Australian Curriculum

The Australian
Curriculum
Learning areas Mathematics (Version 8.4)
Essential Mathematics (Version 8.4), General Mathematics (Version 8.4),

Subjects
Mathematical Methods (Version 8.4), Specialist Mathematics (Version 8.4)
Year levels Unit 1,Unit 2,Unit 3,Unit 4
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Table of Contents
Mathematics 4
How the Learning Area works 5
Overview of the senior secondary Australian Curriculum 5
Senior secondary Mathematics subjects 5
Representation of Cross-curriculum priorities 6
Glossary 6
Glossary 7
Essential Mathematics 11
How the Subject works 12
Rationale 12
Links to Foundation to Year 10 12
Representation of General capabilities 13
Structure of Essential Mathematics 14
Glossary 16
Curriculum Senior Secondary 16
Unit 1 17
Unit 2 22
Unit 3 26
Unit 4 31
Units 1 and 2 Achievement Standard 34
General Mathematics 38
Rationale 39
Structure of General Mathematics 41
Glossary 43
Unit 1 44
Unit 2 47
Unit 3 50
Unit 4 54
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Mathematical Methods 72
Rationale 73
Structure of Mathematical Methods 75
Glossary 77
Unit 1 78
Unit 2 82
Unit 3 85
Unit 4 89
Specialist Mathematics 107
Rationale 108
Structure of Specialist Mathematics 111
Glossary 112
Unit 1 114
Unit 2 117
Unit 3 120
Unit 4 123
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The Australian Curriculum
Mathematics (Version 8.4)
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The Australian Curriculum Mathematics
Mathematics How the Learning Area works
Overview of the senior secondary Australian Curriculum
ACARA has developed a senior secondary Australian Curriculum for English, Mathematics, Science and
Humanities and Social Sciences.
The senior secondary Australian Curriculum specifies content and achievement standards for each senior
secondary subject. Content refers to the knowledge, understanding and skills to be taught and learned within
a given subject. Achievement standards refer to descriptions of the quality of learning (the depth of
understanding, extent of knowledge and sophistication of skill) expected of students who have studied the
content for the subject.
The senior secondary Australian Curriculum for each subject has been organised into four units. The last two
units are cognitively more challenging than the first two units. Each unit is designed to be taught in about half
a 'school year' of senior secondary studies (approximately 50–60 hours duration including assessment and
examinations). However, the senior secondary units have also been designed so that they may be studied
singly, in pairs (that is, yearlong), or as four units over two years.
State and territory curriculum, assessment and certification authorities are responsible for the structure and
organisation of their senior secondary courses and will determine how they will integrate the Australian
Curriculum content and achievement standards into their courses. They will continue to be responsible for
implementation of the senior secondary curriculum, including assessment, certification and the attendant
quality assurance mechanisms. Each of these authorities acts in accordance with its respective legislation and
the policy framework of its state government and Board. They will determine the assessment and certification
specifications for their local courses that integrate the Australian Curriculum content and achievement
standards and any additional information, guidelines and rules to satisfy local requirements including advice
on entry and exit points and credit for completed study.
The senior secondary Australian Curriculum for each subject should not, therefore, be read as a course of
study. Rather, it is presented as content and achievement standards for integration into state and territory
courses.
Senior secondary Mathematics subjects
The Senior Secondary Australian Curriculum: Mathematics consists of four subjects in mathematics, with each
subject organised into four units. The subjects are differentiated, each focusing on a pathway that will meet
the learning needs of a particular group of senior secondary students.
Essential Mathematics focuses on using mathematics effectively, efficiently and critically to make
informed decisions. It provides students with the mathematical knowledge, skills and understanding
to solve problems in real contexts for a range of workplace, personal, further learning and
community settings. This subject provides the opportunity for students to prepare for postschool
options of employment and further training.
General Mathematics focuses on using the techniques of discrete mathematics to solve problems
in contexts that include financial modelling, network analysis, route and project planning, decision
making, and discrete growth and decay. It provides an opportunity to analyse and solve a wide
range of geometrical problems in areas such as measurement, scaling, triangulation and
navigation. It also provides opportunities to develop systematic strategies based on the statistical
ACARA | The Australian Curriculum (Version 8.4)

