Comparative information 7–10

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COMPARISON OF CURRENT AND REVISED CURRICULUM IN MATHEMATICS
Content descriptions Year 7 to Year 10

Strand
Original Number and Algebra
Proposed Number
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Number and
place value
Original Investigate index notation Use index notation with
and represent whole numbers to establish the
numbers as products of index laws with positive
powers of prime numbers integral indices and the zero
(ACMNA149) index (ACMNA182)
Proposed investigate exponent use exponent notation with
notation and represent numbers to establish the
natural numbers as exponent laws with positive
products of powers of integral exponents and the
prime numbers zero exponent (AC9M8N02)
(AC9M7N02)
Original Investigate and use square Carry out the four operations
roots of perfect square with rational numbers and
numbers (ACMNA150) integers, using efficient mental
and written strategies and
appropriate digital
technologies (ACMNA183)

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Proposed investigate and use square use the four operations with
roots of perfect square integers and rational numbers
numbers (AC9M7N01) to model and solve problems
(including financial contexts),
using efficient mental and
written strategies and
appropriate digital tools
(AC9M8N04)
Original Apply the associative,
commutative and
distributive laws to aid
mental and written
computation (ACMNA151)
Proposed Removed see (AC9M7A02)
Original Compare, order, add and
subtract integers
(ACMNA280)
Proposed compare, order, add and
subtract integers. Model
and solve problems
(including financial
contexts) involving addition
and subtraction of integers
(AC9M7N07)

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Strand
Original Number and Algebra
Proposed Number
Measurement
Algebra
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Real
numbers
Original Compare fractions using
equivalence. Locate and
represent positive and
negative fractions and
mixed numbers on a
number line (ACMNA152)
Proposed determine equivalent recognise that the real number recognise through experimentation
fraction, decimal and system includes all rational and and the use of technology, the
percentage representations irrational numbers and use real effect of using approximations of
of rational numbers. Locate numbers to solve problems using real numbers in repeated
and represent positive and digital tools as appropriate calculations and compare the
negative fractions, (AC9M9N01) results when using exact
decimals and mixed representations (AC9M10N01)
numbers on a number line
(AC9M7N05)
Original Solve problems involving
addition and subtraction of
fractions, including those

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 with unrelated
denominators
(ACMNA153)
Proposed carry out the four See (AC9M8N04)
operations with fractions
and decimals and solve
problems involving rational
numbers and percentages,
choosing representations
that are suited to the
context and enable efficient
computational strategies
(AC9M7N06)
Original Multiply and divide
fractions and decimals
using efficient written
strategies and digital
technologies (ACMNA154)
Proposed See above (AC9M7N06)
Original Express one quantity as a
fraction of another, with
and without the use of
digital technologies
(ACMNA155)
Proposed model situations (including
financial contexts) and
solve problems using
rational numbers and
percentages and digital
tools as appropriate.
Interpret results in terms of

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 the situation (AC9M7N08)
Original Round decimals to a
specified number of
decimal places
(ACMNA156)
Proposed round decimals correct to a
given accuracy with
respect to the context and
the purpose of the
calculation. Use
appropriate rounding and
estimation to make
decisions about the
reasonableness of
solutions (AC9M7N04)
Original Connect fractions, Investigate terminating and Apply index laws to numerical
decimals and percentages recurring decimals expressions with integer indices
and carry out simple (ACMNA184) (ACMNA209)
conversions (ACMNA157)
Proposed See (AC9M7N05) recognise and investigate apply the exponent laws to
terminating and recurring numerical expressions with
decimals (AC9M8N03) integer exponents and extend to
variables, using positive integer
exponents (AC9M9A01)
Original Find percentages of Solve problems involving Express numbers in scientific
quantities and express one the use of percentages, notation (ACMNA210)
quantity as a percentage of including percentage
another, with and without increases and decreases,
digital technologies. with and without digital
(ACMNA158) technologies (ACMNA187)

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Proposed See above (AC9M7N08) model situations (including express number in scientific
financial contexts) and notation and solve problems
solve problems using involving very small and very
percentage increases and large measurements, time scales
decreases, using digital and intervals using scientific
tools as appropriate. notation and appropriate units
Interpret the results in (AC9M9M03)
terms of the situation
(AC9M8N05)
Original Recognise and solve Solve a range of problems
problems involving simple involving rates and ratios,
ratios (ACMNA173) with and without digital
technologies (ACMNA188)
Proposed explore the use of ratios to model situations and solve
compare quantities. Model problems using ratios
situations (including including ratios with more
investigating ‘best buys’) than two terms and ratios
using ratios and solve involving rational numbers
practical problems, maintaining the
interpreting results in terms proportional relationships in
of the situation the context of the problem,
(AC9M7M04) using digital tools as
appropriate, and interpret
the results in terms of the
situation (AC9M8M04)
Original Investigate the concept of
irrational numbers,
including π (ACMNA186)
Proposed use place value and recognise and investigate
powers of 10 to represent irrational numbers in
natural numbers in applied contexts including

