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MathematicsSampleProgram - Year 9

This document outlines a sample mathematics program for Year 9 students over two semesters. It includes 7 topics per semester, with each topic focusing on different mathematics content areas. The program aims to comprehensively cover the Year 9 content descriptions from the three mathematics strands and develop students' knowledge and skills in a sequenced manner. It provides teachers with an example of how to organize the curriculum content into a teaching and learning program.

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MathematicsSampleProgram - Year 9

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hetalgajjar41

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Mathematics Sample Program: Year 9

Authorised and published by the Victorian Curriculum and Assessment Authority

Level 7, 2 Lonsdale Street
Melbourne VIC 3000

© Victorian Curriculum and Assessment Authority 2017

No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by
permission from the VCAA.
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The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be
found on the VCAA website: www.vcaa.vic.edu.au

This publication may contain copyright material belonging to a third party. Every effort has been made to
contact all copyright owners. If you believe that material in this publication is an infringement of your
copyright, please email the Copyright Officer: [email protected]

Copyright in materials appearing at any sites linked to this document rests with the copyright owner/s of
those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at
linked sites before using such materials.

The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.

Contents

Abbreviations..................................................................................................................................4
Hyperlinks.......................................................................................................................................4
Overview.........................................................................................................................................5
Topics, suggested time allocations and sequencing...................................................................5
Content descriptions coverage within each topic........................................................................6
Achievement standards (for three levels to support planning for a continuum of learning)........8
Learning in Mathematics...........................................................................................................10
Year 9 Semester 1........................................................................................................................11
......................................................................................................................................................11
Topic 9.1.1: Number and financial mathematics.......................................................................12
Topic 9.1.2: Pythagoras’ Theorem............................................................................................15
Topic 9.1.3: Algebra techniques...............................................................................................17
Topic 9.1.4: Linear relations and coordinate geometry.............................................................19
Topic 9.1.5: Rate, ratio and proportion.....................................................................................22
Topic 9.1.6: Probability.............................................................................................................25
Topic 9.1.7: Similarity and trigonometric ratios.........................................................................28
Year 9 Semester 2........................................................................................................................30
......................................................................................................................................................30
Topic 9.2.1: Applications of trigonometry..................................................................................31
Topic 9.2.2: Linear equations....................................................................................................33
Topic 9.2.3: Indices and scientific notation...............................................................................35
Topic 9.2.4: Shapes, prisms and cylinders...............................................................................38
Topic 9.2.5: Statistics................................................................................................................41
Topic 9.2.6: Further algebra......................................................................................................44
Topic 9.2.7: Graphs of non-linear relations...............................................................................46

Abbreviations

ABS................................................Australian Bureau of Statistics

AMSI..............................................Australian Mathematical Sciences Institute
CIMT..............................................Centre for Innovation in Mathematical Teaching
DET................................................Department of Education and Training
ESA................................................Educational Services Australia
NCTM.............................................National Council Teachers of Mathematics
NLVM.............................................National Library of Virtual Manipulatives
MAV...............................................Mathematical Association of Victoria

Hyperlinks
At the time of publication the URLs (website addresses) cited were checked for accuracy and
appropriateness of content. However, due to the transient nature of material placed on the web,
their continuing accuracy cannot be verified. Teachers are strongly advised to prepare their own
indexes of sites that are suitable and applicable to the courses they teach, and to check these
addresses prior to allowing student access.

Overview
This Mathematics Sample Program: Year 9 is an example of how the Mathematics curriculum
could be organised into a teaching and learning program. It is based on 3 hours teaching time per
week.
This sample program provides comprehensive coverage of content descriptions from the three
strands of the mathematics curriculum and is sequenced to develop knowledge and skills;
however, there are many other ways that the curriculum content can be arranged to suit the
learning needs of students.
Topics, suggested time allocations and sequencing
Week* Semester 1 Semester 2
1 9.1.1: Number and financial mathematics 9.2.1: Applications of trigonometry
2 Strand: Number and Algebra Strand: Measurement and Geometry
Sub-strand: Money and financial mathematics Sub-strand: Pythagoras and trigonometry
Sub-strand: Patterns and algebra
3 9.1.2: Pythagoras’ Theorem
4 Strand: Measurement and Geometry 9.2.2: Linear equations
Sub-strand: Pythagoras and trigonometry Strand: Number and Algebra
5
Sub-strand: Linear and non-linear relationships
6 9.1.3: Algebra techniques 9.2.3: Indices and scientific notation
7 Strand: Number and Algebra Strand: Number and Algebra
Sub-strand: Patterns and algebra Sub-strand: Real numbers
8 9.1.4: Linear relations and coordinate geometry Sub-strand: Patterns and algebra
Strand: Number and Algebra Strand: Measurement and Geometry
Sub-strand: Patterns and algebra Sub-strand: Using units of measurement
9 9.2.4: Shapes, prisms and cylinders
10 Strand: Measurement and Geometry
Sub-strand: Using units of measurement
11 9.1.5: Rate, ratio and proportion
12 Strand: Number and Algebra 9.2.5: Statistics
Sub-strand: Real numbers Strand: Statistics and Probability
13 9.1.6: Probability Sub-strand: Data representation and interpretation
14 Strand: Statistics and Probability Strand: Number and Algebra
Sub-strand: Chance Sub-strand: Patterns and algebra
15 Strand: Number and algebra 9.2.6: Further algebra
Sub-strand: Patterns and algebra Strand: Number and Algebra
16 9.1.7: Similarity and trigonometric ratios Sub-strand: Patterns and algebra
17 Strand: Measurement and Geometry 9.2.7: Graphs of non-linear relations
Sub-strand: Geometric reasoning Strand: Number and AlgebraSub-strand: Linear and
18
Sub-strand: Pythagoras and trigonometry non-linear relationships

Content descriptions coverage within each topic

Level 9 content descriptions Topic/s

Strand: Number and algebra

Sub-strand: Money and financial mathematics

Solve problems involving simple interest (VCMNA304) 9.1.1
Sub-strand: Patterns and algebra

Extend and apply the index laws to variables, using positive integer indices and the zero index 9.2.3
(VCMNA305)
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect 9.1.3
like terms where appropriate (VCMNA306) 9.2.6
Apply set structures to solve real-world problems (VCMNA307) 9.1.1
9.1.6
9.2.3
9.2.4
9.2.5
Sub-strand: Real numbers
Solve problems involving direct proportion. Explore the relationship between graphs and equations 9.1.5
corresponding to simple rate problems (VCMNA301)
Apply index laws to numerical expressions with integer indices (VCMNA302) 9.2.3
Express numbers in scientific notation (VCMNA303) 9.2.3
Sub-strand: Linear and non-linear relationships
Find the distance between two points located on a Cartesian plane using a range of strategies, 9.1.4
including graphing software (VCMNA308)
Find the mid-point and gradient of a line segment (interval) on the Cartesian plane using a range of 9.1.4
strategies, including graphing software (VCMNA309)
Sketch linear graphs using the coordinates of two points and solve linear equations (VCMNA310) 9.1.4
9.2.2
Graph simple non-linear relations with and without the use of digital technologies and solve simple 9.2.7
related equations (VCMNA311)
Strand: Measurement and geometry

Sub-strand: Pythagoras and trigonometry

Investigate Pythagoras’ Theorem and its application to solving simple problems involving right- 9.1.2
angled triangles (VCMMG318)
Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in 9.1.7
right-angled triangles (VCMMG319)
Apply trigonometry to solve right-angled triangle problems (VCMMG320) 9.2.1
Sub-strand: Geometric reasoning
Use the enlargement transformation to explain similarity and develop the conditions for triangles to 9.1.7
be similar (VCMMG316)
Solve problems using ratio and scale factors in similar figures (VCMMG317) 9.1.7

Sub-strand: Using units of measurement

Investigate very small and very large time scales and intervals (VCMMG315) 9.2.3
Calculate the areas of composite shapes (VCMMG312) 9.2.4
Calculate the surface area and volume of cylinders and solve related problems (VCMMG313) 9.2.4
Solve problems involving the surface area and volume of right prisms (VCMMG314) 9.2.4
Strand: Statistics and probability

