to
differ
recognise that regression lines for samples
and populations may differ due to chance
variation
predict from regression lines, making
seasonal adjustments for periodic data.
Assessment
Weighting
Stage 3
7585%
1525%
Type of assessment
Response
timed conditions.
Investigation

49
UNIT 3CMAT
1.2
1.2.1
investigate the limiting behaviour 1 +

as n , ( a fixed)
Unit description
In this unit, students develop their knowledge of
calculus concepts and their algebraic, graphing and
calculus skills, and apply these in mathematical
modelling. They use counting techniques and
probability laws, and calculate and interpret
probabilities for the binomial, uniform and normal
random variables. They use mental and written
methods and technologies where appropriate.
Unit content
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6

number and algebra
chance and data.
course.
plan and carry through tasks, choosing and
using mathematical models and methods
generalise results.
critically assess mathematical reasoning and
conclusions
rational powers.
1.
Number and algebra

(25 hours)
1.1
1.1.1

choose levels of accuracy to suit contexts
and distinguish between exact values,
approximations and estimates
manipulate
numerical
and
algebraic
expressions to facilitate calculation.
1
define e as the limit of 1 + as n
n
sketch the graph of y = e x
describe the effects of varying a, b, c and d
on the graph of y = af [ b( x c )] + d
where f ( x ) = e x
form composite functions
f ( g( x )) or
f g (x) where f and g are linear,
quadratic or exponential functions or take
the form x n , n = or 1
determine the domain and
composite functions.
range
of
1.3
1.3.1

simplify sums and differences, products and
quotients of algebraic fractions with
constants, linear expressions or quadratic
expressions
in
the
numerator
or
denominator.
1.4
Calculus
1.4.1
1.4.2
differentiate y = x n , n rational
use the sum, product and quotient rules to
differentiate polynomials and other simple
algebraic combinations
1.4.3
introduce the derivative of e kx by

considering the slope of the graph of

previous units.
50

1.1.2
y = e kx
1.4.4
differentiate composite functions using the

chain
rule
with
Leibniz
notation
dz dz dy
=
dx dy dx
1.4.5
obtain second derivatives of polynomials

and other simple algebraic combinations
1.4.6 solve optimisation problems using calculus
1.4.7 sketch polynomial functions using calculus
(turning points and points of inflection
identified and classified with sign and
derivative tests)
1.4.8 use differentiation to determine tangent
lines
1.4.9 treat the integral as the limiting sum of the
signed area of rectangles
1.4.10 recognise that the integral of a sum is the
sum of the integrals
1.4.11 recognise the link between the integral as a
signed area and antidifferentiation
1.4.12 use
a f ' ( x)dx = f (b) f (a) to
definite integrals
1.4.13 integrate ax n , n 1 ,
1.4.14 integrate e kx

calculate
1.4.15 integrate a ( f ( x)) n f ' ( x) , n 1

polynomial function f .
for
3.2.4
2.

(10 hours)
2.1
2.1.1
Rate
distinguish between average rate of change
and instantaneous rate of change of a
function at any point
2.1.2
as
use exponential functions y = Ae
solutions of the differential equation
y = ky to solve simple problems involving
growth and decay
use instantaneous rate of change and the
derivative to approximate marginal rate of
change and use the increments formula
2.1.3
2.2
2.2.1
2.2.2
3.2.5
kx
dy
x .
dx
Measurement
calculate area under, and between, curves
defined by polynomial functions
use calculus to optimise quantities relating
to measurement in space.
3.
3.1
3.1.1
Quantify chance
use combinations and arrangements for
counting and calculating probabilities
3.1.2
use
3.1.3
use the laws

P(A B) = P(A) + P(B) P(A B),
P(A B) = P(A) P(B|A)
to calculate probabilities (to include cases
where A and B are independent, mutually
exclusive, complementary)
use P(B|A) = P(A B)/P(A) to calculate
conditional probabilities
list
sample
spaces
and
calculate
probabilities for discrete random variables
associated with one- and two-stage events
calculate the probability of x successes in n
independent trials
calculate probabilities for compound events
and probability of at least x successes in n
trials
use the concepts of continuous random
variable and probability density function to
calculate probabilities for uniform and
normal distributions
use probability notation for random
variables such as P(X = x), P(X < x) .
3.1.4
3.1.5
3.1.6
3.1.7
3.1.8
3.1.9
3.2
3.2.1
3.2.2
3.2.3
n
C r and notation
r
Interpret chance
classify
everyday
events
as
complementary,
mutually
exclusive,
independent and not independent
prove events are independent or not
independent using the laws of probability
classify variables as discrete or continuous

and justify the choice
use probabilities associated with discrete,
binomial, uniform and normal distributions
to calculate proportions, quantiles and
mean values
calculate mean np and standard deviation
np(1 p ) for binomial distributions.
Assessment
Weighting
Stage 3
7585%
1525%
Type of assessment
Response
timed conditions.
Investigation

51
1.1.2
UNIT 3DMAT
1.1.3
Unit description
In this unit, students extend and apply their
understanding of differential and integral calculus.
They solve systems of equations in three variables
and linear programming problems. They verify and
develop deductive proofs in algebra and geometry.
Students model data with probability functions and
analyse data from samples. They justify decisions
and critically assess claims about data. They use
mental and written methods and technologies
where appropriate.
1.2
1.2.1
1.2.2
solve two-variable linear programming

problems, including sensitivity analysis
solve systems of equations in three
variables systematically by elimination.
Calculus
understand the relationships between the
critical points and graphs of f (x) , f ( x)
and f (x)
develop and use the concept of a function
x
defined as an integral F ( x) = f (t )dt

a
1.2.3
examine and use the two parts of the

Fundamental Theorem of Calculus:
d x
f (t )dt = f ( x)
dx a
and
a f ' ( x)dx =
f (b) f (a )
1.3
1.3.1
1.3.2
1.3.3
Patterns
make and test conjectures
disprove conjectures with counter examples
construct algebraic deductive proofs.

previous units.
2.