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 expanded notation certain square roots and π
(AC9M7N03) (AC9M8N01)
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Money and
financial
mathematics
Original Investigate and calculate Solve problems involving Solve problems involving simple Connect the compound interest
‘best buys’, with and profit and loss, with and interest (ACMNA211) formula to repeated applications of
without digital technologies without digital technologies simple interest using appropriate
(ACMNA174) (ACMNA189) digital technologies (ACMNA229)
Proposed Moved to Number Moved to Number Moved to Measurement Moved to Algebra (AC9M10A01)
(AC9M7N08) and (AC9M8N04) and elaboration (AC9M8M05)
(AC9M7M04) (AC9M8N05)

Strand
Original Number and Algebra
Proposed Algebra
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Patterns
and algebra
Original Introduce the concept of Extend and apply the Extend and apply the index laws Factorise algebraic expressions by
variables as a way of distributive law to the to variables, using positive taking out a common algebraic
representing numbers expansion of algebraic integer indices and the zero factor (ACMNA230)
using letters (ACMNA175) expressions (ACMNA190) index (ACMNA212)
Proposed explore the use of variables extend and apply the See above (AC9M9A01) expand and factorise expressions
in everyday formulas and associative, commutative, and apply exponent laws involving

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 substitute values into identity, distributive and products, quotients and powers of
formulas to determine an inverse properties to variables. Apply to solve equations
unknown, in practical create, expand, factorise, algebraically (AC9M10A02)
contexts (AC9M7A01) rearrange and simplify
linear expressions. Use the
simplified expressions to
solve for given variables
(AC9M8A01)
Original Create algebraic Factorise algebraic Apply the distributive law to the Simplify algebraic products and
expressions and evaluate expressions by identifying expansion of algebraic quotients using index laws
them by substituting a numerical factors expressions, including binomials, (ACMNA231)
given value for each (ACMNA191) and collect like terms where
variable (ACMNA176) appropriate (ACMNA213)
Proposed create algebraic See above (AC9M8A01) expand and factorise algebraic See above (AC9M10A03)
expressions using expressions including simple
constants, variables, quadratic expressions
operations and brackets. (AC9M9A02)
Interpret and factorise
these expressions,
applying the associative,
commutative, identity and
distributive laws as
applicable (AC9M7A02)
Original Extend and apply the laws Simplify algebraic Apply the four operations to simple
and properties of arithmetic expressions involving the algebraic fractions with numerical
to algebraic terms and four operations denominators (ACMNA232)
expressions (ACMNA177) (ACMNA192)

Proposed See above (AC9M7A02) See above (AC9M8A01) Removed

Original Expand binomial products and
factorise monic quadratic

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 expressions using a variety of
strategies (ACMNA233)
Proposed See above (AC9M10A03)
Original Substitute values into formulas to
determine an unknown
(ACMNA234)
Proposed use formulas involving exponents
and real numbers to model practical
problems (including financial
contexts) involving growth and
decay and solve using digital tools
as appropriate (AC9M10A01)

Sub-strand Year 7 Year 8 Year 9 Year 10

(original): Students learn to: Students learn to: Students learn to: Students learn to:
Linear and
non-linear
relationships
Original Given coordinates, plot Plot linear relationships on Find the distance between two Solve problems involving linear
points on the Cartesian the Cartesian plane with points located on the Cartesian equations, including those derived
plane, and find coordinates and without the use of plane using a range of strategies, from formulas (ACMNA235)
for a given point digital technologies including graphing software
(ACMNA178) (ACMNA193) (ACMNA214)
Proposed Removed graph linear relations on determine the gradient of a line See above (AC9M10A01)
the Cartesian plane and segment passing through two
solve linear equations and given points on the Cartesian
one-variable inequalities plane and the distance and
using algebraic and midpoint between these points
graphical techniques using a range of strategies,
including the use of including graphing software and

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 graphing software. Verify apply to spatial problems
solutions by substitution (AC9M9A03)
(AC9M8A02)
Original Solve simple linear Solve linear equations Find the midpoint and gradient of Solve linear inequalities and graph
equations (ACMNA179) using algebraic and a line segment (interval) on the their solutions on a number line
graphical techniques. Cartesian plane using a range of (ACMNA236)
Verify solutions by strategies, including graphing
substitution (ACMNA194) software (ACMNA294)
Proposed Removed use linear functions to See above (AC9M9A03) use linear inequalities to model
model and interpret situations, representing them
situations. Represent graphically and interpret in the
these using tables, graphs context of the situation. Verify
on the Cartesian plane and solutions to other inequalities by
algebra to interpolate, substitution (AC9M10A04)
extrapolate and solve
equations. Interpret
solutions in the modelling
context (AC9M8A03)
Original Investigate, interpret and Sketch linear graphs using the Solve linear simultaneous
analyse graphs from coordinates of two points and equations, using algebraic and
authentic data solve linear equations graphical techniques, including
(ACMNA180) (ACMNA215) using digital technology
(ACMNA237)
Proposed interpret, discuss and See above (AC9M9A03) model situations (including
analyse relationships financial contexts) with
represented in graphs from simultaneous equations in two
authentic data variables. Solve pairs of these
(AC9M7A03) equations and interpret solutions
graphically in the modelling context
(AC9M10A06)
Original Graph simple non-linear relations Solve problems involving parallel