Sub-strand: Chance
List all outcomes for two-step chance experiments, both with and without replacement using tree 9.1.6
diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events
(VCMSP321)
Calculate relative frequencies from given or collected data to estimate probabilities of events 9.1.6
involving ‘and’ or ‘or’ (VCMSP322)
Investigate reports of surveys in digital media and elsewhere for information on how data were 9.1.6
obtained to estimate population means and medians (VCMSP323)
Sub-strand: Data representation and interpretation
Identify everyday questions and issues involving at least one numerical and at least one categorical 9.2.5
variable, and collect data directly from secondary sources (VCMSP324)
Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including 9.2.5
‘skewed’, ‘symmetric’ and ‘bi-modal’ (VCMSP325)
Compare data displays using mean, median and range to describe and interpret numerical data sets 9.2.5
in terms of location (centre) and spread (VCMSP326)

Achievement standards (for three levels to support planning for a continuum of learning)
Level 8 Level 9 Level 10
Number and algebra Number and algebra Number and algebra

Students use efficient mental and Students apply the index laws using Students recognise the connection
written strategies to make estimates integer indices to variables and between simple and compound
and carry out the four operations with numbers, express numbers in interest. They solve problems
integers, and apply the index laws to scientific notation, solve problems involving linear equations and
whole numbers. They identify and involving very small and very large inequalities, quadratic equations and
describe rational and irrational numbers, and check the order of pairs of simultaneous linear equations
numbers in context. Students estimate magnitude of calculations. They solve and related graphs, with and without
answers and solve everyday problems problems involving simple interest. the use of digital technology. Students
involving profit and loss rates, ratios Students use the distributive law to substitute into formulas, find unknown
and percentages, with and without the expand algebraic expressions, values, manipulate linear algebraic
use of digital technology. They including binomial expressions, and expressions, expand binomial
simplify a variety of algebraic simplify a range of algebraic expressions and factorise monic and
expressions and connect expansion expressions. They find the distance simple non-monic quadratic
and factorisation of linear between two points on the Cartesian expressions, with and without the use
expressions. Students solve linear plane and the gradient and midpoint of digital technology. They represent
equations and graph linear of a line segment using a range of linear, quadratic and exponential
relationships on the Cartesian plane. strategies including the use of digital functions numerically, graphically and
technology. Students sketch and draw algebraically, and use them to model
linear and non-linear relations, solve situations and solve practical
simple related equations and explain problems.
the relationship between the graphical
and symbolic forms, with and without
the use of digital technology.
Measurement and geometry Measurement and geometry Measurement and geometry

Students convert between units of Students solve measurement Students solve and explain surface
measurement for area and for volume. problems involving perimeter and area area and volume problems relating to
They find the perimeter and area of of composite shapes, surface area composite solids. They use parallel
parallelograms, rhombuses and kites. and volume of rectangular prisms and and perpendicular lines, angle and
Students name the features of circles, cylinders, with and without the use of triangle properties, similarity,
calculate circumference and area, and digital technology. They relate three- trigonometry and congruence to solve
solve problems relating to the volume dimensional objects to two- practical problems and develop proofs
of prisms. They make sense of time dimensional representations. Students involving lengths, angles and areas in
duration in real applications, including explain similarity of triangles, interpret plane shapes. They use digital
the use of 24-hour time. Students ratios and scale factors in similar technology to construct and
identify conditions for the congruence figures, and apply Pythagoras’ manipulate geometric shapes and
of triangles and deduce the properties theorem and trigonometry to solve objects, and explore symmetry and
of quadrilaterals. They use tools, problems involving angles and lengths pattern in two dimensions.
including digital technology, to in right-angled triangles.
construct congruent shapes.

Level 8 Level 9 Level 10

Statistics and probability Statistics and probability Statistics and probability

Students explain issues related to the Students compare techniques for Students compare univariate data
collection of sample data and discuss collecting data from primary and sets by referring to summary statistics
the effect of outliers on means and secondary sources, and identify and the shape of their displays. They
medians of the data. They use various questions and issues involving describe bivariate data where the
approaches, including the use of different data types. They construct independent variable is time and use
digital technology, to generate simple histograms and back-to-back stem- scatter-plots generated by digital
random samples from a population. and-leaf plots with and without the use technology to investigate relationships
Students model situations with Venn of digital technology. Students identify between two continuous variables.
diagrams and two-way tables and mean and median in skewed, Students evaluate the use of statistics
explain the use of 'not', 'and' and 'or'. symmetric and bi-modal displays and in the media. They list outcomes for
Students choose appropriate use these to describe and interpret multi-step chance experiments
language to describe events and the distribution of the data. They involving independent and dependent
experiments. They determine calculate relative frequencies to events, and assign probabilities for
complementary events and calculate estimate probabilities. Students list these experiments.
the sum of probabilities. outcomes for two-step experiments
and assign probabilities for those
outcomes and related events.

Learning in Mathematics
The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics
and working mathematically, and are applied across all three strands Number and Algebra, Measurement and
Geometry, and Statistics and Probability.

Understanding refers to students building a robust knowledge of adaptable and transferable mathematical concepts and
structures. Students make connections between related concepts and progressively apply the familiar to develop new
ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students
build understanding when they:
 connect related ideas
 represent concepts in different ways
 identify commonalities and differences between aspects of content
 describe their thinking mathematically
 interpret mathematical information.

Fluency describes students developing skills in choosing appropriate procedures, carrying out procedures flexibly,
accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily. Students are fluent when
they:
 make reasonable estimates
 calculate answers efficiently
 recognise robust ways of answering questions
 choose appropriate methods and approximations
 recall definitions and regularly use facts,
 can manipulate expressions and equations to find solutions.

Problem solving is the ability of students to make choices, interpret, formulate, model and investigate problem situations,
select and use technological functions and communicate solutions effectively. Students pose and solve problems when
they:
 use mathematics to represent unfamiliar or meaningful situations
 design investigations and plan their approaches
 apply their existing strategies to seek solutions
 verify that their answers are reasonable.

Reasoning refers to students developing an increasingly sophisticated capacity for logical, statistical and probabilistic
thinking and actions, such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying,
refuting, abstracting and generalising. Students are reasoning mathematically when they:
 explain their thinking
 deduce and justify strategies used and conclusions reached
 adapt the known to the unknown
 transfer learning from one context to another
 prove that something is true or false
 make inferences about data or the likelihood of events
 compare and contrast related ideas and explain their choices.

Year 9 Semester 1

Topic 9.1.1: Number and financial mathematics

Strand: Sub-strands: Recommended teaching time:
Number and Algebra Money and financial mathematics 2 weeks (approximately 6 hours)
Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
 Solve problems involving simple interest (VCMNA304).
 Apply set structures to solve real-world problems (VCMNA307)
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students use efficient mental and Students apply the index laws using Students recognise the connection
written strategies to make estimates integer indices to variables and between simple and compound
and carry out the four operations with numbers, express numbers in interest. They solve problems
integers, and apply the index laws to scientific notation, solve problems involving linear equations and
whole numbers. They identify and involving very small and very large inequalities, quadratic equations and
describe rational and irrational numbers, and check the order of pairs of simultaneous linear equations
numbers in context. Students estimate magnitude of calculations. They solve and related graphs, with and without
answers and solve everyday problems problems involving simple interest. the use of digital technology. Students
involving profit and loss rates, ratios Students use the distributive law to substitute into formulas, find unknown
and percentages, with and without the expand algebraic expressions, values, manipulate linear algebraic
use of digital technology. They including binomial expressions, and expressions, expand binomial
simplify a variety of algebraic simplify a range of algebraic expressions and factorise monic and
expressions and connect expansion expressions. They find the distance simple non-monic quadratic
and factorisation of linear between two points on the Cartesian expressions, with and without the use
expressions. Students solve linear plane and the gradient and midpoint of digital technology. They represent
equations and graph linear of a line segment using a range of linear, quadratic and exponential
relationships on the Cartesian plane. strategies including the use of digital functions numerically, graphically and
technology. Students sketch and draw algebraically, and use them to model
linear and non-linear relations, solve situations and solve practical
simple related equations and explain problems.
the relationship between the graphical
and symbolic forms, with and without
the use of digital technology.