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investigation process for answering statistical questions that involve comparing groups, investigating
associations and analysing time series.
Mathematical Methods focuses on the development of the use of calculus and statistical analysis.
The study of calculus in Mathematical Methods provides a basis for an understanding of the
physical world involving rates of change, and includes the use of functions, their derivatives and
integrals, in modelling physical processes. The study of statistics in Mathematical Methods develops
the ability to describe and analyse phenomena involving uncertainty and variation.
Specialist Mathematics provides opportunities, beyond those presented in Mathematical Methods,
to develop rigorous mathematical arguments and proofs, and to use mathematical models more
extensively. Specialist Mathematics contains topics in functions and calculus that build on and
deepen the ideas presented in Mathematical Methods as well as demonstrate their application in
many areas. Specialist Mathematics also extends understanding and knowledge of probability and
statistics and introduces the topics of vectors, complex numbers and matrices. Specialist
Mathematics is the only mathematics subject that has been designed to not be taken as a stand
alone subject.
Representation of Crosscurriculum priorities
The senior secondary Mathematics curriculum values the histories, cultures, traditions and languages of
Aboriginal and Torres Strait Islander peoples’ past and ongoing contributions to contemporary Australian
society and culture. Through the study of mathematics within relevant contexts, opportunities will allow for the
development of students’ understanding and appreciation of the diversity of Aboriginal and Torres Strait
Islander peoples’ histories and cultures.
There are strong social, cultural and economic reasons for Australian students to engage with the countries of
Asia and with the past and ongoing contributions made by the peoples of Asia in Australia. It is through the
study of mathematics in an Asian context that students engage with Australia’s place in the region. By
analysing relevant data, students have opportunities to further develop an understanding of the diverse
nature of Asia’s environments and traditional and contemporary cultures.
Each of the senior secondary mathematics subjects provides the opportunity for the development of informed
and reasoned points of view, discussion of issues, research and problem solving. Teachers are therefore
encouraged to select contexts for discussion that are connected with sustainability. Through the analysis of
data, students have the opportunity to research and discuss sustainability and learn the importance of
respecting and valuing a wide range of world perspectives.
Glossary
Essential Mathematics Glossary
General Mathematics Glossary
Mathematical Methods Glossary
Specialist Mathematics Glossary

Glossary
Abstract
Abstract scenario: a scenario for which there is no concrete referent provided.
Account
Account for: provide reasons for (something).

Give an account of: report or describe an event or experience.
Taking into account: considering other information or aspects.
Analyse
Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities
and differences.
Apply
Use, utilise or employ in a particular situation.
Assess
Determine the value, significance or extent of (something).
Coherent
Orderly, logical, and internally consistent relation of parts.
Communicates
Conveys knowledge and/or understandings to others.
Compare
Estimate, measure or note how things are similar or dissimilar.
Complex
Consisting of multiple interconnected parts or factors.
Considered
Formed after careful thought.

Critically analyse
Examine the component parts of an issue or information, for example the premise of an argument and its
plausibility, illogical reasoning or faulty conclusions.
Critically evaluate
Evaluation of an issue or information that includes considering important factors and available evidence in
making critical judgement that can be justified.
Demonstrate
Give a practical exhibition as an explanation.
Describe
Give an account of characteristics or features.
Design
Plan and evaluate the construction of a product or process.
Develop
In history: to construct, elaborate or expand.

In English: begin to build an opinion or idea.
Discuss
Talk or write about a topic, taking into account different issues and ideas.
Distinguish
Recognise point/s of difference.
Evaluate
Provide a detailed examination and substantiated judgement concerning the merit, significance or value of
something.
In mathematics: calculate the value of a function at a particular value of its independent variables.
Explain
Provide additional information that demonstrates understanding of reasoning and/or application.

The Australian Curriculum is licensed under Creative Commons.
Familiar
Previously encountered in prior learning activities.
Identify
Establish or indicate who or what someone or something is.
Integrate
Combine elements.
Investigate
Plan, collect and interpret data/information and draw conclusions about.
Justify
Show how an argument or conclusion is right or reasonable.
Locate
Identify where something is found.
Manipulate
Adapt or change.
Nonroutine
Nonroutine problems: Problems solved using procedures not previously encountered in prior learning
activities.
Reasonableness
Reasonableness of conclusions or judgements: the extent to which a conclusion or judgement is sound and
makes sense.
Reasoned
Reasoned argument/conclusion: one that is sound, wellgrounded, considered and thought out.
Recognise
Be aware of or acknowledge.

Relate
Tell or report about happenings, events or circumstances.
Represent
Use words, images, symbols or signs to convey meaning.
Reproduce
Copy or make close imitation.
Responding
In English: When students listen to, read or view texts they interact with those texts to make meaning.
Responding involves students identifying, selecting, describing, comprehending, imagining, interpreting,
analysing and evaluating.
Routine problems
Routine problems: Problems solved using procedures encountered in prior learning activities.
Select
Choose in preference to another or others.
Sequence
Arrange in order.
Solve
Work out a correct solution to a problem.
Structured
Arranged in a given organised sequence.

In Mathematics: When students provide a structured solution, the solution follows an organised sequence
provided by a third party.
Succinct
Written briefly and clearly expressed.

Sustained
Consistency maintained throughout.
Synthesise
Combine elements (information/ideas/components) into a coherent whole.
Understand
Perceive what is meant, grasp an idea, and to be thoroughly familiar with.
Unfamiliar
Not previously encountered in prior learning activities.
Deduce
Arrive at a conclusion by reasoning.
Substantiate
Establish proof using evidence.

