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## Curriculum

### Unit 1

#### Unit Description

#### Learning Outcomes

#### Content Descriptions

### Unit 2

#### Unit Description

#### Learning Outcomes

#### Content Descriptions

### Unit 3

#### Unit Description

#### Learning Outcomes

#### Content Descriptions

### Unit 4

#### Unit Description

It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.

#### Learning Outcomes

#### Content Descriptions

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This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, applications of measurement, the use of formulas to find an unknown quantity, and the interpretation of graphs. Teachers are encouraged to apply the content of the four topics in this unit – ‘Calculations, percentages and rates’, ‘Measurement’, ‘Algebra’ and ‘Graphs’ – in contexts which are meaningful and of interest to their students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used are *Mathematics and foods *and *Earning and managing money*. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.

It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.

By the end of this unit students:

- understand the concepts and techniques in calculations, measurement, algebra and graphs
- apply reasoning skills and solve practical problems in calculations, measurement, algebra and graphs
- communicate their arguments and strategies when solving problems using appropriate mathematical language
- interpret mathematical information and ascertain the reasonableness of their solutions to problems.

This unit provides students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, the mathematics of finance, and time and motion. Teachers are encouraged to apply the content of the four topics in this unit – ‘Representing and comparing data’, ‘Percentages’, ‘Rates and ratios’ and ‘Time and motion’ – in a context which is meaningful and of interest to their students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used are *Mathematics and cars* and *Mathematics and independent living*. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.

It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.

By the end of this unit, students:

- understand the concepts and techniques used in representing and comparing data, percentages, rates and ratios, and time and motion
- apply reasoning skills and solve practical problems in representing and comparing data, percentages, rates and ratios, and time and motion
- communicate their arguments and strategies when solving mathematical and statistical problems using appropriate mathematical or statistical language
- interpret mathematical and statistical information and ascertain the reasonableness of their solutions to problems.

This unit provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs, and data collection. Teachers are encouraged to apply the content of the four topics in this unit – ‘Measurement’, ‘Scales, plans and models’, ‘Graphs’ and ‘Data collection’ – in a context which is meaningful and of interest to the students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used in this unit are *Mathematics and design* and *Mathematics and medicine*. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.

It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when and when not to use some form of technology, and the ability to work flexibly with technology, are important skills.

By the end of this unit, students:

- understand the concepts and techniques used in measurement, scales, plans and models, graphs, and data collection
- apply reasoning skills and solve practical problems in measurement, scales, plans and models, graphs, and data collection
- communicate their arguments and strategies when solving mathematical and statistical problems using appropriate mathematical or statistical language
- interpret mathematical and statistical information and ascertain the reasonableness of their solutions to problems.

This unit provides students with the mathematical skills and understanding to solve problems related to probability, Earth geometry and time zones, and loans and compound interest. Teachers are encouraged to apply the content of the three topics in this unit – ‘Probability and relative frequencies’, ‘Earth geometry and time zones’ and ‘Loans and compound interest’ – in a context which is meaningful and of interest to the students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be used in this unit are Mathematics of finance and Mathematics of travelling. However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.

By the end of this unit, students:

- understand the concepts and techniques used in probability and relative frequencies, earth geometry and time zones, loans and compound interest
- apply reasoning skills and solve practical problems in probability and relative frequencies, earth geometry and time zones, loans and compound interest
- communicate their arguments and strategies when solving mathematical problems using appropriate mathematical or statistical language
- interpret mathematical information and ascertain the reasonableness of their solutions to problems.