Activities Proficiencies
Simple interest:  Understanding through applying computational
 review of percentages techniques learnt in earlier years to
calculations involving simple interest.
 using percentages
 Fluency through carrying out number
 application of simple interest formula computations accurately and efficiently.
 reverse use of simple interest formula.  Problem solving through applying the simple
 Algorithms and coding: interest formula flexibly to solve practical
 explore error detection formulas and check digits used to problems, including some reverse cases.
validate numbers on UPC bar codes, ISBN, credit cards  Reasoning through estimating and appraising
and the like. The NCTM Check that digit activity introduces the reasonableness of answers.

the concept, including modular arithmetic.

 Develop and implement a program, utilising appropriate
set structures, that enables input of the number on a credit
card, ISBN or UPC, and uses the appropriate formula to
check the validity of the number.
 Number computation techniques integrated in the coverage
of simple interest:
 four operations, positive integer powers, square roots
 prime factors
 common fractions as recurring or terminating decimals
 four operations with positive and negative integers
 strategies for mental calculation and estimation
 sensible and efficient calculator use.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Use technology to create tables for consecutive sums of money for a fixed percentage increase. This could be done
for different ranges in the amount of money, and for different values of percentage increase.
Level 10
Students who are working at this level could:
 Compare the effect of real simple interest and compund interest rates offered for a given principal value, over a
period of several years. Write a program that uses a loop structure to recursively calculate compound interest.

Assessment ideas
Students complete an assignment based on financial calculations, such as GST, percentage discounts and practical
applications of simple interest, for example hire-purchase contracts. This may include the use of spreadsheets to carry
out a sequence of related calculations and explore the effect of changing a variable, such as the interest rate or term of a
loan. Also looking at real contracts, for example, a contract when buying a car.

Resources
AMSI
Simple interest
Consumer arithmetic
CS Unplugged
Error detection
NCTM Illuminations
Check that digit
Grid and percent it
FUSE: Discover resources aligned to the Victorian Curriculum
Solve problems involving simple interest
Apply set structures to solve real-world problems

Notes

Topic 9.1.2: Pythagoras’ Theorem

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Pythagoras and trigonometry 3 weeks (approximately 9 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles
(VCMMG318).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students convert between units of Students solve measurement Students solve and explain surface
measurement for area and for volume. problems involving perimeter and area area and volume problems relating to
They find the perimeter and area of of composite shapes, surface area composite solids. They use parallel
parallelograms, rhombuses and kites. and volume of rectangular prisms and and perpendicular lines, angle and
Students name the features of circles, cylinders, with and without the use of triangle properties, similarity,
calculate circumference and area, and digital technology. They relate three- trigonometry and congruence to solve
solve problems relating to the volume dimensional objects to two- practical problems and develop proofs
of prisms. They make sense of time dimensional representations. Students involving lengths, angles and areas in
duration in real applications, including explain similarity of triangles, interpret plane shapes. They use digital
the use of 24-hour time. Students ratios and scale factors in similar technology to construct and
identify conditions for the congruence figures, and apply Pythagoras’ manipulate geometric shapes and
of triangles and deduce the properties theorem and trigonometry to solve objects, and explore symmetry and
of quadrilaterals. They use tools, problems involving angles and lengths pattern in two dimensions.
including digital technology, to in right-angled triangles.
construct congruent shapes.

Activities Proficiencies
 Identifying the hypotenuse for any orientation of a right-  Understanding through making connections
angled triangle. between various ways of proving Pythagoras’
 Establishing and proving the theorem by various means. theorem.
 Solving problems that involve finding the length of the  Fluency through selecting and correctly
hypotenuse. applying the theorem or its converse to solve
simple problems involving right angled
 The converse theorem and solving problems involving finding triangles.
the length of one of the sides of a triangle.
 Problem solving through modelling and
 Pythagorean triples (triads) (primitive and non-primitive). investigating problem situations involving right-
 Given the lengths of the three sides, determining whether the angled triangles.
largest angle of a triangle is equal to, greater than or less  Reasoning through determining whether the
than 90. largest angle of a triangle is equal to, greater
 Irrational numbers and the Pythagorean spiral. than or less than 90, given the lengths of the
three sides.

Considering different levels of student ability

Level 8
Students who are working at this level could:

 Use square counting and dissection with graph paper to compare the areas of squares on the sides of right angles
triangles and the relationship between them.
Level 10
Students who are working at this level could:
 Use dynamic geometry software to explore the relationship between the sides of a triangle and the area of the
square on that side when the reference angle is acute or obtuse.

Assessment ideas
Students:
 carry out an investigation into patterns in Pythagorean triples and ways of generating triples (See the University of
Surrey resource: Methods of generating Pythagorean triples
 create a Pythagorean spiral to find the lengths of successive irrational number, , and find the
position of these numbers on a suitably scaled number line.

Resources
AMSI
Pythagoras’ theorem
DET
Trigonometric ratios and Pythagorean theorem: Level 9 eBookbox
NCTM Illuminations
Proof without words: Pythagorean theorem
FUSE: Discover resources aligned to the Victorian Curriculum
Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles

Notes

Topic 9.1.3: Algebra techniques

Strand: Sub-strand: Recommended teaching time:
Number and Algebra Patterns and algebra 2 weeks (approximately 6 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms
where appropriate (VCMNA306).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students use efficient mental and Students apply the index laws using Students recognise the connection
written strategies to make estimates integer indices to variables and between simple and compound
and carry out the four operations with numbers, express numbers in interest. They solve problems
integers, and apply the index laws to scientific notation, solve problems involving linear equations and
whole numbers. They identify and involving very small and very large inequalities, quadratic equations and
describe rational and irrational numbers, and check the order of pairs of simultaneous linear equations
numbers in context. Students estimate magnitude of calculations. They solve and related graphs, with and without
answers and solve everyday problems problems involving simple interest. the use of digital technology. Students
involving profit and loss rates, ratios Students use the distributive law to substitute into formulas, find unknown
and percentages, with and without the expand algebraic expressions, values, manipulate linear algebraic
use of digital technology. They including binomial expressions, and expressions, expand binomial
simplify a variety of algebraic simplify a range of algebraic expressions and factorise monic and
expressions and connect expansion expressions. They find the distance simple non-monic quadratic
and factorisation of linear between two points on the Cartesian expressions, with and without the use
expressions. Students solve linear plane and the gradient and midpoint of digital technology. They represent
equations and graph linear of a line segment using a range of linear, quadratic and exponential
relationships on the Cartesian plane. strategies including the use of digital functions numerically, graphically and
technology. Students sketch and draw algebraically, and use them to model
linear and non-linear relations, solve situations and solve practical
simple related equations and explain problems.
the relationship between the graphical
and symbolic forms, with and without
the use of digital technology.

Activities Proficiencies
 Review of the distributive law and expansion of linear  Understanding through connecting factorisation
algebraic expressions. and expansion as inverse processes.
 Review of factorisation of simple algebraic expressions by  Fluency through identifying like terms and
identifying numerical factors. common factors.
 Problem solving through applying existing
 Review of simplification of linear algebraic expressions using
knowledge of factorising, expanding and
four operations.
simplifying to more complex expressions.
 Application of the distributive law to expand simple non-linear
expressions.  Reasoning through generalising the use of the
 Factorisation of simple algebraic expressions by identifying distributive law from numerical calculations to
numerical and symbolic factors. algebraic expressions
 Establish the connection between expansion and factorisation

of expressions.
 Algebraic simplification of simple non-linear expressions.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Use the rectangular grid method to multiply numbers such as 234 × 7 as (200 + 30 + 4) × 7 or 58 × 49 as
(50 + 8) × (40 + 9) then extend the same method to expressions such as 7 × (a + 3) and (a + 8) × (b + 9)
Level 10
Students who are working at this level could:
 Use the table functionality of a computer algebra system to explore patterns related to the expansion and factorisation of
monic quadratic expressions such as expanding (x + a) (x + 6) for a from -10 to 10, or factorising (x2 + b x – 36) for
b from -20 to 20

Assessment ideas
Students carry out an item response analysis of a collection of multiple-choice items involving algebraic simplification,
factorisation and expansion. They explain the error the leads to one of the distractors for each item.