(18 hours)

number and algebra
chance and data.
2.1
2.1.1
Rate
evaluate total change from given rates of
change
determine and use time-related derivatives
for motion in a straight linevelocity, speed
and acceleration
model rectilinear motion with the differential
equations x' = f (t ) and x = g (t ) solving
for x
determine rate of change of derived
attributes with respect to time including rate
of change of surface area and volume of a
sphere given the rate of change of the
radius
solve related rates problems (functions of
time only).
Unit content

course.
plan and carry through tasks, choosing and
using mathematical models and methods
interpret solutions, considering limitations of
models, exclusions and assumptions
critically assess mathematical reasoning and
conclusions
The number formats for the unit are real number
forms that facilitate problem solving including surds
and scientific notation.
1.
Number and algebra

(20 hours)
1.1
1.1.1

solve equations and inequalities that
involve algebraic fractions with constant
terms and linear or quadratic expressions in
the numerator and denominator (absolute
value expressions not included)
52
2.1.2
2.1.3
2.1.4
2.1.5
2.2
2.2.1
Measurement
calculate volumes of solids of revolution
around the x- and y-axes using
and
y dx
2
x dy
2
2.2.2
derive mensuration formulas.
2.3
2.3.1
Reason geometrically
distinguish general geometric arguments
from those based on specific cases
follow and ascertain the validity of
geometric arguments
construct deductive proofs involving:
isosceles, right, similar and congruent
triangles
angles in circles
tangents to circles.
2.3.2
2.3.3

3.
3.1
3.1.1
Quantify chance
select and use appropriate methods to
calculate probabilities (sample spaces,
addition and multiplication principles and
combinations for counting, probability laws,
and binomial, uniform and normal
probability distributions)
probabilities.
3.1.2
3.2
3.2.1
3.2.2
3.3
3.3.1
3.3.2
Interpret chance
model experimental data with discrete,
binomial, uniform and normal probability
distributions
identify the limitations of models for
predicting real behaviour.
3.4.4
Assessment
Weighting
Stage 3
Represent data
investigate the behaviour of the sample
mean using simulation and other sampling
techniques for samples of different sizes
recognise that:
( )
for any population the sample mean X is

a random variable
for any population with mean and
standard deviation the distribution of
X over all samples of size n has the
following characteristics:
7585%
( ) is
o the mean of the sample means X
the population mean

o the standard deviation of
3.4
3.4.1
Interpret data
use statistics from a random sample to
determine a 90%, 95% or 99% confidence
<<x+z
for the
population mean , where:

x is the sample mean
z is the appropriate cut-off point from the
standard normal distribution, and where
the population standard deviation is
either known or estimated by the sample
standard deviation.
recognise that the level of confidence is the
probability that the population mean is in
the confidence interval and that x differs
from by less than z
3.4.3
n
the distribution of the sample means
approaches normality as the sample size
increases (Central Limit Theorem).
interval x z
3.4.2
X is
recognise the relationship between the

width of a confidence interval, the
confidence level, the sample size and the
population standard deviation
determine the sample size necessary to

obtain a confidence interval of a given width
and a given level of confidence (90%, 95%
or 99%).
1525%
Type of assessment
Response
timed conditions.
Investigation

53
54

Examination details
Stage 2 and Stage 3

55
Mathematics
Examination design brief
Stage 22A/2B
This examination consists of two sections.
Section One: Calculator-free
Time allowed
Reading time before commencing work:
Working time for section:
5 minutes
50 minutes
Permissible items
Standard items: pens (blue/black preferred), pencils (including coloured), sharpener, correction tape/fluid,
eraser, ruler, highlighters
Special items:
nil
Changeover period no candidate work:
approximately 15 minutes
Section Two: Calculator-assumed

Time allowed
10 minutes
100 minutes
Permissible items
Special items:
drawing instruments, templates, notes on two unfolded sheets of A4 paper, and up to three
calculators approved for use in the WACE examinations
Additional information
It is assumed that candidates sitting this examination have a calculator with graphics capabilities for Section
Two.
The examination assesses the syllabus content areas using the following percentage ranges. These apply to
the whole examination rather than individual sections.
Content area
Percentage of exam
Number and algebra
4050%
2025%
Chance and data
3035%
The candidate is required to demonstrate knowledge of mathematical facts, conceptual understandings, use of
algorithms, use and knowledge of notation and terminology, and problem-solving skills.
Questions could require the candidate to investigate mathematical patterns, make and test conjectures,
generalise and prove mathematical relationships. Questions could require the candidate to apply concepts and
relationships to unfamiliar problem-solving situations, choose and use mathematical models with adaptations,
compare solutions and present conclusions. A variety of question types that require both open and closed
responses could be included.
Instructions to candidates indicate that for any question or part question worth more than two marks, valid
working or justification is required to receive full marks. A Formula Sheet is provided.
56

Section
Section One
Calculator-free
1
33 /3% of the total examination
50 marks
510 questions
Supporting information
Questions examine content and procedures that can reasonably be expected to be
completed without the use of a calculator i.e. without undue emphasis on algebraic
manipulations or time-consuming calculations.
The candidate could be required to provide answers that include calculations, tables,
graphs, interpretation of data, descriptions and conclusions.
Working time: 50 minutes
Stimulus material could include diagrams, tables, graphs, drawings, print text and data
gathered from the media that are organised around scenarios or concepts relevant to
these units.
Section Two
Questions examine content and procedures for which the use of a calculator is assumed.
Calculator-assumed
662/3% of the total examination

100 marks
813 questions
these units.

57
Mathematics
Stage 22C/2D
Time allowed
5 minutes
50 minutes
Permissible items
Special items:
nil

Time allowed
10 minutes
100 minutes
Permissible items
Special items:
It is assumed that candidates sitting this examination have a calculator with CAS capabilities for Section Two.
Content area
Percentage of exam
Number and algebra
4050%
1520%
Chance and data
3540%
58

Section
Section One
Calculator-free
1
50 marks
510 questions
these units.
Section Two
Questions examine content and procedures for which the use of a calculator is
assumed.
Calculator-assumed
100 marks
813 questions
these units.