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 with and without the use of digital and perpendicular lines
technologies and solve simple (ACMNA238)
related equations (ACMNA296)
Proposed generate a table of values graph simple non-linear relations solve problems involving parallel
using the rule of a simple using graphing software where and perpendicular lines obtained
function. Develop tables to appropriate and solve linear and from the graphs of linear functions
represent and describe quadratic equations involving a (AC9M10A03)
relationships and plot these single variable graphically,
relationships on the numerically and algebraically
Cartesian plane using inverse operations and
(AC9M7A04) digital tools as appropriate
(AC9M9A04)
Original Explore the connection between
algebraic and graphical
representations of relations such
as simple quadratics, circles and
exponentials using digital
technology as appropriate
(ACMNA239)
Proposed recognise the connection between
algebraic and graphical
representations of exponential
relations and solve simple related
exponential equations using digital
tools as appropriate (AC9M10A05)
Original Solve linear equations involving
simple algebraic fractions
(ACMNA240)
Proposed Removed
Original Solve simple quadratic equations

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 using a range of strategies
(ACMNA241)
Proposed Removed
Original
Proposed use linear and simple quadratic
functions to model a variety of
different situations involving
change and represent these
using tables, graphs on the
Cartesian plane and algebra.
Interpolate, extrapolate and solve
equations, interpreting solutions
in the modelling context
(AC9M9A05)
Original
Proposed apply computational apply computational apply computational thinking to apply computational thinking to
thinking and digital tools to thinking and reasoning to investigate the effects of the model and solve algebraic
construct tables of values make and evaluate variation of parameters on problems graphically or numerically
from formulas involving conjectures that generalise families of graphs of functions (AC9M10A07)
several variables, and patterns involving rational and relations using digital tools.
systematically explore the numbers, using algorithms Generalise emerging patterns
effect of variation in one and digital tools and apply models to situations or
variable while assigning (AC9M8A04) problems (AC9M9A06)
fixed values for other
variables (AC9M7A05)

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Strand
Original Measurement and Geometry
Proposed Measurement
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Using units
of
measurement
Original Establish the formulas for Choose appropriate units of Calculate areas of composite
areas of rectangles, measurement for area and shapes (ACMMG216)
triangles and volume and convert from one
parallelograms, and use unit to another (ACMMG195)
these in problem-solving
(ACMMG159)
Proposed establish the formulas for choose and justify the Removed
areas of triangles and appropriate metric units for
parallelograms, using their solving problems involving
relationship to rectangles perimeter, area, volume and
and use these to solve capacity. Solve practical
practical problems using problems involving the volume
appropriate units and capacity of prisms and
(AC9M7M01) converting from one metric
unit to another (AC9M8M02)
Original Calculate volumes of Find perimeters and areas of Calculate the surface area Solve problems involving surface
rectangular prisms parallelograms, trapeziums, and volume of cylinders and area and volume for a range of
(ACMMG160) rhombuses and kites solve related problems prisms, cylinders and composite
(ACMMG196) (ACMMG217) solids (ACMMG242)

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Proposed establish the formula for the solve problems involving the solve problems involving the solve problems involving the
volume of a prism. Use area and perimeter of volume of right prisms and surface area and volume of
formulas and appropriate composite shapes including cylinders in practical contexts composite objects including
units to solve problems the combinations of regular and explore their relationship estimating the volume of irregular
involving the volume of and irregular shapes in to right pyramids and cones objects in practical contexts
prisms including rectangular practical contexts using (AC9M9M01) (AC9M10M01)
and triangular prisms appropriate units
(AC9M7M02) (AC9M8M01)
Original Investigate the relationship Solve problems involving the
between features of circles surface area and volume of
such as circumference, area, right prisms (ACMMG218)
radius and diameter. Use
formulas to solve problems
involving circumference and
area (ACMMG197)
Proposed investigate the relationship establish the formula for the solve problems involving the
between the ratio π and area of a circle and use surface area of right prisms
features of circles such as formulas to solve problems and cylinders (AC9M9M02)
the circumference, radius involving circumference and
and diameter (AC9M7M03) area of a circle (AC9M8M03)
Original Develop formulas for volumes
of rectangular and triangular
prisms and prisms in general.
Use formulas to solve
problems involving volume
(ACMMG198)
Proposed Removed
Original Solve problems involving Investigate very small and
duration, including using 12- very large time scales and
and 24-hour time within a intervals (ACMMG219)
single time zone

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 (ACMMG199)
Proposed solve problems involving See above (AC9M9M03) interpret and use logarithmic
duration, including using 12- scales to model phenomena
hour and 24-hour time across involving small and large
multiple time zones quantities and change
(AC9M8M06) (AC9M10M02)