Resources
AMSI
Special expansions and algebraic fractions
NCTM Illuminations
Modelling algebraic expressions
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Algebra tiles
FUSE: Discover resources aligned to the Victorian Curriculum
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where
appropriate

Notes

Topic 9.1.4: Linear relations and coordinate geometry

Strand: Sub-strand: Recommended teaching time:
Number and Algebra Patters and algebra 3 weeks (approximately 9 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing
software (VCMNA308).
 Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies,
including graphing software (VCMNA309).
 Sketch linear graphs using the coordinates of two points (and solve linear equations) (VCMNA310).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students use efficient mental and Students apply the index laws using Students recognise the connection
written strategies to make estimates integer indices to variables and between simple and compound
and carry out the four operations with numbers, express numbers in interest. They solve problems
integers, and apply the index laws to scientific notation, solve problems involving linear equations and
whole numbers. They identify and involving very small and very large inequalities, quadratic equations and
describe rational and irrational numbers, and check the order of pairs of simultaneous linear equations
numbers in context. Students estimate magnitude of calculations. They solve and related graphs, with and without
answers and solve everyday problems problems involving simple interest. the use of digital technology. Students
involving profit and loss rates, ratios Students use the distributive law to substitute into formulas, find unknown
and percentages, with and without the expand algebraic expressions, values, manipulate linear algebraic
use of digital technology. They including binomial expressions, and expressions, expand binomial
simplify a variety of algebraic simplify a range of algebraic expressions and factorise monic and
expressions and connect expansion expressions. They find the distance simple non-monic quadratic
and factorisation of linear between two points on the Cartesian expressions, with and without the use
expressions. Students solve linear plane and the gradient and midpoint of digital technology. They represent
equations and graph linear of a line segment using a range of linear, quadratic and exponential
relationships on the Cartesian plane. strategies including the use of digital functions numerically, graphically and
technology. Students sketch and draw algebraically, and use them to model
linear and non-linear relations, solve situations and solve practical
simple related equations and explain problems.
the relationship between the graphical
and symbolic forms, with and without
the use of digital technology.

Activities Proficiencies
 Review of the Cartesian plane and Cartesian coordinates in  Understanding through making connections
four quadrants. between different representations of a linear
 Finding the distance between two points on the Cartesian relationship: as pattern, rules, tables and
plane, using a range of strategies, including graphing graphs.
software and Pythagoras’ theorem.  Fluency through accurately identifying and
 Finding the midpoint and gradient of the line joining two plotting Cartesian coordinates and given two
points on the Cartesian plane, using a range of strategies, points, finding the distance and gradient
including graphing software. between the points.

 Review: completing a table of values from rules of functional  Problem solving through interpreting linear
relationships and from growing patterns. relationships that are represented in various
 Review: plotting the points from table of values and ways.
determining whether or not the relationship is linear, using  Reasoning through justifying the rule of a linear
various methods, including digital technologies such as relation that is represented as a graph
spreadsheets and graphing software.
 Sketching linear graphs using the coordinate of two points;
generating a table of values from other points on the line to
determine the rule from the resultant pattern of values.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Use graph paper to determine the equation of the straight line passing through two given points, the distance
between the two points and the coordinates of the midpoint of the line segment joining the two points.
Level 10
Students who are working at this level could:
 Use technology to construct animations which show the effect of the parameters a and b in developing families of
graphs of linear functions; and to show the representation of the linear equation a x + b = c as the intersection of
the graphs of y = ax + b and y = c

Assessment ideas
Students use suitable digital technology to superimpose lines passing through two points on interesting photographs or
maps. They find the gradients and equations of the lines and determine the length of the line segments and the
coordinates of the midpoints of the line segments, using various means, including dynamic geometry or graphing
software.

Resources
AMSI
Coordinate geometry
NCTM Illuminations
Equations of attack
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Line plotter
FUSE: Discover resources aligned to the Victorian Curriculum
Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing
software
Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including
graphing software
Sketch linear graphs using the coordinates of two points (and solve linear equations)

Notes

Topic 9.1.5: Rate, ratio and proportion

Strand: Sub-strand: Recommended teaching time:
Number and Algebra Real numbers 2 weeks (approximately 6 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to
simple rate problems (VCMNA301).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students use efficient mental and Students apply the index laws using Students recognise the connection
written strategies to make estimates integer indices to variables and between simple and compound
and carry out the four operations with numbers, express numbers in interest. They solve problems
integers, and apply the index laws to scientific notation, solve problems involving linear equations and
whole numbers. They identify and involving very small and very large inequalities, quadratic equations and
describe rational and irrational numbers, and check the order of pairs of simultaneous linear equations
numbers in context. Students estimate magnitude of calculations. They solve and related graphs, with and without
answers and solve everyday problems problems involving simple interest. the use of digital technology. Students
involving profit and loss rates, ratios Students use the distributive law to substitute into formulas, find unknown
and percentages, with and without the expand algebraic expressions, values, manipulate linear algebraic
use of digital technology. They including binomial expressions, and expressions, expand binomial
simplify a variety of algebraic simplify a range of algebraic expressions and factorise monic and
expressions and connect expansion expressions. They find the distance simple non-monic quadratic
and factorisation of linear between two points on the Cartesian expressions, with and without the use
expressions. Students solve linear plane and the gradient and midpoint of digital technology. They represent
equations and graph linear of a line segment using a range of linear, quadratic and exponential
relationships on the Cartesian plane. strategies including the use of digital functions numerically, graphically and
technology. Students sketch and draw algebraically, and use them to model
linear and non-linear relations, solve situations and solve practical
simple related equations and explain problems.
the relationship between the graphical
and symbolic forms, with and without
the use of digital technology.

Activities Proficiencies
 Review of ratio as a comparison of two quantities (see Topic  Understanding through making connections
8.2.7). between rate, ratio, proportion and features of
 ‘Comparing ratio’ problems. corresponding linear graphs.
 Graphs showing ratios, such as the graph showing ratio of  Fluency through choosing appropriate
sides of similar rectangles. procedures to solve ratio and rate problems.
 Review of rates, as a measure of how one quantity changes  Problem solving through modelling practical
for every unit of another quantity (see Topic 8.2.7) direct-proportional problems in a number of
ways, including the use of linear graphs.
 Practical problems involving time rates and other rates, such
as the run rate (runs per over) in the game of cricket and fuel  Reasoning through applying proportional
consumption (litres per 100 km) of motor cars. reasoning to a range of practical problems.

 The relationship between constant rates and linear graphs

that pass through the origin, with gradient as the ratio
rise:run.
 The concept of direct proportion and identifying direct
proportion in practical contexts.
 Proportional increase and decrease.
 Scale factors.
 The connection between rate, ratio, proportion and linear
equations and graphs.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Construct line graphs for simple rate situations and use these to solve rate problems graphically.
Level 10
Students who are working at this level could:
 Model contexts involving rectilinear motion based on intervals with different constant speeds using piecewise line
segment graphs.

Assessment ideas
Students investigate practical problems involving direct proportion and relate them to concepts of ratio, rate and gradient
of corresponding graphs. Possible examples to investigate include:
 supermarkets give per 100 gram unit values
 gradients in hills
 computer screen percentage view.
An investigation of the Golden ratio is a possible extension to the task.

Resources
AMSI
Rates and Ratios
Proportion
NCTM Illuminations
Pedal power
What’s your rate?
Varying motion
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Golden rectangle
FUSE: Discover resources aligned to the Victorian Curriculum
Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to
simple rate problems (VCMNA301).