59
Mathematics
Stage 33A/3B
Time allowed
5 minutes
50 minutes
Permissible items
Special items:
nil

Time allowed
10 minutes
100 minutes
Permissible items
Special items:
Content area
Percentage of exam
Number and algebra
5055%
1015%
Chance and data
3035%
60

Section
Section One
Calculator-free
50 marks
510 questions
these units.
Section Two
assumed.
Calculator-assumed
100 marks
813 questions
these units.

61
Mathematics
Stage 33C/3D
Time allowed
5 minutes
50 minutes
Permissible items
Special items:
nil

Time allowed
10 minutes
100 minutes
Permissible items
Special items:
Content area
Percentage of exam
Number and algebra
4045%
2025%
Chance and data
3035%
62

Section
Section One
Calculator-free
1
50 marks
510 questions
these units.
Section Two
assumed.
Calculator-assumed
100 marks
813 questions
these units.

63
64

Appendix 1: Grade descriptions
Mathematics: Accredited March 2008 (updated June 2012)Appendix 1

Grade descriptions
Mathematics 1A
Stage 1
Identifies and organises relevant information.

Identifies and organises relevant information that is dense and scattered, e.g. reading an unfamiliar table to
identify the necessary data.
Chooses effective models and methods and carries the methods through correctly.
Carries extended responses through, e.g. giving explicit directions for finding a route from A to B on a street
map. Interprets mathematics in unpractised ways, e.g. estimating the likelihood or probability of a common
or real life event.
Obeys mathematical conventions and attends to accuracy.
Uses the equals sign correctly and calculates money problems which are set out horizontally, e.g. $21.00 +
$100.00 + = $...
Links mathematical results to data and contexts to reach reasonable conclusions.
Rounds to give whole number answers by considering the context, e.g. converts 26 deaths per year 2
per month. Recognises specified conditions in extended responses, e.g. picks the optimum result from an
annual table of temperatures which documents the best time to travel.
Communicates mathematical reasoning, results and conclusions.
Shows main steps in reasoning to explain the solution to a problem, e.g. describes a route with simple
terms such as left, right, go as far as Justifies working by thoroughly stating methods or properties that
have been applied, e.g. details the stages and times involved in a journey.

Identifies and organises relevant information that is dense and scattered, e.g. reading an unfamiliar map to
identify necessary locations or routes.
Carries extended responses through on most occasions, e.g. adds and subtracts sums of money involving
many steps. Translates between representations in unpractised ways including using yearly results to
estimate monthly answers. Carries familiar deductive reasoning through to answer open questions
regarding timetables, e.g. When should Joe leave to catch the bus? Interprets data in unpractised ways,
e.g. to compare the likelihood or probability of two possible events using data in table form.
Uses spatial terms, e.g. left, right, up, down, and geometrical conventions for diagrams as well as for giving
directions.
Attends to units in extended responses and rounds to a specified degree when required.
Justifies working by stating methods or properties that have been applied, e.g. explains the conventions of
a street map using one-way arrows.

Identifies and organises relevant information from information that is grouped together and is narrow in
scope, e.g. identifies the nearest hospital to a given railway station on a map.
Calculates specific cases of known generalisations, e.g. reading a timetable to calculate the time needed
for a journey. Makes commonsense connections by reading a map to locate places or landmarks.
Interprets mathematics in practised ways, e.g. adds or subtracts two amounts of money.
Uses the equals sign correctly when carrying a single thread of reasoning through. Correctly enters
numbers into a calculator and copies them from a calculator to solve short answer money problems.
Recognises specified conditions in short responses, e.g. identifies the finish time given: The activity starts
now and runs for 10 minutes. Attends to units in short responses.
Justifies answers with a simple or routine statement, e.g. Travel to B because it is closer.

Grade descriptions
Mathematics 1A
Stage 1

Identifies and organises relevant information that is grouped together and is narrow in scope, e.g. railway
stations on a map. Interprets single relative terms, e.g. hottest month, from an annual table of
temperatures.
Answers structured questions which require short responses that include adding times and using
schedules. Carries a single thread of reasoning through to reading a street map. Translates between
representations and compares distances on a scale map. Applies mathematics in practised ways, e.g. adds
or subtracts two amounts of money.
Applies some basic conventions for diagrams, graphs and maps and recognises symbols on a street map,
e.g. one-way streets and hospitals. Attends to accuracy when using a calculator to do single-step
calculations.
Attends to units in short responses in an inconsistent manner, e.g. dollar and cents answers with money
problems.
Shows working, including expressions entered into a calculator, to do single-step money calculations.
Make appropriate use of basic symbols, e.g. %, $, am, pm, =.
Does not meet the requirements of a D grade.

Grade descriptions
Mathematics 1B/1C
Stage 1

Identifies and organises information that is dense and scattered, e.g. discriminates between terms used
when dealing with wages and tax; incorporates results from previous calculations when working on an
extended word problem; or extracts the correct information from a table of values in an extended word
problem and interprets conjectures.
Carries deductive reasoning through and makes calculations in the correct order when following an
extended word problem, e.g. calculates the simple interest of a loan as defined by the narrative in the
word problem. Makes counterintuitive connections to extended examples involving order of operations,
where operations of the same order are next to each other, e.g. 147 x 3 7. Determines the effects of
changed conditions, e.g. makes a reasonable conjecture on what might happen as a result of changes to
a data set.
Applies conventions with consistent accuracy to extended problems involving order of operations. Uses
the equals sign correctly and sets out successive steps in finance calculations.
Attends to units in extended responses and demonstrates consistency with units from different data
sources. Recognises specified conditions in extended responses, e.g. labelling diagrams using
appropriate notation and symbols. Makes and specifies appropriate conjectures.
Shows the main steps in reasoning to provide clear evidence of which calculations were used, e.g.
balancing a budget. Justifies by stating methods or properties that have been applied in an extended
problem. Draws conclusions using information from more than one data source.