The Australian Curriculum: Mathematics Essential Mathematics
Essential Mathematics How the Subject works
Rationale/Aims
Rationale
Mathematics is the study of order, relation and pattern. From its origins in counting and measuring, it has
evolved in highly sophisticated and elegant ways to become the language used to describe much of the
physical world. Statistics is the study of ways of collecting and extracting information from data and of
methods of using that information to describe and make predictions about the behaviour of aspects of the real
world, in the face of uncertainty. Together, mathematics and statistics provide a framework for thinking and a
means of communication that is powerful, logical, concise and precise.
Essential Mathematics focuses on enabling students to use mathematics effectively, efficiently and critically to
make informed decisions in their daily lives. Essential Mathematics provides students with the mathematical
knowledge, skills and understanding to solve problems in real contexts, in a range of workplace, personal,
further learning and community settings. This subject offers students the opportunity to prepare for post
school options of employment and further training.
For all content areas of Essential Mathematics, the proficiency strands of understanding, fluency, problem
solving and reasoning from the F–10 curriculum are still applicable and should be inherent in students’
learning of the subject. Each of these proficiencies is essential, and all are mutually reinforcing. For all content
areas, practice allows students to develop fluency in their skills. Students will encounter opportunities for
problem solving, such as finding the volume of a solid so that the amount of liquid held in a container can be
compared with what is written on the label, or finding the interest on a sum of money to enable comparison
between different types of loans. In Essential Mathematics, reasoning includes critically interpreting and
analysing information represented through graphs, tables and other statistical representations to make
informed decisions. The ability to transfer mathematical skills between contexts is a vital part of learning in this
subject. For example, familiarity with the concept of a rate enables students to solve a wide range of practical
problems, such as fuel consumption, travel times, interest payments, taxation, and population growth.
The content of the Essential Mathematics subject is designed to be taught within contexts that are relevant to
the needs of the particular student cohort. The skills and understandings developed throughout the subject
will be further enhanced and reinforced through presentation in an area of interest to the students.
Aims
Essential Mathematics aims to develop students’:
understanding of concepts and techniques drawn from mathematics and statistics

ability to solve applied problems using concepts and techniques drawn from mathematics and
statistics
reasoning and interpretive skills in mathematical and statistical contexts
capacity to communicate in a concise and systematic manner using appropriate mathematical and
statistical language
capacity to choose and use technology appropriately.

Links to Foundation to Year 10
For all content areas of Essential Mathematics, the proficiency strands of Understanding, Fluency, Problem
solving and Reasoning from the F–10 curriculum are still very much applicable and should be inherent in
students’ learning of the subject. Each strand is essential, and all are mutually reinforcing. For all content
areas, practice allows students to develop fluency in their skills. They will encounter opportunities for problem
solving, such as finding the volume of a solid to enable the amount of liquid that is held in the container to be
compared with what is written on the label, or finding the interest on an amount in order to be able to compare
different types of loans. In Essential Mathematics, reasoning includes critically interpreting and analysing
information represented through graphs, tables and other statistical representations to make informed
decisions. The ability to transfer mathematical skills between contexts is a vital part of learning in this subject.
For example, familiarity with the concept of a rate enables students to solve a wide range of practical
problems, such as fuel consumption, travel times, interest payments, taxation, and population growth.
Representation of General capabilities
The seven general capabilities of Literacy, Numeracy, Information and Communication Technology (ICT)
capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural
understanding are identified where they offer opportunities to add depth and richness to student learning.
Teachers will find opportunities to incorporate explicit teaching of the capabilities depending on their choice of
learning activities.
Literacy in Mathematics
In the senior years these literacy skills and strategies enable students to express, interpret, and communicate
complex mathematical information, ideas and processes. Mathematics provides a specific and rich context for
students to develop their ability to read, write, visualise and talk about complex situations involving a range of
mathematical ideas. Students can apply and further develop their literacy skills and strategies by shifting
between verbal, graphic, numerical and symbolic forms of representing problems in order to formulate,
understand and solve problems and communicate results. Students learn to communicate their findings in
different ways, using multiple systems of representation and data displays to illustrate the relationships they
have observed or constructed.
Numeracy in Mathematics
The students who undertake this subject will continue to develop their numeracy skills at a more sophisticated
level than in Years F to 10. This subject contains financial applications of Mathematics that will assist students
to become literate consumers of investments, loans and superannuation products. It also contains statistics
topics that will equip students for the everincreasing demands of the information age. Students will also learn
about the probability of certain events occurring and will therefore be well equipped to make informed
decisions about gambling.
ICT in Mathematics
In the senior years students use ICT both to develop theoretical mathematical understanding and apply
mathematical knowledge to a range of problems. They use software aligned with areas of work and society
with which they may be involved such as for statistical analysis, algorithm generation, data representation and
manipulation, and complex calculation. They use digital tools to make connections between mathematical
theory, practice and application; for example, to use data, to address problems, and to operate systems in
authentic situations.
Critical and creative thinking in Mathematics