Original
Proposed model situations involving model situations involving scale,
scale and ratio in two- ratios and rates relating to objects
dimensions and solve related in two and three-dimensions and
practical problems solve related practical problems
(AC9M9M04) (AC9M10M03)

Original
Proposed model situations (including explore the relationship
financial contexts) using between graphs and
proportional thinking to equations corresponding to
indirectly measure quantities rate problems and solve
and solve problems involving problems involving direct
rates, interpreting the results proportion (AC9M9M05)
in terms of the situation
(AC9M8M05)
Original
Proposed recognise that all identify levels of accuracy and the
measurements are estimates sources of measurement errors in
and calculate and interpret practical contexts and investigate
absolute, relative and the impact of measurement errors
percentage errors in on results (AC9M10M04)
measurements (AC9M9M06)

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Strand
Original Measurement and Geometry
Proposed Space
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Shape
Original Draw different views of prisms
and solids formed from
combinations of prisms
(ACMMG161)
Proposed explore different ways of
representing objects in two-
dimensions. Discuss and
reason about the advantages
and disadvantages of each
representation (AC9M7SP01)

Sub-strand Year 7 Year 8 Year 9 Year 10

(original): Students learn to: Students learn to: Students learn to: Students learn to:
Location and
transformation
Original Describe translations,
reflections in an axis and
rotations of multiples of 90°
on the Cartesian plane
using coordinates. Identify
line and rotational
symmetries (ACMMG181)

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Proposed use coordinates to describe explore different ways of
transformations in the representing and describing
Cartesian plane of a set of the position and location in
points using translations, three-dimensions including
reflections on an axis, and using a three-dimensional
rotations of multiples of right coordinate system with the
angles (AC9M7SP03) use of dynamic geometric
software and other
technologies (AC9M8SP01)

Strand
Original Measurement and Geometry
Proposed Measurement
Space
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Geometric
reasoning
Original Identify corresponding, Define congruence of plane Use the enlargement Formulate proofs involving
alternate and co-interior angles shapes using transformations transformation to explain congruent triangles and angle
when two straight lines are (ACMMG200) similarity and develop the properties (ACMMG243)
crossed by a transversal conditions for triangles to be
(ACMMG163) similar (ACMMG220)
Proposed establish relationships establish and explain the apply the enlargement See below (AC9M10SP02)
between angles formed when conditions for sets of common transformation to shapes and
parallel lines are crossed by a shapes to be congruent or objects using dynamic
transversal including a similar and relate these to geometric software as
perpendicular line. Apply transformations of the plane appropriate. Identify and
knowledge of vertically giving reasons (AC9M8SP03) explain aspects that remain

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 opposite, complementary, the same and those that
supplementary, corresponding, change (AC9M9SP03)
alternate and co-interior angles
to solve problems and explain
reasoning (AC9M7M05)
Original Develop the conditions for Solve problems using ratio Apply logical reasoning,
congruence of triangles and scale factors in similar including the use of congruence
(ACMMG201) figures (ACMMG221) and similarity, to proofs and
numerical exercises involving
plane shapes (ACMMG244)
Proposed See above (AC9M8SP03) See above (AC9M9M04) apply logical reasoning
(including the use of congruence
and similarity) to proofs involving
shapes in the plane and apply
theorems to solve spatial
problems (AC9M10SP02)

Original Investigate conditions for two

lines to be parallel and solve
simple numerical problems
using reasoning (ACMMG164)
Proposed See above (AC9M7M05)
Original Demonstrate that the angle Establish properties of
sum of a triangle is 180° and quadrilaterals using congruent
use this to find the angle sum triangles and angle properties,
of a quadrilateral and solve related numerical
(ACMMG166) problems using reasoning
(ACMMG202)
Proposed demonstrate that the angle establish properties of
sum of a triangle in the plane quadrilaterals using congruent

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 is 180°. Use this to determine triangles and angle properties
the angle sum of other two- and solve related numerical
dimensional shapes and to problems using reasoning
indirectly determine the size of (AC9M8SP02)
unknown angles in practical
contexts (AC9M7M06)
Original Classify triangles according to
their side and angle properties
and describe quadrilaterals
(ACMMG165)
Proposed classify triangles,
quadrilaterals and other
shapes according to their side
and angle properties, identify
and reason about relationships
(AC9M7SP02)
Original
Proposed apply computational thinking to apply computational thinking to apply computational thinking apply computational thinking to
design and create an algorithm evaluate and refine algorithms to construct, evaluate and solving spatial problems
that will sort and classify designed to identify similar or refine algorithms designed to (AC9M10SP03)
shapes (AC9M7SP04) congruent shapes test spatial conjectures
(AC9M8SP04) (AC9M9SP04)