Identifies and organises relevant dense and scattered information when interpreting extended word
problems, e.g. recognises the correct terminology associated with loans; recognises the appropriate
dimensions in extended word problems in space and measurement; or draws information about the
likelihood of an event from a word problem.
Solves unstructured problems and identifies the appropriate stages of an extended word problem, e.g.
problems involving interest, loans and repayments. Generalises mathematical patterns using words, e.g.
squaring the term. Translates between representations in unpractised ways and draws to scale the hidden
faces of a 3-D prism, given a sketch of one face and information about the missing dimensions.
Calculates and applies rates to be used, e.g. grams per square metre of fertiliser for a garden, from the
narrative of a word problem.
Applies conventions for diagrams, graphs and maps, e.g. drawing 3-D shapes and labelling the sides and
vertices properly. Rounds to suit contexts and specified accuracies in extended responses, e.g. rounds to
a whole number when the answer requires the number of people.
Attends to units in extended responses and demonstrates consistency with dollars and cents in finance
questions. Makes an appropriate conjecture using data in table form.
Shows most of the main steps in reasoning to provide clear evidence of which calculations were used in
each step, e.g. evaluating loan repayments. Justifies with a simple or routine statement and an appropriate
numerical example when dealing with number patterns.

Grade descriptions
Mathematics 1B/1C
Stage 1

Identifies and organises relevant information that is grouped together and is relatively narrow in scope,
e.g. substitutes the correct values into simple percentage equations, completes profit and loss calculations
or reads values from a scale diagram.
Answers structured questions that require short responses, e.g. calculates a percentage of an amount or
number. Applies mathematics in practised ways, e.g. calculates simple interest. Calculates specific cases
of generalisations, e.g. a set of square numbers. Makes commonsense connections when comparing the
unit price of articles to determine the better buy. Uses a calculator in practised ways to make calculations,
e.g. the mean of a column of values.
Applies basic conventions for diagrams, graphs and maps. Uses the equals sign appropriately when
setting out short responses. Applies the Rule of Order of Operations for a given context in short response
problems involving finance. Rounds to suit contexts and specified accuracies in short responses, e.g.
answers for finance problems are expressed in dollars and cents with dollar symbols or, where relevant,
indicating cents only, e.g. $0.53 = 53 cents.
Attends to units appropriately in short responses, e.g. using the dollar and cents symbols, using hours and
minutes appropriately when dealing with time intervals. Recognises specified conditions in short
responses, e.g. compares costs to select the cheapest option.
Shows working, including expressions entered into a calculator, for problems that involve two-step
calculations. Justifies with a simple or routine statement, e.g. Choose Item B because A costs more per
litre than B.

Identifies and organises most of the relevant information that is grouped together and is relatively narrow
in scope, e.g. reading a correct value from a data table.
Answers structured questions that require short calculations where an example is supplied. Calculates
specific cases of generalisations, e.g. calculating the area of a rectangle. Makes commonsense
connections to calculate and apply everyday rates using cost per unit in dollars and the number purchased
to calculate the total cost.
Applies basic conventions for diagrams, graphs and maps, e.g. uses broken lines to indicate hidden edges
when drawing 3-D diagrams. Rounds to suit most contexts and specified accuracies in short responses,
e.g. rounding dollar answers to two decimal places.
Attends to units in short responses that involve money, e.g. using the dollar symbol ($) appropriately.
Shows some working, including expressions entered into a calculator, which involve single-step
calculations. Uses basic symbols, e.g. %, $, pm or am.

Grade descriptions
Mathematics 1D/1E
Stage 1

Identifies and organises relevant dense and scattered information in tasks that contain a series of complex
processes, e.g. completes a balance sheet by calculating debits and credits, recognises the role of nodes
and paths when considering a traversable network.
Carries extended responses through, e.g. breaking a complex geometrical figure into its component parts to
calculate the total area. Uses deductive reasoning to show how the dimensions of one part of a diagram
can be used to help in another part. Applies mathematics in unpractised ways to deal with unfamiliar
diagrams, e.g. considers the geometric properties of its parts.
Uses the equals sign correctly and introduces new operations into a calculation. Rounds to suit contexts
and specified accuracies in extended responses when given the required degree of accuracy, e.g.
converting 3.456 hours to hours and minutes. Rounds off appropriately after multiplying by in circle
measurement problems.
Recognises specified conditions in extended responses, e.g. identifies a section of a diagram as a fraction
of a circle.
Shows main steps in reasoning, e.g. makes a systematic list to find the shortest path on a network
diagram. Justifies working by stating methods or properties that have been applied to explain the
mathematics used in an open investigation, e.g. estimating the volume of water lost from a leaky tap over
a period of time by making use of volume, time, sampling and averages.

Identifies and organises relevant dense and scattered information in tasks that contain a series of simple
processes, e.g. finding the interest rate per month given a yearly (per annum) rate and then making the
number of iterations needed to calculate the interest compounded monthly.
Solves unstructured problems using familiar sub-problems, e.g. uses Pythagoras theorem to find a length
and then uses this result in a further calculation. Carries an extended response through, involving familiar
processes. Makes counterintuitive connections, e.g. recognises that debits get added to the total of a credit
card balance. Generalises mathematical structures, e.g. extends a tessellation for a given number of steps.
Translates between representations in unpractised ways, e.g. using a geometric pattern of dots in a given
diagram to generate a numerical pattern or sequence. Determines the effects of changed conditions and
extracts correct information, e.g. from a modified network diagram.
Applies conventions for diagrams, graphs and maps, e.g. reading the appropriate distances on a network
diagram in order to calculate the minimum time taken for a journey from A to B. Attends to units in extended
responses and rounds to a specified degree when required. Checks results and makes adjustments where
necessary.
Links and processes more than one piece of information which may be scattered. Uses units consistently
throughout an extended perimeter, area or volume problem. Recognises that a compound figure is made up
of many identical figures, e.g. rectangles or semicircles.
Shows main steps in reasoning to explain a calculation with a simple formula e.g.
volume lost in x hours .
rate of loss per hour =
x
Makes a simple statement based on calculated results. Justifies working with a simple or routine statement,
e.g. explains a sampling method and justifies its use.