Students compare predictions with observations when evaluating a theory. They check the extent to which
their theorybased predictions match observations. They assess whether, if observations and predictions
don't match, it is due to a flaw in theory or method of applying the theory to make predictions – or both. They
revise, or reapply their theory more skilfully, recognising the importance of selfcorrection in the building of
useful and accurate theories and making accurate predictions.
Personal and social capability in Mathematics
In the senior years students develop personal and social competence in Mathematics through setting and
monitoring personal and academic goals, taking initiative, building adaptability, communication, teamwork and
decisionmaking.
The elements of personal and social competence relevant to Mathematics mainly include the application of
mathematical skills for their decisionmaking, lifelong learning, citizenship and selfmanagement. In addition,
students will work collaboratively in teams and independently as part of their mathematical explorations and
investigations.
Ethical understanding in Mathematics
In the senior years students develop ethical behaviour in Mathematics through decisionmaking connected
with ethical dilemmas that arise when engaged in mathematical calculation and the dissemination of results
and the social responsibility associated with teamwork and attribution of input.
The areas relevant to Mathematics include issues associated with ethical decisionmaking as students work
collaboratively in teams and independently as part of their mathematical explorations and investigations.
Acknowledging errors rather than denying findings and/or evidence involves resilience and examined ethical
behaviour. Students develop increasingly advanced communication, research and presentation skills to
express viewpoints.
Intercultural understanding in Mathematics
Students understand Mathematics as a socially constructed body of knowledge that uses universal symbols
but has its origin in many cultures. Students understand that some languages make it easier to acquire
mathematical knowledge than others. Students also understand that there are many culturally diverse forms
of mathematical knowledge, including diverse relationships to number and that diverse cultural spatial abilities
and understandings are shaped by a person’s environment and language.
Structure of Essential Mathematics
Essential Mathematics has four units each of which contains a number of topics. It is intended that the topics
be taught in a context relevant to students’ needs and interests. In Essential Mathematics, students use their
knowledge and skills to investigate realistic problems of interest which involve the application of mathematical
relationships and concepts.
Unit 1 Unit 2 Unit 3 Unit 4
Calculations, percentages Representing and Measurement Probability and relative

and rates comparing data Scales, plans and frequencies
Measurement Percentages models Earth geometry and time
Algebra Rates and ratios Graphs zones
Graphs Time and motion Data collection Loans and compound
interest

Units
Unit 1 provides students with the mathematical skills and understanding to solve problems relating to
calculations, applications of measurement, the use of formulas to find an unknown quantity, and the
interpretation of graphs. Teachers are encouraged to apply the content of all topics in contexts which are
meaningful and of interest to their students. A variety of approaches could be used to achieve this. Two
contexts which could be used in this unit are Mathematics and foods and Earning and managing money.
However, these contexts may not be relevant for all students, and teachers are encouraged to find a suitable
context that will make the mathematical topics of this unit relevant for their particular student cohort.
Unit 2 provides students with the mathematical skills and understanding to solve problems related to
representing and comparing data, percentages, rates and ratios, and time and motion. Teachers are
encouraged to apply the content of all topics in contexts which are meaningful and of interest to the students.
A variety of approaches could be used to achieve this purpose. Two possible contexts which could be used in
this unit to achieve this goal are Mathematics and cars and Mathematics and independent living. However
these contexts may not be relevant for all students, and teachers are encouraged to find a suitable context
that will make the mathematical topics of this unit relevant for their particular student cohort.
measurement, scales, plans and models, drawing and interpreting graphs, and data collection. Teachers are
encouraged to apply the content of all topics in contexts which are meaningful and of interest to the students.
A variety of approaches could be used to achieve this purpose. Two possible contexts which could be used in
this unit to achieve this goal are Mathematics and design and Mathematics and medicine. However these
contexts may not be relevant for all students and teachers are encouraged to find a suitable context that will
make the mathematical topics of this unit relevant for their particular student cohort.
probability, earth geometry and time zones, and loans and compound interest. Teachers are encouraged to
apply the content of all topics in contexts which are meaningful and of interest to the students. A variety of
approaches could be used to achieve this purpose. Two possible contexts which could be used in this unit are
Mathematics of Finance and Mathematics of travelling. However these contexts may not be relevant for all
students and teachers are encouraged to find a suitable context that will make the mathematical topics of this
unit relevant for their particular student cohort.
Organisation of achievement standards
The achievement standards in Mathematics have been organised into two dimensions: ‘Concepts and
Techniques’ and ‘Reasoning and Communication’. These two dimensions reflect students’ understanding and
skills in the study of mathematics.
Senior secondary achievement standards have been written for each Australian Curriculum senior secondary
subject. The achievement standards provide an indication of typical performance at five different levels
(corresponding to grades A to E) following the completion of study of senior secondary Australian Curriculum
content for a pair of units. They are broad statements of understanding and skills that are best read and
understood in conjunction with the relevant unit content. They are structured to reflect key dimensions of the
content of the relevant learning area. They will be eventually accompanied by illustrative and annotated
samples of student work/ performance/ responses.
The achievement standards will be refined empirically through an analysis of samples of student work and
responses to assessment tasks: they cannot be maintained a priori without reference to actual student
performance. Inferences can be drawn about the quality of student learning on the basis of observable
differences in the extent, complexity, sophistication and generality of the understanding and skills typically
demonstrated by students in response to welldesigned assessment activities and tasks.