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Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Pythagoras
and
trigonometry
Original Moved from Year 9 Investigate Pythagoras’ Solve right-angled triangle
Theorem and its application problems including those
to solving simple problems involving direction and angles
involving right angled of elevation and depression
triangles (ACMMG222) (ACMMG245)
Proposed investigate Pythagoras’ apply angle properties, scale, apply trigonometry of right
theorem and its application to similarity, Pythagoras’ angles triangles and
solving problems involving theorem and trigonometry in Pythagoras’ theorem to model
right-angled triangles right angled triangles to solve and solve practical problems
(AC9M8M07) practical problems in two and three-dimensions
(AC9M9M07) including those involving
direction and angles of
elevation and depression
(AC9M10M05)

Original Use similarity to investigate

the constancy of the sine,
cosine and tangent ratios for
a given angle in right-angled
triangles (ACMMG223)
Proposed recognise the constancy of
the sine, cosine and tangent
ratios for a given angle in
right-angled triangles using
similarity (AC9M9SP02)

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Original Apply trigonometry to solve
right-angled triangle problems
(ACMMG224)
Proposed See above (AC9M9M07)
Original
Proposed recognise Euler’s formula can model practical situations as a
be applied to different types network and use network
of problems including diagrams to specify
problems relating to planar relationships and
graphs, platonic solids and connectedness
other polyhedra (AC9M10SP01)
(AC9M9SP01)

Strand
Original Statistics and Probability
Proposed Probability
Statistics
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Chance
Original Construct sample spaces Identify complementary events List all outcomes for two-step Describe the results of two- and
for single-step and use the sum of probabilities chance experiments, both with three-step chance experiments,
experiments with equally to solve problems (ACMSP204) and without replacement both with and without
likely outcomes using tree diagrams or arrays. replacements, assign
(ACMSP167) Assign probabilities to probabilities to outcomes and
outcomes and determine determine probabilities of
probabilities for events events. Investigate the concept
(ACMSP225) of independence (ACMSP246)

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Proposed list the sample space for use observations and design list all outcomes for two-step use probability, random
single-step events. Assign and conduct experiments and chance events both with and variables and simulations to
probabilities to the simulations to explore and without replacement using model phenomena, including
outcomes of these events identify complementary and tree diagrams or arrays. sampling with and without
and determine mutually exclusive events Assign probabilities to replacement, and evaluate
probabilities for related (AC9M8P03) outcomes and determine results (AC9M10P02)
events (AC9M7P01) probabilities for events
(AC9M9P01)
Original Assign probabilities to the Describe events using language Calculate relative frequencies Use the language of ‘if .... then,
outcomes of events and of 'at least', exclusive 'or' (A or B from given or collected data to ‘given’, ‘of’, ‘knowing that’ to
determine probabilities for but not both), inclusive 'or' (A or estimate probabilities of investigate conditional
events (ACMSP168) B or both) and events involving ‘and’ or ‘or’ statements and identify common
'and' (ACMSP205) (ACMSP226) mistakes in interpreting such
language (ACMSP247)
Proposed use probability to predict determine all possible investigate and determine the use the language of ‘if .... then,
the expected number of combinations for two events A probabilities of compound ‘given’, ‘of’, ‘knowing that’ to
favourable outcomes for and B and use the relation Pr(A events using proportional investigate conditional
an event. Compare this and B) + Pr(A and not B) + reasoning and relate to the statements and identify common
with simulated results of Pr(not A and B) + Pr(not A and use of the language 'and', mistakes in interpreting such
an increasingly large not B) = 1 with two-way tables inclusive 'or', and exclusive 'or' language (AC9M10P01
number of trials explaining and Venn diagrams and apply to (AC9M9P02)
the differences between practical probability problems
observed and expected (AC9M8P02)
results (AC9M7P02)
Original Represent events in two-way Investigate reports of surveys
tables and Venn diagrams and in digital media and elsewhere
solve related problems for information on how data
(ACMSP292) were obtained to estimate
population means and
medians (ACMSP227)

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Proposed See below (AC9M8P01) investigate reports of surveys
in digital media and elsewhere
for information on how data
was obtained to estimate
population means and
medians. Explain how
different sampling methods
can affect the results of
surveys and how choice of
representation could be
employed to support a
particular point of view
(AC9M9ST01)
Original

Proposed recognise that complementary design and conduct design and use probability
events have a combined experiments or simulations simulations to model and
probability of 1 and that for a that demonstrate the investigate situations including
single event A, Pr(A) + Pr(notA) relationship between problems involving compound
= 1. Use these relationships to combined conditions for events and simulations that use
calculate probabilities related to events and the probability of conditional statements to
practical problems (AC9M8P01) individual events (AC9M9P03) produce different outcomes.
Apply reasoning to evaluate and
report on their effectiveness
(AC9M10P03)