Notes

Topic 9.1.6: Probability

Strand: Sub-strand: Recommended teaching time:
Statistics and Probability Chance 3 weeks (approximately 9 hours)
Strand: Sub-strand:
Number and algebra Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
 List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays.
Assign probabilities to outcomes and determine probabilities for events (VCMSP321).
 Calculate relative frequencies from given or collected data to estimate probabilities of events involving 'and' or 'or'
(VCMSP322).
 Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate
population means and medians (VCMSP323).
 Apply set structures to solve real-world problems (VCMNA307)
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students explain issues related to the Students compare techniques for Students compare univariate data
collection of sample data and discuss collecting data from primary and sets by referring to summary statistics
the effect of outliers on means and secondary sources, and identify and the shape of their displays. They
medians of the data. They use various questions and issues involving describe bivariate data where the
approaches, including the use of different data types. They construct independent variable is time and use
digital technology, to generate simple histograms and back-to-back stem- scatter-plots generated by digital
random samples from a population. and-leaf plots with and without the use technology to investigate relationships
Students model situations with Venn of digital technology. Students identify between two continuous variables.
diagrams and two-way tables and mean and median in skewed, Students evaluate the use of statistics
explain the use of 'not', 'and' and 'or'. symmetric and bi-modal displays and in the media. They list outcomes for
Students choose appropriate use these to describe and interpret multi-step chance experiments
language to describe events and the distribution of the data. They involving independent and dependent
experiments. They determine calculate relative frequencies to events, and assign probabilities for
complementary events and calculate estimate probabilities. Students list these experiments.
the sum of probabilities. outcomes for two-step experiments
and assign probabilities for those
outcomes and related events.

Activities Proficiencies
 Assign probabilities from models, such as the probability of a  Understanding through comparing and
‘fair’ coin landing ‘tails’ is one-half. contrasting probabilities for related two-step
 Conduct two step chance experiments, such as throwing two chance experiments conducted with and
dice. Simulate two step chance experiments with large without replacement.
numbers of trials, using suitable functionalities of digital  Fluency through describing and calculating
technology, such as a spreadsheet or program. probabilities for two-step chance experiments.
Understanding that these technologies generate pseudo-  Problem solving through using chance

random numbers based on an algorithm. experiments and relative frequencies to

investigate and estimate the probabilities of
 Systematically record possible outcomes of a sample space
events.
and list favourable outcomes of an event, using organised
lists, tables, arrays, tree diagrams and the like.  Reasoning through interpreting information
displayed in various ways, including two-way
 Compare related experiments conducted with and without tables and Venn diagrams.
replacement, such as drawing two jelly-beans from a bag
containing 4 red and 6 green jelly-beans, with and without
replacement. Simulate these experiments, with a large
number of trials, using suitable functionalities of digital
technology, such as a spreadsheet.
 Calculate relative frequencies of events involving ‘and’, ‘or’
questions, using Venn diagrams and two-way tables.
 Estimate probabilities of ‘and’, ‘or’ events from data, using
relative frequencies.
 Algorithms and coding: using the inbuilt pseudo-random
number generator, develop an algorithm and implement a
program that simulates random sampling by selecting a
random set from a universal set, which is the population for
the context. For a set of many random samples, observe
variation between samples.
 Investigate a range of survey data obtained and how
estimates of the population mean and median were obtained.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Physically simulate the sampling of objects of a given kind from a finite population with and without replacement and
estimate related probabilities.
Level 10
Students who are working at this level could:
 Investigate questions such as the length of run for a given outcome before the first occurrence of another ouctome,
or the length of run of repeated occurrence of a given outcome in a large sequence of trials.

Assessment ideas
Students make and defend a prediction of the probability of a two-step chance event. They then conduct an experiment
or simulation with a large number of trials and compare the experimental results with their predictions. Finally, they
reconcile any differences (this may involve determining theoretical probabilities where appropriate).

Resources
AMSI
Chance
NCTM Illuminations
Explorations with chance
What’s your rate?
NLVM

(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Stick or switch
Coin tossing
FUSE: Discover resources aligned to the Victorian Curriculum
Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate
population means and medians
Apply set structures to solve real-world problems

Notes

Topic 9.1.7: Similarity and trigonometric ratios

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Geometric reasoning 3 weeks (approximately 9 hours)
Pythagoras and trigonometry

Mapping to F–10 curriculum in Victoria

Content descriptions
 Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar
(VCMMG316).
 Solve problems using ratio and scale factors in similar figures (VCMMG317).
 Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled
triangles (VCMMG319).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students convert between units of Students solve measurement Students solve and explain surface
measurement for area and for volume. problems involving perimeter and area area and volume problems relating to
They find the perimeter and area of of composite shapes, surface area composite solids. They use parallel
parallelograms, rhombuses and kites. and volume of rectangular prisms and and perpendicular lines, angle and
Students name the features of circles, cylinders, with and without the use of triangle properties, similarity,
calculate circumference and area, and digital technology. They relate three- trigonometry and congruence to solve
solve problems relating to the volume dimensional objects to two- practical problems and develop proofs
of prisms. They make sense of time dimensional representations. Students involving lengths, angles and areas in
duration in real applications, including explain similarity of triangles, interpret plane shapes. They use digital
the use of 24-hour time. Students ratios and scale factors in similar technology to construct and
identify conditions for the congruence figures, and apply Pythagoras’ manipulate geometric shapes and
of triangles and deduce the properties theorem and trigonometry to solve objects, and explore symmetry and
of quadrilaterals. They use tools, problems involving angles and lengths pattern in two dimensions.
including digital technology, to in right-angled triangles.
construct congruent shapes.

Activities Proficiencies
 The enlargement transformation.  Understanding through recognising
 Scale factors and properties of enlargements. relationships between geometric properties of
shapes.
 Similar figures and conditions for triangles to be similar: AAA,
SSS, SAS and RHS tests.  Fluency through describing enlargements and
calculating scale factors.
 Using dynamic functionality of technology to explore
congruence and similarity.  Problem solving through using formal
congruence tests to establish whether two
 Using similarity and ratio to solve problems involving triangles are congruent.
enlargement, such as scale diagrams.
 Reasoning through discovering new properties
 The relationship between areas of similar figures and the ratio by deduction, and providing and justifying
of corresponding sides (scale factor). informal arguments.
 Similarity of right-angled triangles.
 The three basic trigonometric ratios.

 Solving simple right-angled triangle problems by comparison

to a similar triangle in the unit circle, and making links to the
trigonometric ratios.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Use physical instruments and drawing software to create enlarged or reduced images, with attention to scaling.
Level 10
Students who are working at this level could:
 Use similarity to represent fractions of different denominators, and fractions of surds, on a common number line.

Assessment ideas
Students complete a task based on congruence and similarity that contain a variety of contexts and problems of varying
complexity. For example, students use similar triangles to find the length of an inaccessible distance, such as the height
of a tree, by measuring the lengths of the shadows cast by the tree and by a 1 metre ruler. They use congruence to find
a distance without measurement in the footbridge problem.

Resources
AMSI
Similarity
Scale drawings and similarity
NCTM Illuminations
In your shadow
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Transformations - Dilation
FUSE: Discover resources aligned to the Victorian Curriculum
Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar
Solve problems using ratio and scale factors in similar figures
Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles

Notes

Year 9 Semester 2

Topic 9.2.1: Applications of trigonometry

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Pythagoras and trigonometry 3 weeks (approximately 9 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Apply trigonometry to solve right-angled triangle problems (VCMMG320).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students convert between units of Students solve measurement Students solve and explain surface
measurement for area and for volume. problems involving perimeter and area area and volume problems relating to
They find the perimeter and area of of composite shapes, surface area composite solids. They use parallel
parallelograms, rhombuses and kites. and volume of rectangular prisms and and perpendicular lines, angle and
Students name the features of circles, cylinders, with and without the use of triangle properties, similarity,
calculate circumference and area, and digital technology. They relate three- trigonometry and congruence to solve
solve problems relating to the volume dimensional objects to two- practical problems and develop proofs
of prisms. They make sense of time dimensional representations. Students involving lengths, angles and areas in
duration in real applications, including explain similarity of triangles, interpret plane shapes. They use digital
the use of 24-hour time. Students ratios and scale factors in similar technology to construct and
identify conditions for the congruence figures, and apply Pythagoras’ manipulate geometric shapes and
of triangles and deduce the properties theorem and trigonometry to solve objects, and explore symmetry and
of quadrilaterals. They use tools, problems involving angles and lengths pattern in two dimensions.
including digital technology, to in right-angled triangles.
construct congruent shapes.