In the short term, achievement standards will inform assessment processes used by curriculum, assessment
and certifying authorities for course offerings based on senior secondary Australian Curriculum content.
ACARA has made reference to a common syntax (as a guide, not a rule) in constructing the achievement
standards across the learning areas. The common syntax that has guided development is as follows:
1. Given a specified context (as described in the curriculum content)

2. With a defined level of consistency/accuracy (the assumption that each level describes what the
student does well, competently, independently, consistently)
3. Students perform a specified action (described through a verb)
4. In relation to what is valued in the curriculum (specified as the object or subject)
5. With a defined degree of sophistication, difficulty, complexity (described as an indication of quality)
Terms such as ‘analyse’ and ‘describe’ have been used to specify particular action but these can have
everyday meanings that are quite general. ACARA has therefore associated these terms with specific
meanings that are defined in the senior secondary achievement standards glossary and used precisely and
consistently across subject areas.
Role of technology
It is assumed that students will be taught the Senior Secondary Australian Curriculum: Mathematics subjects
with an extensive range of technological applications and techniques. If appropriately used, these have the
potential to enhance the teaching and learning of mathematics. However, students also need to continue to
develop skills that do not depend on technology. The ability to be able to choose when or when not to use
some form of technology and to be able to work flexibly with technology are important skills in these subjects.
Glossary
Essential Mathematics Glossary

Essential Mathematics Curriculum Senior Secondary
Unit 1
Unit 1 Description
This unit provides students with the mathematical skills and understanding to solve problems relating to
calculations, applications of measurement, the use of formulas to find an unknown quantity, and the
interpretation of graphs. Teachers are encouraged to apply the content of the four topics in this unit –
‘Calculations, percentages and rates’, ‘Measurement’, ‘Algebra’ and ‘Graphs’ – in contexts which are
meaningful and of interest to their students. A variety of approaches can be used to achieve this purpose.
Two possible contexts which may be used are Mathematics and foods and Earning and managing money.
However, as these contexts may not be relevant to all students, teachers are encouraged to find suitable
contexts relevant to their particular student cohort.
It is assumed that an extensive range of technological applications and techniques will be used in teaching
this unit. The ability to choose when and when not to use some form of technology, and the ability to work
flexibly with technology, are important skills.
Unit 1 Learning Outcomes
Learning Outcomes
By the end of this unit students:
understand the concepts and techniques in calculations, measurement, algebra and graphs
apply reasoning skills and solve practical problems in calculations, measurement, algebra and
graphs
communicate their arguments and strategies when solving problems using appropriate
mathematical language
interpret mathematical information and ascertain the reasonableness of their solutions to problems.
Unit 1 Content Descriptions
Topic 1: Calculations, percentages and rates
Examples in context
Calculations – for example:
creating a budget for living at home and for living independently

using timesheets, which include overtime, to calculate weekly wages
converting between weekly, fortnightly and yearly incomes.
Percentages – for example:
expressing ingredients of packaged food as percentages of the total quantity, or per serving size, or
per 100 grams
comparing the quantities, both numerically and in percentage terms, of additives within a product or
between similar products, such as flavours
calculating commissions, including retainers from sales information.