Grade descriptions
Mathematics 1D/1E
Stage 1

Identifies and organises relevant information that is grouped together and is narrow in scope, e.g. uses a
diagram to count terms in a number pattern or identifying simple number patterns in a table of consecutive
terms. Interprets single relative terms and chooses the lowest value from a set of scores or chooses the
smaller shape within a diagram.
Answers structured questions requiring short responses, e.g. working through consecutive terms of a table
of values to form a generalisation. Calculates specific cases of generalisations including using Pythagoras
Theorem to calculate the length of a side in a right triangle. Makes commonsense connections to interpret
data in a graph to make everyday conjectures, e.g. the student with the highest score is the happiest.
Applies mathematics in practised ways, e.g. calculates the volume of a rectangular prism; calculates the
weekly total = daily rate 7; and interprets the figures in a spreadsheet for loan repayments.
Applies basic conventions for diagrams, graphs and maps, e.g. indicating pathways on a network diagram;
marking the start and end points and showing direction using arrows; and measuring true bearings from
the north. Applies the rule of order of operations to solve word problems, including rates and costs.
Checks for accuracy when entering numbers into a calculator in multi-step calculations. Rounds to suit
contexts and specified accuracies in short responses, including rounding off a square root appropriately in
a measurement problem, e.g. 7 = 2.645751311 2.65 or 2.646 .
Recognises specified conditions in short responses and refers to the independent and dependent
variables when referring to a scatter diagram. Attends to units in short responses as part of the answer.
Shows working, including expressions entered into a calculator, e.g. when completing a sequence of
compound interest calculations. Justifies results with a simple or routine statement to provide evidence
when considering results of surveys.

Interprets, with some inaccuracies, single relative terms, e.g. initial amount or how long, in a spreadsheet
for a loan repayment.
Answers simple, structured questions that require short responses, e.g. using a set of diagrams to build a
number pattern or converting single units from hours to minutes. Translates between representations when
connecting the number of dots in a diagram to tables of values. Makes commonsense connections to
calculate and apply everyday rates, e.g. the daily water consumption in a household.
Applies basic conventions for diagrams, graphs and maps for simple problems, e.g. labels the angles
measured in a bearings diagram. Enters numbers correctly into a calculator with single-step calculations.
Recognises specified conditions, e.g. applying Pythagoras Theorem for given right triangles. In short
responses, includes units in at least one part of the working.
Shows working for single-step money calculations including expressions entered into a calculator.
Converts units, e.g. litres (L) to cubic metres (m3). Includes appropriate symbols as part of the answer, e.g.
%, $, =.

Grade descriptions
Mathematics 2A/2B
Stage 2

Identifies and organises relevant information that is dense and scattered, e.g. interpreting word problems
to set up algebraic equations; developing an extended table of values to look for number patterns; and
drawing geometrical diagrams from descriptive passages.
Solves extended unstructured problems, e.g. adding the correct information to a given geometry diagram;
choosing the correct information from a given network diagram; and recognising gradient and intercept as
part of linear function modelling. Carries extended responses through, e.g. developing a diagram and
using the result to solve related problems or using extended tables to find patterns both in the rows and
columns. Generalises mathematical structures and solves linear equations with fractions in them. Makes
counterintuitive connections by solving linear equations with multiple negatives in them. Determines the
effects of changed conditions, e.g. recognising the effects of change of gradient or intercept on a linear
graph or extracting correct information from a modified network diagram.
Decides at which point to round in an extended response and determines the degree of accuracy based
upon the context or units used. Defines the appropriate variables in word problems.
Recognises specified conditions and attends to units in extended responses, e.g. taking distance travelled
in kilometres and time taken in minutes and converting speed to metres per second.
Shows the main steps in reasoning using appropriate mathematical language and terms of the related
problem. Justifies reasoning in unpractised ways by stating properties that have been applied and meeting
basic proof requirements, e.g. describing a line sufficiently to define it.

Identifies and organises relevant information that is dense and scattered, e.g. accurately labelling 2-D
diagrams or network diagrams with part information included; completing tables of values to look for
patterns; and identifying the correct information from a given geometry diagram.
Recognises the correct function model and reads the correct values from a graph. Carries through and
solves multi-step equations; extracts correct information from a network diagram; extracts correct
information from an extended table of values. Generalises obvious mathematical structures, e.g. using
interpolation/extrapolation appropriately in graphing, finding obvious number patterns in tables of values.
Applies conventions for diagrams and graphs including accurately labelling angles and sides in an
extended 2-D diagram. Rounds to specified accuracies, e.g. converts a fraction of an hour to minutes and
seconds. Checks results and makes adjustments where necessary.
Recognises specified conditions and attends to units in extended word problems, e.g. Ben is twice as old
as Mary implies units are in years. Links and processes more than one piece of information which may be
scattered.
Shows the main steps in reasoning, e.g. when solving trig-ratio problems from set diagrams. Justifies
conclusions with a simple or routine statement which links to results. Uses routine methods in labelling
networks to show results and shows main steps in a proof requirement, e.g. using the Pythagoras
Theorem to identify a Pythagorean triad.