Activities Proficiencies
 The three basic trigonometric ratios.  Understanding through applying their
 Values of trigonometric ratios. knowledge of trigonometric ratios flexibly to a
variety of contexts and making connections
 Exact values of trigonometric ratios for sin (30), cos (60) with other content, such as Pythagoras’
and tan (45). theorem.
 Finding side lengths when the angles are known.  Fluency through choosing appropriate
 Finding angle when two side lengths are known. trigonometric ratios and procedures to solve
 Applications, including angles of elevation and depression. problems involving right-angled triangles
 Problem solving through investigating problem
situations that can be modelled with right-
angled triangles and formulating solutions.
 Reasoning through communicating and
justifying their solution method in problem
situations modelled with right-angles triangles.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Use technology to generate families of similar right angle triangles and confirm the constant value of the ratio of
sides for the pairs of sides corresponding to sine, cosine and tangent of the reference angle.
Level 10
Students who are working at this level could:
 Use a unit circle with a 10 cm = 1 unit scale to determine values of the three ratios correct to 2 decimal paces for
angles from
0 to 360 degrees and solve simple related equation approximately.

Assessment ideas
Students predict the heights of inaccessible objects (such as tall trees and buildings). They use clinometers (or
clinometer app on a smartphone) to measure angles of elevation at a known distance from the foot of the object and
calculate the height of the object. Finally, they calculate the percentage difference between their estimated and
calculated heights.

Resources
AMSI
Trigonometry
Introductory trigonometry
DET
Trigonometric ratios and Pythagorean theorem eBox
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Right triangle solver
FUSE: Discover resources aligned to the Victorian Curriculum
Apply trigonometry to solve right-angled triangle problems

Notes

Topic 9.2.2: Linear equations

Strand: Sub-strand: Recommended teaching time:
Numbers and Algebra Linear and non-linear relationships 2 weeks (approximately 4 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Sketch linear graphs using the coordinates of two points and solve linear equations (VCMNA310).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students use efficient mental and Students apply the index laws using Students recognise the connection
written strategies to make estimates integer indices to variables and between simple and compound
and carry out the four operations with numbers, express numbers in interest. They solve problems
integers, and apply the index laws to scientific notation, solve problems involving linear equations and
whole numbers. They identify and involving very small and very large inequalities, quadratic equations and
describe rational and irrational numbers, and check the order of pairs of simultaneous linear equations
numbers in context. Students estimate magnitude of calculations. They solve and related graphs, with and without
answers and solve everyday problems problems involving simple interest. the use of digital technology. Students
involving profit and loss rates, ratios Students use the distributive law to substitute into formulas, find unknown
and percentages, with and without the expand algebraic expressions, values, manipulate linear algebraic
use of digital technology. They including binomial expressions, and expressions, expand binomial
simplify a variety of algebraic simplify a range of algebraic expressions and factorise monic and
expressions and connect expansion expressions. They find the distance simple non-monic quadratic
and factorisation of linear between two points on the Cartesian expressions, with and without the use
expressions. Students solve linear plane and the gradient and midpoint of digital technology. They represent
equations and graph linear of a line segment using a range of linear, quadratic and exponential
relationships on the Cartesian plane. strategies including the use of digital functions numerically, graphically and
technology. Students sketch and draw algebraically, and use them to model
linear and non-linear relations, solve situations and solve practical
simple related equations and explain problems.
the relationship between the graphical
and symbolic forms, with and without
the use of digital technology.

Activities Proficiencies
 Determining linear rules for real world situations (such as taxi  Understanding through connecting linear rules
fares, hire costs, sales costs and revenue earned from with corresponding graphs and tables of values
sales). and describing the rules in words and
 Graphs of linear rules for real world situations, with and algebraically.
without technology.  Fluency through systematically using inverse
 Substitution into linear equations. operations to solve linear equations.
 Break-even analysis of simple situations (such as comparison  Problem solving through investigating problem
of charges for two equipment hire companies with different situations that can be modelled with linear
pricing schemes or break-even for setting up a hot-dog stand functions and carrying out break-even analysis.
at the school fete).  Reasoning through justifying strategies and
 Solving simple linear equations by inverse operations and conclusions reached with respect to situations
graphically. modelled with linear functions.

 Problems that lead to more complicated linear equations.

Solving the multi-step linear equations by inverse operations
and interpreting the result to answer the question posed in
each problem.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Use technology to plot a set of points from a table of values generated by a linear function on the same graph as the
continuous straight line through these points, and relate these to the gradient and intercepts of the graph of the
linear function.
Level 10
Students who are working at this level could:
 Use technolgy to explore the location of the point of interesection of the graphs of two linear functions with rerspect
to their gradients and vertical axis intercept, including the condition for the two lines to be perpendicular at the point
of intersection.

Assessment ideas
Students carry out a break-even analysis for a practical situation that involves linear relationships. For example, students
explore the cost and potential revenue for setting up and operating a food stall at a school function. They analyse graphs
of cost and revenue for different scenarios (e.g. selling hot dogs or pies).

Resources
AMSI
Formulas
NCTM Illuminations
Exploring linear data
Walk the plank
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Line Plotter
Grapher
FUSE: Discover resources aligned to the Victorian Curriculum
Sketch linear graphs using the coordinates of two points and solve linear equations (VCMNA310).

Notes

Topic 9.2.3: Indices and scientific notation

Strand: Sub-strands: Recommended teaching time:
Number and Algebra Real numbers 3 weeks (approximately 9 hours)
Patterns and algebra
Strand: Sub-strand:
Measurement and Geometry Using units of measurement

Mapping to F–10 curriculum in Victoria

Content descriptions
 Apply index laws to numerical expressions with integer indices (VCMNA302).
 Express numbers in scientific notation (VCMNA303).
 Extend and apply the index laws to variables, using positive integer indices and the zero index (VCMNA305).
 Apply set structures to solve real-world problems (VCMNA307)
 Investigate very small and very large time scales and intervals (VCMMG315).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students use efficient mental and Students apply the index laws using Students recognise the connection
written strategies to make estimates integer indices to variables and between simple and compound
and carry out the four operations with numbers, express numbers in interest. They solve problems
integers, and apply the index laws to scientific notation, solve problems involving linear equations and
whole numbers. They identify and involving very small and very large inequalities, quadratic equations and
describe rational and irrational numbers, and check the order of pairs of simultaneous linear equations
numbers in context. Students estimate magnitude of calculations. They solve and related graphs, with and without
answers and solve everyday problems problems involving simple interest. the use of digital technology. Students
involving profit and loss rates, ratios Students use the distributive law to substitute into formulas, find unknown
and percentages, with and without the expand algebraic expressions, values, manipulate linear algebraic
use of digital technology. They including binomial expressions, and expressions, expand binomial
simplify a variety of algebraic simplify a range of algebraic expressions and factorise monic and
expressions and connect expansion expressions. They find the distance simple non-monic quadratic
and factorisation of linear between two points on the Cartesian expressions, with and without the use
expressions. Students solve linear plane and the gradient and midpoint of digital technology. They represent
equations and graph linear of a line segment using a range of linear, quadratic and exponential
relationships on the Cartesian plane. strategies including the use of digital functions numerically, graphically and
technology. Students sketch and draw algebraically, and use them to model
linear and non-linear relations, solve situations and solve practical
simple related equations and explain problems.
the relationship between the graphical
and symbolic forms, with and without
the use of digital technology.
Students convert between units of Students solve measurement Students solve and explain surface
measurement for area and for volume. problems involving perimeter and area area and volume problems relating to
They find the perimeter and area of of composite shapes, surface area composite solids. They use parallel
parallelograms, rhombuses and kites. and volume of rectangular prisms and and perpendicular lines, angle and
Students name the features of circles, cylinders, with and without the use of triangle properties, similarity,
calculate circumference and area, and digital technology. They relate three- trigonometry and congruence to solve
solve problems relating to the volume dimensional objects to two- practical problems and develop proofs

of prisms. They make sense of time dimensional representations. Students involving lengths, angles and areas in
duration in real applications, including explain similarity of triangles, interpret plane shapes. They use digital
the use of 24-hour time. Students ratios and scale factors in similar technology to construct and
identify conditions for the congruence figures, and apply Pythagoras’ manipulate geometric shapes and
of triangles and deduce the properties theorem and trigonometry to solve objects, and explore symmetry and
of quadrilaterals. They use tools, problems involving angles and lengths pattern in two dimensions.
including digital technology, to in right-angled triangles.
construct congruent shapes.