Rates – for example:
using rates to compare and evaluate nutritional information, such as quantity per serve and quantity
per 100g
calculating heart rates as beats per minute, given the number of beats and different time periods
applying rates to calculate the energy used in various activities over different time periods
completing calculations with rates, including solving problems involving direct proportion in terms of
rate; for example, if a person works for 3 weeks at a rate of $300 per week, how much do they
earn?
analysing and interpreting tables and graphs that compare body ratios such as hip height versus
stride length, foot length versus height.
Calculations:
solve practical problems requiring basic number operations (ACMEM001)
apply arithmetic operations according to their correct order (ACMEM002)
ascertain the reasonableness of answers to arithmetic calculations (ACMEM003)
use leadingdigit approximation to obtain estimates of calculations (ACMEM004)
use a calculator for multistep calculations (ACMEM005)
check results of calculations for accuracy (ACMEM006)
recognise the significance of place value after the decimal point (ACMEM007)
evaluate decimal fractions to the required number of decimal places (ACMEM008)
round up or round down numbers to the required number of decimal places (ACMEM009)
apply approximation strategies for calculations. (ACMEM010)
Percentages:
calculate a percentage of a given amount (ACMEM011)
determine one amount expressed as a percentage of another (ACMEM012)
apply percentage increases and decreases in situations; for example, markups, discounts and GST.
(ACMEM013)
Rates:
identify common usage of rates; for example, km/h as a rate to describe speed, beats/minute as a rate to
describe pulse (ACMEM014)
convert units of rates occurring in practical situations to solve problems (ACMEM015)
use rates to make comparisons; for example, using unit prices to compare best buys, comparing heart rates
after exercise. (ACMEM016)
Topic 2: Measurement

Examples in context
Length – for example:
determining the dimensions/measurements of food packaging

determining the length of the lines on a sporting field to find the cost of marking it.
Mass – for example:
comparing and discussing the components of different food types for the components of packaged
food expressed as grams.
Area and volume – for example:
determining the area of the walls of a room for the purpose of painting
finding the volume of water collected from a roof under different conditions
finding the volume of various cereal boxes.
Linear measure:
use metric units of length, their abbreviations, conversions between them, and appropriate levels of accuracy
and choice of units (ACMEM017)
estimate lengths (ACMEM018)
convert between metric units of length and other length units (ACMEM019)
calculate perimeters of familiar shapes, including triangles, squares, rectangles, and composites of these.
(ACMEM020)
Area measure:
use metric units of area, their abbreviations, conversions between them, and appropriate choices of units
(ACMEM021)
estimate the areas of different shapes (ACMEM022)
convert between metric units of area and other area units (ACMEM023)
calculate areas of rectangles and triangles. (ACMEM024)
Mass:
use metric units of mass, their abbreviations, conversions between them, and appropriate choices of units
(ACMEM025)
estimate the mass of different objects. (ACMEM026)
Volume and capacity:
use metric units of volume, their abbreviations, conversions between them, and appropriate choices of units
(ACMEM027)
understand the relationship between volume and capacity (ACMEM028)

estimate volume and capacity of various objects (ACMEM029)
calculate the volume of objects, such as cubes and rectangular and triangular prisms. (ACMEM030)
Units of energy:
use units of energy to describe consumption of electricity, such as kilowatt hours (ACMEM031)
use units of energy used for foods, including calories (ACMEM032)
use units of energy to describe the amount of energy in activity, such as kilojoules (ACMEM033)
convert from one unit of energy to another. (ACMEM034)
Topic 3: Algebra
Examples in context
Formula substitution – for example:
using formulas to calculate the volumes of various packaging

using formulas to find the height of a male (H) given the bone radius (r)
find weekly wage (W) given base wage (b) and overtime hours(h) at 1.5 times rate (r) W = b + 1.5
× h × r.
Single substitution:
substitute numerical values into algebraic expressions; for example, substitute different values of x to
3x
evaluate the expressions 5
, 5(2x − 4) (ACMEM035)
General substitution:
substitute given values for the other pronumerals in a mathematical formula to find the value of the subject of
the formula. (ACMEM036)
Topic 4: Graphs
Examples in context
Reading and interpreting graphs – for example:
analysing and interpreting a range of graphical information about global weather patterns that affect
food growth
interpreting a range of graphical information provided on gas and electricity bills.
Drawing graphs – for example:
expressing ingredients of particular food types as percentages of the total quantity, or per serving
size, or per 100 grams, and presenting the information in different formats; for example, column
graphs, and pie graphs
creating graphs to show the deductions from gross wages such as tax, the Medicare levy and
superannuation.
Reading and interpreting graphs:

interpret information presented in graphs, such as conversion graphs, line graphs, step graphs, column
graphs and picture graphs (ACMEM037)
interpret information presented in twoway tables (ACMEM038)
discuss and interpret graphs found in the media and in factual texts. (ACMEM039)
Drawing graphs:
determine which type of graph is best used to display a dataset (ACMEM040)
use spreadsheets to tabulate and graph data (ACMEM041)
draw a line graph to represent any data that demonstrate a continuous change, such as hourly temperature.
(ACMEM042)