Grade descriptions
Mathematics 2A/2B
Stage 2

Identifies and organises relevant information that is grouped together or is relatively narrow in scope, e.g.
makes direct substitution of values into linear equations; calculates successive terms using a recursive
formula; recognises the trend in a scatter graph; and selects the correct sides when using trig-ratios on a
diagram that is supplied.
Answers structured questions that require short responses, e.g. solves two-step linear equations;
completes missing values in a table of a given function or graph. Applies mathematics in practised ways,
e.g. chooses the correct trig-ratio for a supplied diagram or to solve a right-triangle problem; interprets
trend lines in practised ways. Carries a single thread of reasoning through, e.g. uses the correct order of
operation in short response equations; applies the correct rules to a network diagram. Calculates specific
cases of generalisations, e.g. substitutes values into a given formulas such as trig-ratios, and evaluates
the unknown angle or side. Makes commonsense connections, e.g. works forwards or backwards in a
number sequence to arrive at a term. Uses a calculator appropriately for calculations observing Order of
Operation rules and showing these steps as part of the working.
Applies the rule of Order of Operations to equations, e.g. Pythagoras Theorem. Applies conventions for
diagrams and labels sides and angles in geometry; recognises nodes and paths in a network diagram;
sets up graphs neatly and accurately when reading values from them. Rounds to suit contexts, e.g. shows
dollar calculations to two decimal places; rounds distance to a sensible level with travel questions.
Accurately plots and labels given points on a Cartesian plane in short responses.
Recognises specified conditions and attends to units in short responses, e.g. expresses the answer using
the units defined in the question; and links trig-ratios to a diagram on a Cartesian plane.
Shows working, including intermediate steps and/or expressions entered into a calculator, when setting
out short responses. Uses the Left hand side = Right hand side convention properly in short responses
and appropriate subscript notation in solutions with sequence questions.

Identifies and organises relevant information that is grouped together and narrow in scope, e.g. plotting
points on a Cartesian plane; and making single value substitutions in short responses.
Answers familiarly structured questions that require short responses, e.g. drawing single geometric figures
by connecting points on a Cartesian plane. Substitutes into familiar linear equations to evaluate the subject
of the equation. Makes single-step, commonsense connections to recognise the use of the constant in a
linear equation. Uses a calculator to correctly complete single-step calculations or parts of multi-step
calculations.
Plots graphs with a poor degree of accuracy, or labels diagrams and given points with little detail. Rounds
to suit contexts in short answer questions, but only when asked.
Recognises specified conditions and attends to units in short responses only in familiar and practised
questions.
Shows working but only in familiar and practised contexts.

Grade descriptions
Mathematics 2C/2D
Stage 2

Identifies and organises relevant information from dense and scattered information that involves a series
of complex processes, e.g. connecting results of earlier parts of an extended question to use in an overall
solution; and identifying relevant information in extended network diagrams.
Generalises unpractised mathematical structures to identify and use algebraic techniques or strategies
that can simplify the working of problems. Carries deductive reasoning and extended responses through
when moving from descriptive text to graphical representation and then to algebraic equation. Makes
counterintuitive connections, e.g. when determining the effects of changed conditions in a network and its
effect on unused capacity.
Uses introduced variables, e.g. the value of a network path to define a cost or a distance. Uses inequality
signs correctly when solving word problems involving linear relations.
Recognises specified conditions in extended responses and calculates which parts of a network diagram
would give the optimum result for given constraints.
Shows main steps in reasoning when meeting basic proof requirements, e.g. showing explicitly why a
value does not meet particular criteria. Uses the properties of a scatter diagram to justify conclusions
concerning the relationship of the variables.

Identifies and organises relevant information that is dense and scattered including: interpreting multiple
relative terms (lowest, more than, etc.); setting up relevant inequations with word problems; and defining
an appropriate sample space from a description that leaves room for ambiguity.
Solves unstructured problems using familiar sub-problems, e.g. picking the correct linear regression model
from a scatter diagram. Carries familiar deductive reasoning and extended responses through; identifies
routes or paths on a network and checks if they meet the given constraints. Uses a calculator
appropriately for calculation, statistics, algebra and graphing. Checks accuracy, e.g. of a conjecture in
number pattern investigation. Looks for counter examples in deductive reasoning.
Applies conventions for diagrams and graphs and draws a non-routine sample space appropriate to the
needs of a problem.
Attends to units in extended responses and is consistent with units in a network diagram, e.g. an answer
1.253 is given as 125 since the units on the network are in hundreds.
Shows main steps in reasoning and sets out proof using the Left hand side = Right hand side convention.
Justifies with a simple or routine statement and draws conclusions using mathematical terminology, such
as: A negative gradient implies...

Grade descriptions
Mathematics 2C/2D
Stage 2

Identifies and organises relevant information that is grouped together and is relatively narrow in scope e.g.
recognising the pattern of a simple sequence; reading values from a scatter graph; and identifying
maximal flow in a network diagram.
Answers structured questions that require short responses including predicting the dependent variable by
using a trend line on a scatter diagram. Applies mathematical methods in practised ways, e.g. determines
the shortest path (cheapest route) between two vertices of a network. Calculates the value of the term Tn
of a sequence for a given value for n when the rule is supplied; applies the area formula, e.g.
Area ABC = 1 7 6 sin 23 .
2
Makes commonsense connections, e.g. the use of place value to maximise the value of a set of three
given digits such as 543 > 534. Uses a calculator appropriately for calculations, statistics and
straightforward algebra and graphing, and gives evidence that the correct values or parameters have been
used with the correct expression to produce the answer.
Applies basic conventions for diagrams and graphs, e.g. copying the values from a network diagram onto
a list to find the maximum flow or labelling histograms appropriately with the scales accurately marked.
Recognises specified conditions and attends to units in short responses, e.g. rounding 125.3 people to
125 people since whole numbers are used in most contexts when counting people.
Justifies with a simple or routine statement. Shows working including expressions, writes down the correct
formula or expression used in a calculator and indicates that the numbers were correctly substituted.