Activities Proficiencies
 Index notation.  Understanding through making connections
 Index laws. between index laws and operations with very
large and very small numbers expressed in
 Zero index law. scientific notation.
 Negative integer indices.  Fluency through applying the index laws
 Simplifying and evaluating numerical expressions, involving flexibly to solve problems.
both positive and negative integer indices.  Problem solving through modelling very large
 Algorithms and coding: distances in celestial measurement using
 Compare place value for base-10 integers and binary scientific notation.
numbers ( and ). Explore the  Reasoning through evaluating the
conversion from decimal (base-10) to binary numbers, reasonableness of answers by estimating and
noting the ‘carrying’ between the place-value columns. interpreting the order of magnitude of a
 Develop an algorithm and write a program, utilising calculation.
appropriate set structures, to convert a set of decimal
integers to binary.
 Explore the connection between ASCII codes and binary
numbers.
 Introduction to scientific notation.
 Operations with numbers using scientific notation.
 Metric prefixes in scientific notation.
 Very large and very small numbers in time and space
measurement.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Construct scales using scientific notation to indicate order of magnitude in a range of contexts, such as income,
geological time, astronomical distances.
Level 10
Students who are working at this level could:
 Investigate computatons involving formulas with several very large and/or very small quantities, where scientific
notation is used to determine the order of magnitude of the final result.

Assessment ideas
Students complete a task in which they simplify and evaluate numerical expressions, using both positive and negative
integer indices and carry out operations in scientific notation with numbers relating to celestial measurements.

Resources
AMSI
Indices
Scientific notation
Very large and very small numbers
NCTM Illuminations
Exploring linear data
Walk the plank
CS Unplugged
Binary numbers
FUSE: Discover resources aligned to the Victorian Curriculum
Apply index laws to numerical expressions with integer indices
Express numbers in scientific notation
Extend and apply the index laws to variables, using positive integer indices and the zero index
Apply set structures to solve real-world problems
Investigate very small and very large time scales and intervals

Notes

Topic 9.2.4: Shapes, prisms and cylinders

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Using units of measurement 3 weeks (approximately 9 hours)
Strand: Sub-strand:
Number and algebra Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
 Calculate the areas of composite shapes (VCMMG312).
 Calculate the surface area and volume of cylinders and solve related problems (VCMMG313).
 Solve problems involving the surface area and volume of right prisms (VCMMG314)
 Apply set structures to solve real-world problems (VCMNA307)
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students convert between units of Students solve measurement Students solve and explain surface
measurement for area and for volume. problems involving perimeter and area area and volume problems relating to
They find the perimeter and area of of composite shapes, surface area composite solids. They use parallel
parallelograms, rhombuses and kites. and volume of rectangular prisms and and perpendicular lines, angle and
Students name the features of circles, cylinders, with and without the use of triangle properties, similarity,
calculate circumference and area, and digital technology. They relate three- trigonometry and congruence to solve
solve problems relating to the volume dimensional objects to two- practical problems and develop proofs
of prisms. They make sense of time dimensional representations. Students involving lengths, angles and areas in
duration in real applications, including explain similarity of triangles, interpret plane shapes. They use digital
the use of 24-hour time. Students ratios and scale factors in similar technology to construct and
identify conditions for the congruence figures, and apply Pythagoras’ manipulate geometric shapes and
of triangles and deduce the properties theorem and trigonometry to solve objects, and explore symmetry and
of quadrilaterals. They use tools, problems involving angles and lengths pattern in two dimensions.
including digital technology, to in right-angled triangles.
construct congruent shapes.

Activities Proficiencies
 Review area of rectangles, triangles, parallelograms,  Understanding through making connections
trapeziums, kites and rhombuses, including some ‘reverse’ between area, surface area and volume and
cases (see Topic 8.1.4). recognising similarities and differences
 Review area of a circle. between surface area and volume formulas for
different 3D objects.
 Solve area problems for composite shapes using
combinations of area formulas.  Fluency through selecting and applying area
and volume formulas appropriately and
 Review naming of prisms. efficiently.
 Explore nets of prisms and cylinders and develop rules for  Problem solving through formulating and
finding the surface area of prisms and cylinders solving application problems involving area,
 Solve surface area problems for cylinders and prisms. surface area and volume.
 Generalise the rule for finding the volume of right cylinders  Reasoning through explaining the solution
method used in application problems involving

and prisms and solve volume problems. 2D shapes and 3D objects.

 Algorithms and coding: develop a program that makes use of
appropriate set structures to calculate the volumes of
cylinders from a set of radii and a corresponding set of
heights. Modify the program so that, depending on user input,
it will alternatively calculate surface area, perhaps using a
structure such as ‘If then else’ to decide whether to apply
or . Modify further, so
depending on user input, the program uses the sets of
measurements to calculate volumes of cylinders, surface
areas of cylinders or volumes of cones.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Use dissection methods in conjunction with graph paper and square counting to measure the areas of various
triangles and quadrilaterals.
Level 10
Students who are working at this level could:
 Investigate the relationship between side length, perimeter and area of regular polygons, and surface area and
volume of related polyhedra.

Assessment ideas
Students solve practical problems involving surface area and volume of prisms and cylinders and connect volume to
capacity. For example, students investigate possible surface areas of cans and tetrahedral containers with a capacity of
1 litre (1000 cm3).

Resources
AMSI
Surface area and volume of prisms and cylinders:
Area, volume and surface area
NCTM Illuminations
Fishing for the best prism
Cubed cans
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Space blocks
FUSE: Discover resources aligned to the Victorian Curriculum
Calculate the areas of composite shapes
Calculate the surface area and volume of cylinders and solve related problems
Solve problems involving the surface area and volume of right prisms
Apply set structures to solve real-world problems

Notes

Topic 9.2.5: Statistics

Strand: Sub-strand: Recommended teaching time:
Statistics and Probability Data representation and interpretation 3 weeks (approximately 9 hours)
Strand: Sub-strand:
Number and algebra Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
 Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and
collect data directly from secondary sources (VCMSP324).
 Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’,
‘symmetric’ and ‘bi modal’ (VCMSP325).
 Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of
location (centre) and spread (VCMSP326)
 Apply set structures to solve real-world problems (VCMNA307)
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students explain issues related to the Students compare techniques for Students compare univariate data
collection of sample data and discuss collecting data from primary and sets by referring to summary statistics
the effect of outliers on means and secondary sources, and identify and the shape of their displays. They
medians of the data. They use various questions and issues involving describe bivariate data where the
approaches, including the use of different data types. They construct independent variable is time and use
digital technology, to generate simple histograms and back-to-back stem- scatter-plots generated by digital
random samples from a population. and-leaf plots with and without the use technology to investigate relationships
Students model situations with Venn of digital technology. Students identify between two continuous variables.
diagrams and two-way tables and mean and median in skewed, Students evaluate the use of statistics
explain the use of 'not', 'and' and 'or'. symmetric and bi-modal displays and in the media. They list outcomes for
Students choose appropriate use these to describe and interpret multi-step chance experiments
language to describe events and the distribution of the data. They involving independent and dependent
experiments. They determine calculate relative frequencies to events, and assign probabilities for
complementary events and calculate estimate probabilities. Students list these experiments.
the sum of probabilities. outcomes for two-step experiments
and assign probabilities for those
outcomes and related events.