Unit 2
Unit 2 Description
This unit provides students with the mathematical skills and understanding to solve problems related to
representing and comparing data, percentages, rates and ratios, the mathematics of finance, and time and
motion. Teachers are encouraged to apply the content of the four topics in this unit – ‘Representing and
comparing data’, ‘Percentages’, ‘Rates and ratios’ and ‘Time and motion’ – in a context which is meaningful
and of interest to their students. A variety of approaches can be used to achieve this purpose. Two possible
contexts which may be used are Mathematics and cars and Mathematics and independent living. However, as
these contexts may not be relevant to all students, teachers are encouraged to find suitable contexts relevant
to their particular student cohort.
By the end of this unit, students:
understand the concepts and techniques used in representing and comparing data, percentages,
rates and ratios, and time and motion
apply reasoning skills and solve practical problems in representing and comparing data,
percentages, rates and ratios, and time and motion
communicate their arguments and strategies when solving mathematical and statistical problems
using appropriate mathematical or statistical language
interpret mathematical and statistical information and ascertain the reasonableness of their
solutions to problems.
Topic 1: Representing and comparing data
Examples in context
analysing and interpreting a range of statistical information related to car theft, car accidents and
driver behaviour
using statistics and graphs to find the number of people in each blood type, given the population
percentages of blood types in different countries
using blood usage statistics to predict the amount of blood needed at different times of the year
using blood donation statistics to predict how much blood will be needed and when.
Classifying data:
identify examples of categorical data (ACMEM043)
identify examples of numerical data. (ACMEM044)

Data presentation and interpretation:
display categorical data in tables and column graphs (ACMEM045)
display numerical data as frequency distributions, dot plots, stem and leaf plots, and histograms (ACMEM046)
recognise and identify outliers (ACMEM047)
compare the suitability of different methods of data presentation in realworld contexts. (ACMEM048)
Summarising and interpreting data:
identify the mode (ACMEM049)
calculate measures of central tendency, the arithmetic mean and the median (ACMEM050)
investigate the suitability of measures of central tendency in various realworld contexts (ACMEM051)
investigate the effect of outliers on the mean and the median (ACMEM052)
calculate and interpret quartiles, deciles and percentiles (ACMEM053)
use informal ways of describing spread, such as spread out/dispersed, tightly packed, clusters, gaps,
more/less dense regions, outliers (ACMEM054)
calculate and interpret statistical measures of spread, such as the range, interquartile range and standard
deviation (ACMEM055)
investigate realworld examples from the media illustrating inappropriate uses, or misuses, of measures of
central tendency and spread. (ACMEM056)
Comparing data sets:
compare backtoback stem plots for different datasets (ACMEM057)
complete a five number summary for different datasets (ACMEM058)
construct box plots using a five number summary (ACMEM059)
compare the characteristics of the shape of histograms using symmetry, skewness and bimodality.
(ACMEM060)
Topic 2: Percentages
Examples in context
calculating stamp duty costs involved in buying a car, using percentages and tables
calculating depreciation of a vehicle over time
using statistics and graphs to find the number of people in each blood type, given the population
percentages of blood types in different countries.
Percentage calculations:
review calculating a percentage of a given amount (ACMEM061)

review one amount expressed as a percentage of another. (ACMEM062)
Applications of percentages:
determine the overall change in a quantity following repeated percentage changes; for example, an increase
of 10% followed by a decrease of 10% (ACMEM063)
calculate simple interest for different rates and periods. (ACMEM064)
Topic 3: Rates and ratios
Examples in context
Rates – for example:
using rates to find fuel consumption for different vehicles under different driving conditions
calculating food, clothing, transport costs per day, week or month using tables, spreadsheets, and
estimation
calculating clothing costs per week or month using tables, spreadsheets, and estimation.
Ratios – for example:
discussing various ratios used in bicycle gears

comparing ratios such as people per household.
Ratios:
demonstrate an understanding of the elementary ideas and notation of ratio (ACMEM065)
understand the relationship between fractions and ratio (ACMEM066)
express a ratio in simplest form (ACMEM067)
find the ratio of two quantities (ACMEM068)
divide a quantity in a given ratio (ACMEM069)
use ratio to describe simple scales. (ACMEM070)
Rates:
review identifying common usage of rates such as km/h (ACMEM071)
convert between units for rates; for example, km/h to m/s, mL/min to L/h (ACMEM072)
complete calculations with rates, including solving problems involving direct proportion in terms of rate
(ACMEM073)
use rates to make comparisons (ACMEM074)
use rates to determine costs; for example, calculating the cost of a tradesman using rates per hour, callout
fees. (ACMEM075)
Topic 4: Time and motion
Examples in context