Identifies and organises relevant information that is grouped together and is narrow in scope e.g. reading
points on a Cartesian plane or calculating the sum of paths of a network.
Answers familiar, structured questions that require short responses, e.g. making straight substitution into
linear functions and simplifying answers. Applies simple Index Laws, e.g. a 2 a 3 = a5 ; makes direct
substitution into a simple term or expression and calculates an answer.
Makes commonsense connections when interpreting the sample space of a spinner. Gives some evidence
that the correct values/parameters have been entered into the calculator and that the correct expression
has been used to produce the answer.
Lacks accuracy or detail with the scale or does not label key features with graphs. Rounds only when
specifically asked to in short answer questions and may truncate the number instead.
Ignores the units in both working and answer form, e.g. may not round to whole number form in
capture/recapture method when calculating the number of fish.
Shows appropriate working only in familiar and practised contexts.

Grade descriptions
Mathematics 3A/3B
Stage 3

Identifies and organises relevant information that is dense and scattered, e.g. complex problems that
contain a series of steps or processes such as identifying and stating the equations or inequations which
adequately represent quantities that vary in a particular problem. Identifies and organises relevant
information from key elements in ambiguous data, including identifying a cycle in time series data that
does not follow the usual pattern.
Carries an extended response through, e.g. correctly connects the many stages in both tabular and
graphical form when dealing with time series data. Carries deductive reasoning through when describing
the effect on the linear model of removing a single data point from a residual plot. Translates between
representations in unpractised ways, e.g. determines the seasonal adjustment values from a graph rather
than a table.
Uses inequality signs correctly and attends to open or closed intervals. Rounds, unprompted, to suit
contexts and specified accuracies in extended responses.
Recognises specified conditions in extended responses, such as to define intervals of the domain for
which certain conditions apply, e.g. k ( x) > c( x) for 1.0051 < x 4 . Determines limitations of a model, e.g.
excludes a section of data before fitting the rest of the data to a function.
Shows main steps in reasoning, e.g. when graphing two functions to find their points of intersection and
defining the solution set for the required conditions.

Identifies and organises relevant information that is dense and scattered when dealing with time series
data.
Solves unstructured problems graphically, including simultaneous equations, and applies appropriate
boundary conditions according to a word problem. Carries deductive reasoning through to make
appropriate conjectures concerning trend lines. Combines interpretation of multiple representations when
comparing the table, graph and regression equation to make a conjecture concerning the slope or trend.
Rounds to the correct number of decimal places to suit contexts and specified accuracies in extended
responses.
Interprets multi-dimension quantities, e.g. interpreting a gradient of a fertility rate versus time graph.
Determines limitations of a model and mentions point outliers when fitting a function to the data of a
scatter plot.
Justifies working by stating properties that have been applied, e.g. explaining, using the pattern on a
graph, why a 12-point moving average was used to determine a trend line.

Grade descriptions
Mathematics 3A/3B
Stage 3

Identifies and organises relevant information that is grouped together and is narrow in scope, e.g. using
the residual plot of a given model to determine the suitability of the model to fit a set of data. Picks the
most likely point to have been plotted in the wrong place using a residual plot.
Answers structured questions that require short responses, e.g. sketches a given trend line on the same
axes as a time-series plot. Uses a regression line to predict a single value for the dependent variable.
Makes commonsense connections to describe what the patterns within a set of data infer. Applies
mathematical methods in practised ways, e.g. calculating the moving average; using a calculator to
produce a mean or standard deviation from a set of data; using the midpoints of intervals in a grouped
data set to calculate a mean or standard deviation; or using a calculator to get a regression line from a
given data set.
Applies basic conventions for diagrams, graphs and maps when labelling axes and significant points on a
sketch. Defines introduced variables, e.g. the independent variable (year number) and dependent variable
(fertility rate) when rewriting a linear regression line in terms of the two variables on the scatter graph, i.e.
fertility rate = 0.042 year number + 0.9773. Rounds, unprompted, to suit contexts and specified
accuracies in short responses, e.g. providing solutions involving money to two decimal places.
Recognises specified conditions in short responses, e.g. gives the average to the nearest unit since the
data set was recorded to the nearest unit. Refers to units, e.g. minutes, in short responses when giving
the answer for mean or standard deviation.
Shows working, including the expressions entered into a calculator, e.g. when using a regression line to
predict a value or when calculating a moving average. Justifies answers with a simple or routine
statement, e.g. stating: the residuals are more random.

Identifies and organises relevant information that is grouped together and is narrow in scope such as
describing the trend of a graph in terms, e.g. is increasing or is decreasing. Fails to recognise that a
question has more than one answer and misses other solutions.
Carries a single thread of reasoning through, e.g. decides whether a set of residual plots are randomly
placed relative to the zero line.
Enters data correctly into a calculator, e.g. uses single variable data to calculate statistics such as mean
and standard deviation.
Refers to units on most occasions for problems that are in context but not usually involving statistics, e.g.
mean or standard deviation.
Shows working, including expressions entered into a calculator, e.g. uses a regression line to predict a
value or calculates a moving average. Uses basic symbols and notation, e.g. , x , $ as part of the answer.

Grade descriptions
Mathematics 3C/3D
Stage 3

Identifies and organises relevant information that is dense and scattered for complex problems involving a
series of steps or processes, e.g. correctly identifies a problem as a specific case, e.g. identifies a
binomial model and defines the relevant expression or recognises a representation of Bernoulli trials.
Incorporates information that is needed to define equations from text and diagrams, e.g. in problems
involving maximum volume or volume of a solid of revolution; or a descriptive passage containing
information for calculating probability values involving events which are noted to have equally likely
outcomes.
Chooses an effective method and correctly carries the method through in an extended response, e.g. uses
a given probability density function to calculate a probability value. Generalises and extends models from
previous part/s of the question, e.g. chooses the correct equations and correctly applies the derivative to
find the optimum result.
Obeys conventions and attends to accuracy when calculating compound probability, e.g. using a tree
diagram or the multiplication principle to calculate a probability. Obeys mathematical conventions when
using piecewise functions to define a probability density function.
Uses the second derivative of a function to determine the nature of the concavity of the graph and hence
to locate points of inflection. Makes links between displacement, velocity and acceleration of a particle to
determine the distance travelled in a given time period.
Sets out mathematical reasoning, results and conclusions for the Normal approximation. Defines a uniform
probability density function using a piecewise function over a given domain.