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Strand
Original Statistics and Probability
Proposed Statistics
Sub-strand Year 7 Year 8 Year 9 Year 10
(original): Students learn to: Students learn to: Students learn to: Students learn to:
Data
representation
and
interpretation
Original Identify and investigate Investigate techniques for Identify everyday questions Determine quartiles and
issues involving collecting data, including and issues involving at least interquartile range (ACMSP248)
numerical data collected census, sampling and one numerical and at least
from primary and observation (ACMSP284) one categorical variable, and
secondary sources collect data directly and from
(ACMSP169) secondary sources
(ACMSP228)
Proposed make and justify investigate techniques for data plan, conduct and review Removed
decisions of which collection including census, statistical investigations
measure(s) of central sampling and observation and involving comparative
tendency provide(s) discuss the practicalities and analysis of multiple univariate
useful insights into the implications of obtaining data data sets collected directly or
nature of the distribution through these techniques from secondary sources
of data in a given (AC9M8ST01) (AC9M9ST04)
context (AC9M7ST02)
Original Construct and compare Explore the practicalities and Construct back-to-back stem
a range of data displays implications of obtaining data and-leaf plots and
including stem-and-leaf through sampling using a variety histograms and describe
plots and dot plots of investigative processes data, using terms including
(ACMSP170) (ACMSP206) ‘skewed’, ‘symmetric’ and ‘bi

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 modal’ (ACMSP282)
Proposed construct a range of analyse and report on the represent the distribution of plan, conduct and review
stem-and-leaf and dot distribution of data from primary multiple numerical data sets statistical investigations of
plots with appropriate and secondary sources using using comparative association and trend in
intervals and partition various sampling techniques to representations (including bivariate numerical data.
these plots to interpret select and study samples back-to-back stem-and-leaf Discuss association in terms of
and compare the (AC9M8ST02) plots and grouped strength, direction and linearity
distributions including histograms). Compare data (AC9M10ST05)
determining the range, with consideration of centre,
median, mean and spread and shape
mode (AC9M7ST01) (AC9M9ST02)
Original Calculate mean, Explore the variation of means Compare data displays using Compare shapes of box plots to
median, mode and and proportions of random mean, median and range to corresponding histograms and
range for sets of data. samples drawn from the same describe and interpret dot plots (ACMSP250)
Interpret these statistics population (ACMSP293) numerical data sets in terms
in the context of data of location (centre) and
(ACMSP171) spread (ACMSP283)
Proposed create different types of compare different random See above (AC9M9ST02) compare data distributions for
displays or samples of the same size drawn continuous numerical variables
visualisations using from the same population with using appropriate data displays
software where respect to variations in (including boxplots). Discuss the
appropriate. Describe proportions, means, medians shapes of these distributions in
and compare the and range and explore the effect terms of centre, spread, shape
distribution of data of possible outliers on these and outliers in the context of the
commenting on the measures (AC9M8ST03) data (AC9M10ST02)
spread (including
outliers) and determine
the range, median,
mean and mode
(AC9M7ST03)

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Original Describe and interpret Investigate the effect of Use scatter plots to investigate
data displays using individual data values, including and comment on relationships
median, mean and outliers, on the mean and between two numerical variables
range (ACMSP172) median (ACMSP207) (ACMSP251)
Proposed See above See above (AC9M8ST03) choose appropriate forms of create and use scatterplots to
(AC9M7ST03) display or visualisation for a investigate and comment on the
given type of data, justify relationships between two
selections and interpret numerical variables. Describe
displays with respect to the relationship and discuss any
statistical questions of conclusions that may be drawn
interest for a given context (AC9M10ST03)
(AC9M9ST03)
Original Investigate and describe
bivariate numerical data where
the independent variable is time
(ACMSP252)
Proposed plan and conduct plan plan and conduct statistical recognise and explore
and conduct statistical investigations based on the associations between
investigations that relationship between samples categorical variables using two-
produce numerical data and a population and way (contingency) tables and
sets. Represent the data consideration of the context. identify and discuss possible
using appropriate Use ethical, fair, and efficient relationships (AC9M10ST04)
displays. Analyse and methods for gathering relevant
interpret data data (AC9M8ST04)
distributions reporting
results in terms of
summary statistics
(AC9M7ST04)
Original Evaluate statistical reports in the
media and other places by
linking claims to displays,

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 statistics and representative
data (ACMSP253)
Proposed evaluate statistical reports in the
media in terms of questions
posed, data gathering and
representation of distributions.
Analyse claims and inferences,
including ethical considerations
and identification of potential
sources of bias (AC9M10ST01)

Achievement standard Year 7 to Year 10

Year 7 Year 8 Year 9 Year 10
By the end of Year 7, By the end of Year 8, students By the end of Year 9, By the end of Year 10,
Original students solve problems solve everyday problems involving students solve problems students recognise the
involving the comparison, rates, ratios and percentages. involving simple interest. connection between simple
addition and subtraction of They describe index laws and They interpret ratio and scale and compound interest. They
integers. They make the apply them to whole numbers. factors in similar figures. solve problems involving linear
connections between whole They describe rational and Students explain similarity of equations and inequalities.
numbers and index notation irrational numbers. Students solve triangles. They recognise the They make the connections
and the relationship between problems involving profit and loss. connections between between algebraic and
perfect squares and square They make connections between similarity and the graphical representations of
roots. They solve problems expanding and factorising trigonometric ratios. Students relations. Students solve
involving percentages and all algebraic expressions. Students compare techniques for surface area and volume
four operations with fractions solve problems relating to the collecting data from primary problems relating to composite
and decimals. They compare volume of prisms. They make and secondary sources. They solids. They recognise the
the cost of items to make sense of time duration in real make sense of the position of relationships between parallel
financial decisions. Students applications. They identify the mean and median in and perpendicular lines.
represent numbers using conditions for the congruence of skewed, symmetric and bi- Students apply deductive
variables. They connect the triangles and deduce the properties modal displays to describe reasoning to proofs and