Activities Proficiencies
 Techniques for collecting data: census, survey, observational  Understanding through recognising different
and experimental. types of data and statistical variables, and
 Review types of data and statistical variables (see Topic appropriate representations of different data
8.1.5). types.
 Fluency through calculating appropriate
 Data investigation using the ‘statistical data investigation
summary statistics and creating appropriate
process’ (See AMSI’s Data investigation and interpretation).
displays of data.
 Displaying and comparing data using histograms and stem-  Problem solving through applying the ‘statistical

and-leaf plots (including ‘back-to-back’ stem-and-leaf plots). data investigation process’ to plan and conduct
an investigation and interpret the results.
 Describing the shape of the distribution of data using terms
such as ‘positive skew’, ‘negative skew’ and 'symmetric' and  Reasoning through interpreting and evaluating
'bi-modal'. the results of statistical investigations and
 Comparing means, medians and ranges of two sets of making inferences about a population from
numerical data which have been displayed using histograms, sample data.
dot plots, or stem-and-leaf plots.
 Algorithms and coding:
 Spreadsheets have an inbuilt command to sort a set of
data in ascending or descending order. Explore how
various sorting algorithms work.
 Develop and implement a program with the following
attributes. For any set of integers in random order, use a
loop structure to compare each value of the set with the
one immediately after it. Swap their positions if the first
value is greater than the second. Observe the effect of one
pass of the program. (Students should observe that the
largest number in the set is now at the end).
 Manually apply the program to the partly-sorted set and
observe the effect of subsequent passes of the program.
For any set of n integers, conjecture the number of passes
that will guarantee that the entire set in sorted in
ascending order. (Students should realise that n – 1
passes will guarantee this because in the second pass the
second-largest number is placed second-last, and so on).
 Modify the program to automatically repeat n – 1 passes.
Improve the program so that it stops when the set is
sorted, even if it is in less than n – 1 passes.
 Statistical investigation using secondary data, such as the
ABS census at school activities: Are males better drivers? or
Participation in sport.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Identify when various given data distributions are symmetric, positively skewed or negatively skewed and interpret
this in context
Level 10
Students who are working at this level could:
 Analyse summary statistics from text excerpts of a given type of article from different news sources to see if the
source can be identified (eg from which newspaper sample text for an editorial article is likely to have come from)

Assessment ideas
Students carry out a statistical investigation using a random sample of data obtained from a secondary source. For
example, the ABS census at school activities: Are males better drivers? or Participation in sport.

Resources
ABS
Year 9 Resources
AMSI
Comparing data
Data representation and interpretation
CS Unplugged
Sorting algorithms
FUSE: Discover resources aligned to the Victorian Curriculum
Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect
data directly from secondary sources
Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location
(centre) and spread
Apply set structures to solve real-world problems

Notes

Topic 9.2.6: Further algebra

Strand: Sub-strand: Recommended teaching time:
Number and Algebra Patterns and algebra 2 weeks (approximately 6 hours)

Mapping to F–10 curriculum in Victoria

Activities Proficiencies
 Application of the distributive law to expand algebraic  Understanding through connecting and
expressions, including pairs of binomials. generalising the distributive law and
 Generalisation of numerical models, such as 2 x 2 number factorisation in arithmetic processes to symbolic
expansion, to explain and visualise algebraic expansion. expressions.
 Fluency through applying the distributive law to
 Area models (such as algebra tiles) to visualise the
binomial expressions and expanding and
distributive law.
factorising quadratic expressions.
 Difference of squares and the identities for the square of a  Problem solving through modelling expansion
sum and the square of a difference. and factorisation of quadratic expressions with
 The relationship between factorisation and expansion, algebra tiles and other area models.
including visualising this with area models.  Reasoning through explaining the relationship
 Factorising using common factors, perfect squares and between expansion and factorisation and

difference of squares. identifying algebraic factors in algebraic

 Identifying linear factors for simple monic quadratic trinomials. expressions.
 Quadratic equations in factorised form and the null factor law
and substitution to test the answer.
 Solving quadratic equations involving difference of squares.
 Solving quadratic equations involving simple monic quadratic
trinomials.

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Explore the relationship between the distributive property for multiplication over addition and the structure of different
algorithms for by hand multiplication.
Level 10
Students who are working at this level could:
 Use a computer algebra system to identify the values of the constant term which for a given coefficent of x lead to
no, one or two roots for the quadratic equated to zero.

Assessment ideas
Students respond to a set of problems requiring them to expand and factorise quadratic expressions and to represent
some of these expressions using area models. Algebraic reasoning could be assessed by gathering data that indicate
the degree to which the student makes generalisations and expresses the generalisations using appropriate language
and symbols.

Resources
AMSI
Special expansions and algebraic fractions
Factorisation
Quadratic equations
NCTM Illuminations
Difference of squares
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Algebra tiles
FUSE: Discover resources aligned to the Victorian Curriculum
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where
appropriate

Notes

Topic 9.2.7: Graphs of non-linear relations

Strand: Sub-strand: Recommended teaching time:
Number and Algebra Linear and non-linear relationships 2 weeks (approximately 6 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations
(VCMNA311).
Achievement standard (excerpt in bold)
Level 8 Level 9 Level 10
Students use efficient mental and Students apply the index laws using Students recognise the connection
written strategies to make estimates integer indices to variables and between simple and compound
and carry out the four operations with numbers, express numbers in interest. They solve problems
integers, and apply the index laws to scientific notation, solve problems involving linear equations and
whole numbers. They identify and involving very small and very large inequalities, quadratic equations and
describe rational and irrational numbers, and check the order of pairs of simultaneous linear equations
numbers in context. Students estimate magnitude of calculations. They solve and related graphs, with and without
answers and solve everyday problems problems involving simple interest. the use of digital technology. Students
involving profit and loss rates, ratios Students use the distributive law to substitute into formulas, find unknown
and percentages, with and without the expand algebraic expressions, values, manipulate linear algebraic
use of digital technology. They including binomial expressions, and expressions, expand binomial
simplify a variety of algebraic simplify a range of algebraic expressions and factorise monic and
expressions and connect expansion expressions. They find the distance simple non-monic quadratic
and factorisation of linear between two points on the Cartesian expressions, with and without the use
expressions. Students solve linear plane and the gradient and midpoint of digital technology. They represent
equations and graph linear of a line segment using a range of linear, quadratic and exponential
relationships on the Cartesian plane. strategies including the use of digital functions numerically, graphically and
technology. Students sketch and draw algebraically, and use them to model
linear and non-linear relations, solve situations and solve practical
simple related equations and explain problems.
the relationship between the graphical
and symbolic forms, with and without
the use of digital technology.

Activities Proficiencies
 The graph of the parabola .  Understanding through connecting the x-axis
intercepts of a graph to the related linear factors
 Using technology to explore families of graphs, including
simple transformations of : graphs of the form and the related equation.
,  Fluency through plotting points accurately and
. sketching graphs from equations and labelling
key features.
 Graphs of that can be expressed in the form
, where p and q are integers. Use  Problem solving through recognising that every

technology to explore patterns to assist with finding the quadratic graph is a transformation of ,
values of p and q. and using this knowledge as an aid for
sketching parabolas from their equations.
 The connection between linear factors, solutions to the
equation and the x-axis intercepts of the  Reasoning through explaining how different
graph of . equivalent forms of an equation highlight
 Graphs of the form and , as a translation of different features of the corresponding graph.
and as a special case of .
 Using technology to explore graphs of the form
; the coordinates of the vertex and
the axis of symmetry .

Considering different levels of student ability

Level 8
Students who are working at this level could:
 Explore the relationship between simple quadratic sequences defined by tables of values with a constant second
difference and the corresponding parabolic graphs.
Level 10
Students who are working at this level could:
 Use graphical guess – check and refine method to identify a sequence of nested intervals containing a solution for
equations of the form: quadratic = constant, quadratic = linear and quadratic = quadratic.

Assessment ideas

Students carry out an investigation where they explore possible equations of real world objects that can be modelled with
a quadratic function, such as the arch of a bridge and the curve formed by a chain hanging between two posts.

Resources
AMSI
Quadratic equations
The quadratic function
NCTM Illuminations
Hanging chains
CIMT
Quadratic functions
FUSE: Discover resources aligned to the Victorian Curriculum
Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations

Notes

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