Identifies and organises relevant information that is dense and scattered for less complex problems, such
as those involving only a few steps or processes, e.g. variables identified in a given diagram or for a
related rates problem; probability values from a descriptive passage; the definite integral used to
determine the volume of a solid of revolution. Identifies variables from the written text of a problem
involving linear programming and uses this information to define the inequalities.
Chooses an effective method or variables then correctly carries the method through for problems that
contains only a few steps, e.g. optimises the objective function in a linear programming problem; uses the
incremental formula to obtain an expression for percentage change; and defines the parameters of the
Normal approximation and carries the correct calculation through.
Obeys conventions and attends to accuracy, e.g. when using an increments formula; drawing the graphs
of inequalities accurately; using the second derivative to check for maximum or minimum; with units
involving related rates; and with respect to units when accurately applying the chain rule.
Uses the graph of the derivative function to determine the nature of the turning points of the original
function. Links inappropriate data to mathematical results that are wrong and states that the increments
are too large. Links changes to the objective function to the constraints, defines the new objective function
and determines the new solution.
Sets out mathematical reasoning, results and conclusions when working with extended optimisation
problems. Proves differential equations with multiple terms or calculating related rates.

Grade descriptions
Mathematics 3C/3D
Stage 3

Identifies and organises relevant information that is grouped together and is narrow in scope, e.g. the
fundamental theorem as the derivative of an integral; the relevant definite integral to determine the volume
of a solid of revolution; the intersection of two graphs; the elements of a simple sample space and the
range of possible values; information in a probability density function, recognising that the sum of
probabilities equals one.
Chooses an effective integral by defining the area between the graphs to be rotated, and correctly carries
through, finding the volume of solid of revolution. Chooses an effective method and correctly evaluates the
parameter k defined in the differential equation dP = kP .Chooses and uses the correct parameters when
dt
calculating a normal probability value Pr(Xx) given and .

Applies basic conventions for diagrams and graphs. Applies rules and checks for accuracy when
evaluating integrals; and applies the chain rule correctly. Obeys conventions and uses correct notation,
e.g. differentiation and probability distributions. Checks for accuracy of calculations, including those where
technology is used, e.g. to evaluate an integral.
Uses the graph of the derivative function to locate the turning points of the original function. Links the first
derivative of a displacement function to velocity, including the appropriate units, and relates acceleration
using the second derivative. Recognises specified conditions in short responses and rejects solutions to
optimisation problems because they are outside the domain, e.g. t<0.
Communicates mathematically when naming probability distributions. Uses the multiplication principle
when calculating arrangements. Uses the second derivative of a function to determine the nature of the
turning points of a function.

Identifies the elements of a simple sample space. Identifies the range of possible scores in a probability
experiment. Identifies and organises the relevant definite integral, from a simple diagram, to use for the
volume of a solid of revolution. Finds the intersection of two graphs. Calculates a simple probability value
using a probability density function, and recognises that sum of probabilities equals one.
Applies mathematical methods, e.g. differentiation and integration, in practised ways. Interprets selections
n
in practised ways and calculates each selection Cr accurately. Calculates the probability of a discrete
random variable using a table of values.
Uses technology to evaluate an integral but gives only the answer. Enters data correctly into a calculator
but tends to give numerical answers without working.
Attends to units in short responses and rounds to suit the context when required, e.g. number of batteries
expressed as a whole number.
Uses basic symbols and notation, e.g. , x, $ .


Mathematics Syllabus For 2013 WACE

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MATHEMATICS

Mathematics: Accredited March 2008 (updated June 2012)

Mathematics: Accredited March 2008 (updated June 2012)

Others have commented on the true artistic nature

The Mathematics course has been created with

of contexts. They engage in posing and solving

Mathematics during schooling has traditionally been

People who are mathematically able can contribute

Students develop fluency in a suite of standard

Students who choose the Mathematics course will

The Mathematics course is designed to facilitate the

Mathematics: Accredited March 2008 (updated June 2012)

Outcome 2: Space and measurement

Concepts and relationships

is taken into account in choosing the most

Tools and procedures

Functions can be used to model situations, using

Mathematics: Accredited March 2008 (updated June 2012)

Mathematics: Accredited March 2008 (updated June 2012)

In this unit, students develop understanding of

In this unit, students use positive and negative

Mathematics: Accredited March 2008 (updated June 2012)

Time and completion

Mathematics: Accredited March 2008 (updated June 2012)

VET integrated delivery

Mathematics: Accredited March 2008 (updated June 2012)

In developing an assessment outline and teaching

All assessment tasks should take into account

There is flexibility for teachers to design

The assessment table outlines the forms of

Student work submitted to demonstrate

Evidence collected for each unit must include

Mathematics: Accredited March 2008 (updated June 2012)

Schools report student achievement in Preliminary

Refer to the WACE Manual for further information

Mathematics: Accredited March 2008 (updated June 2012)

The number formats for the unit are counting

Suggested learning contexts

Equivalence, equations and inequalities

2. Space and measurement

Mathematics: Accredited March 2008 (updated June 2012)

3. Chance and data

Collect and organise data

The type of assessment in the table below is

Mathematics: Accredited March 2008 (updated June 2012)

This unit includes the content areas:

Suggested learning contexts

The unit content will be introduced and applied in a

Mathematics: Accredited March 2008 (updated June 2012)

2. Space and measurement

recognise shapes in the environment that

Chance and data

Collect and organise data

Mathematics: Accredited March 2008 (updated June 2012)

compare individual objects with other

Mathematics: Accredited March 2008 (updated June 2012)

The unit description provides the focus for teaching

Suggested learning contexts

time series data e.g. shadow length over time,

choose and use mathematical methods

choose methods of processingmental,

check and correct answers

link answers to contexts.