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 laws and properties for of quadrilaterals. Students model and interpret data. numerical exercises involving
numbers to algebra. They authentic situations with two-way plane shapes. They compare
Students apply the index
interpret simple linear tables and Venn diagrams. They data sets by referring to the
laws to numbers and express
representations and model choose appropriate language to shapes of the various data
numbers in scientific
authentic information. describe events and experiments. displays. They describe
notation. They expand
Students describe different They explain issues related to the bivariate data where the
binomial expressions. They
views of three-dimensional collection of data and the effect of independent variable is time.
find the distance between
objects. They represent outliers on means and medians in Students describe statistical
two points on the Cartesian
transformations in the that data. relationships between two
plane and the gradient and
Cartesian plane. They solve continuous variables. They
Students use efficient mental and midpoint of a line segment.
simple numerical problems evaluate statistical reports.
written strategies to carry out the They sketch linear and non-
involving angles formed by a Students expand binomial
four operations with integers. They linear relations. Students
transversal crossing two expressions and factorise
simplify a variety of algebraic calculate areas of shapes
lines. Students identify monic quadratic expressions.
expressions. They solve linear and the volume and surface
issues involving the They find unknown values
equations and graph linear area of right prisms and
collection of continuous data. after substitution into formulas.
relationships on the Cartesian cylinders. They use
They describe the They perform the four
plane. Students convert between Pythagoras’ Theorem and
relationship between the operations with simple
units of measurement for area and trigonometry to find unknown
median and mean in data algebraic fractions. Students
volume. They perform calculations sides of right-angled
displays. solve simple quadratic
to determine perimeter and area of triangles. Students calculate
equations and pairs of
Students use fractions, parallelograms, rhombuses and relative frequencies to
simultaneous equations. They
decimals and percentages, kites. They name the features of estimate probabilities, list
use triangle and angle
and their equivalences. They circles and calculate the areas and outcomes for two-step
properties to prove
express one quantity as a circumferences of circles. Students experiments and assign
congruence and similarity.
fraction or percentage of determine the probabilities of probabilities for those
Students use trigonometry to
another. Students solve complementary events and outcomes. They construct
calculate unknown angles in
simple linear equations and calculate the sum of probabilities. histograms and back-to-back
right-angled triangles.
evaluate algebraic stem-and-leaf plots.
Students list outcomes for
expressions after numerical
multi-step chance experiments
substitution. They assign
and assign probabilities for
ordered pairs to given points
these experiments. They

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 on the Cartesian plane. calculate quartiles and inter-
Students use formulas for quartile ranges.
the area and perimeter of
rectangles and calculate
volumes of rectangular
prisms. Students classify
triangles and quadrilaterals.
They name the types of
angles formed by a
transversal crossing parallel
line. Students determine the
sample space for simple
experiments with equally
likely outcomes and assign
probabilities to those
outcomes. They calculate
mean, mode, median and
range for data sets. They
construct stem-and-leaf plots
and dot-plots.

By the end of Year 7, By the end of Year 8, students By the end of Year 9, By the end of Year 10,
Proposed students use all four recognise the relationship between students use real numbers to students model situations and
operations in calculations fractions and their terminating or solve problems. They extend apply computational
involving positive fractions recurring decimal expansion. They and apply the exponent laws approaches to solving
and decimals, using the apply the exponent laws to with positive integers to problems. They use digital
properties of number calculations with numbers involving variables when factorising tools to obtain and investigate
systems and choosing the non-negative exponents. Students expressions. Students model and discuss the effect of
computational approach. solve problems involving the four situations involving change approximations of exact
They represent natural operations with integers and and solve linear and irrational real numbers in
numbers in expanded form positive rational numbers, using quadratic equations combined and repeated
and as products of prime mental, written and digital tools as numerically, graphically and calculations. Students use

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 factors, using exponent appropriate. They apply algebraically using inverse algebraic techniques to model
notation. Students model proportional reasoning to solve operations and by expanding phenomena, including financial
and solve problems practical problems involving ratios, and factorising algebraic applications, growth and decay
involving addition and percentage change, proportions of expressions, using digital and applying linear, quadratic
subtraction of integers. They quantities and rates in tools as appropriate. They and exponential functions as
determine equivalent measurement and financial describe the effects of appropriate. They solve related
representations of rational contexts. Students apply algebraic variation of parameters on algebraic equations,
numbers and choose from properties to rearrange, expand functions and relations and numerically, graphically and
fraction, decimal and and factorise linear expressions. their graphical and algebraic using computational thinking
percentage forms to assist in They apply linear relations to model representations, using and digital tools. Students
computations. They solve situations, representing these with computational thinking to solve problems involving
problems involving rational tables, graphs and algebraically, generalise connections parallel and perpendicular
numbers, percentages and and solve related equations between them. lines. They formulate, solve,
ratios and explain their interpreting them in context. and interpret solutions to
Students apply formulas to
choice of representation of Students apply computational problems involving linear
solve practical problems
rational numbers and results thinking with digital tools to make inequalities and simultaneous
involving the surface area
when they model situations, and investigate conjectures linear equations in two
and volume of right prisms
including those in financial involving rational numbers. variables graphically.
and cylinders. They solve
contexts. They use algebraic
They choose and use suitable practical problems involving Students use and interpret
expressions to model
metric units when solving ratio, similarity and scale in logarithmic scales representing
situations and represent
measurement problems involving two-dimensional situations. small or large quantities or
formulas. Students
the perimeter and area of Students apply Pythagoras’ change in applied contexts.
substitute values into these
composite shapes, and volume and theorem and use They solve practical
formulas to determine
capacity of prisms. Students use trigonometric ratios to solve measurement problems
unknown values and
Pythagoras’ theorem to solve practical problems involving involving surface area and
interpret these in the
simple measurement problems right angled triangles. They volumes of objects and
context. They use
involving unknown lengths and model situations and solve composite solids. Students
computational thinking and
apply formulas to solve problems problems involving finance, apply Pythagoras’ theorem
digital tools to generate
involving area and circumference of measurement and direct and trigonometry to solve
tables of values related to
circles. They solve problems of proportion interpreting spatial problems involving right
algebraic expressions
duration involving 12-hour and 24- solutions in context. Students angled triangles. They
including formulas,

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 evaluating the effect of hour cycles across multiple time express small and large consider levels of accuracy
variation. zones. Students use three numbers in scientific notation and sources of error in
dimensions to locate and describe and use this form in measurement with
Students apply knowledge of
position in three-dimensional measurement contexts. They instruments, and the possible
angle relationships involving
contexts. They apply computational determine errors in impact of these when applying
parallel lines and a
thinking to evaluate algorithms measurements and interpret measurement formulas.
transversal, and the sum of
designed to test for congruency and their effect on results. Students describe and apply
angles in a triangle to solve
similarity of shapes and use these Students apply the geometric theorems to solve
problems, giving reasons.
conditions to transform shapes in enlargement transformation problems, giving reason for
They develop, explain and
the plane and solve related to images of shapes and solutions. They use networks
apply measurement
problems. objects and identify and to model relationships,
formulas involving the areas
describe attributes that interpret situations and
of triangles and Students conduct statistical
change or are invariant. They describe connectedness.
parallelograms and the investigations recognising the
apply Euler’s formula to solve
volumes of rectangular and implications of obtaining data Students design and conduct
problems relating to planar
triangular prisms to solve through sampling. They analyse statistical investigations
graphs and polyhedrons.
practical problems Students and report on primary and involving bivariate numerical
Students create and use
describe the relationships secondary data from a range of data. They represent the
algorithms to test spatial
between the radius, contexts. Students compare the distribution of data involving
conjectures.
diameter and circumference distributions of random samples of two variables using tables and
of a circle. They classify the same size from a given They compare and analyse scatter plots and discuss
polygons and other shapes population with respect to variation, the distributions of multiple possible association. Students
according to their features measures of central tendency and univariate data sets, consider association between
and represent objects two- range, with consideration of the choosing representations numerical variables including
dimensionally in different effects of outliers. They represent with respect to the questions trend data when time is one of
ways reasoning about these the possible combinations of two under investigation and the variables. They critically
representations. Students events with tables and diagrams describe features of these analyse media in terms of the
use coordinates to describe and determine related probabilities including consideration of claims and conclusions, noting
transformations of points in to solve practical problems. summary statistics, symmetry limitations and potential
the plane. Students design and conduct and skew. Students obtain sources of bias. Students
experiments and simulations to data from primary and represent and compare the
They plan and conduct
explore and identify complementary secondary sources and distribution of data for a
statistical investigations

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 involving numerical data, and mutually exclusive events and explain how sampling continuous variable using
use appropriate displays to calculate related probabilities. techniques and various displays and discuss
represent the distribution representation can be used distributions in terms of
and interpret this data in to support or question summary statistics and their
terms of summary statistics, conclusions or to promote a features. They apply
with informal consideration point of view. They determine conditional probability and
of possible outliers. Students sets of outcomes for independence to solve
decide which central compound events and problems involving compound
measure (mean, median or represent these in various events, using diagrams.
mode) is most suitable and ways and assign probabilities Students use computational
explain their reasoning. to these events. Students thinking and reasoning to solve
They list sample spaces for design and conduct spatial problems and design
single step experiments, experiments or simulations to and conduct simulations
assign probabilities to gather empirical data. modelling phenomena
outcomes, determine involving compound events
probabilities for related including conditional
events and compare these probability.
to results obtained
empirically, giving reasons
for differences between
expected and observed
results.

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