Time – for example:
calculating reaction times through experiments.
Distance – for example:
calculating distances travelled to school and the time taken, considering different average speeds.
Speed – for example:
calculating stopping distances for different speeds by using formulas for different conditions such as
road type, tyre conditions and vehicle type.
Time:
use units of time, conversions between units, fractional, digital and decimal representations (ACMEM076)
represent time using 12hour and 24hour clocks (ACMEM077)
calculate time intervals, such as time between, time ahead, time behind (ACMEM078)
interpret timetables, such as bus, train and ferry timetables (ACMEM079)
use several timetables and electronic technologies to plan the most timeefficient routes (ACMEM080)
interpret complex timetables, such as tide charts, sunrise charts and moon phases (ACMEM081)
compare the time taken to travel a specific distance with various modes of transport (ACMEM082)
Distance:
use scales to find distances, such as on maps; for example, road maps, street maps, bushwalking maps,
online maps and cadastral maps (ACMEM083)
optimise distances through trialanderror and systematic methods; for example, shortest path, routes to visit
all towns, and routes to use all roads. (ACMEM084)
Speed:
identify the appropriate units for different activities, such as walking, running, swimming and flying
(ACMEM085)
calculate speed, distance or time using the formula speed = distance/time (ACMEM086)
calculate the time or costs for a journey from distances estimated from maps (ACMEM087)
interpret distanceversustime graphs (ACMEM088)
calculate and interpret average speed; for example, a 4hour trip covering 250 km. (ACMEM089)

Unit 3
Unit 3 Description
measurement, scales, plans and models, drawing and interpreting graphs, and data collection. Teachers are
encouraged to apply the content of the four topics in this unit – ‘Measurement’, ‘Scales, plans and models’,
‘Graphs’ and ‘Data collection’ – in a context which is meaningful and of interest to the students. A variety of
approaches can be used to achieve this purpose. Two possible contexts which may be used in this unit are
Mathematics and design and Mathematics and medicine. However, as these contexts may not be relevant to
all students, teachers are encouraged to find suitable contexts relevant to their particular student cohort.
understand the concepts and techniques used in measurement, scales, plans and models, graphs,
and data collection
apply reasoning skills and solve practical problems in measurement, scales, plans and models,
graphs, and data collection
communicate their arguments and strategies when solving mathematical and statistical problems
Topic 1: Measurement
Examples in context
calculating and interpreting dosages for children and adults from dosage panels on medicines,
given age or weight
calculating and interpreting dosages for children from adults’ medication using various formulas
(Fried, Young, Clark) in milligrams or millilitres
calculating surface areas of various buildings to compare costs of external painting.
Linear measure:
review metric units of length, their abbreviations, conversions between them, estimation of lengths, and
appropriate choices of units
(ACMEM090)
calculate perimeters of shapes, including triangles, squares, rectangles, polygons, circles, arc

calculate perimeters of familiar shapes, including triangles, squares, rectangles, polygons, circles, arc
lengths, and composites of these.
(ACMEM091)
find the area of irregular figures by decomposition into regular shapes (ACMEM094)
Area measure:
review metric units of area, their abbreviations, and conversions between them (ACMEM092)
use formulas to calculate areas of regular shapes, including triangles, squares, rectangles, parallelograms,
trapeziums, circles and sectors (ACMEM093)
find the surface area of familiar solids, including cubes, rectangular and triangular prisms, spheres and
cylinders (ACMEM095)
find the surface area of pyramids, such as rectangular and triangularbased pyramids (ACMEM096)
use addition of the area of the faces of solids to find the surface area of irregular solids. (ACMEM097)
Mass:
review metric units of mass (and weight), their abbreviations, conversions between them, and appropriate
choices of units (ACMEM098)
recognise the need for milligrams (ACMEM099)
convert between grams and milligrams. (ACMEM100)
Volume and capacity:
review metric units of volume, their abbreviations, conversions between them, and appropriate choices of
units (ACMEM101)
recognise relations between volume and capacity, recognising that 1cm3 = 1mL and 1m
3
= 1kL
(ACMEM102)
use formulas to find the volume and capacity of regular objects such as cubes, rectangular and triangular
prisms and cylinders (ACMEM103)
use formulas to find the volume of pyramids and spheres. (ACMEM104)
Topic 2: Scales, plans and models
Examples in context
drawing scale diagrams of everyday twodimensional shapes

interpreting common symbols and abbreviations used on house plans
using the scale on a plan to calculate actual external or internal dimensions, the lengths of the
house and the dimensions of? particular rooms
using technology to translate twodimensional house plans into threedimensional buildings
creating landscape designs using technology.
Geometry:

recognise the properties of common twodimensional geometric shapes and threedimensional solids
(ACMEM105)
interpret different forms of twodimensional representations of threedimensional objects, including nets and
perspective diagrams (ACMEM106)
use symbols and conventions for the representation of geometric information; for example, point, line, ray,
angle, diagonal, edge, curve, face and vertex. (ACMEM107)
Interpret scale drawings:
interpret commonly used symbols and abbreviations in scale drawings (ACMEM108)
find actual measurements from scale drawings, such as lengths, perimeters and areas (ACMEM109)
estimate and compare quantities, materials and costs using actual measurements from scale drawings; for
example, using measurements for packaging, clothes, painting, bricklaying and landscaping. (ACMEM110)
Creating scale drawings:
understand and apply drawing conventions of scale drawings, such as scales in ratio, clear indications of
dimensions, and clear labelling (ACMEM111)
construct scale drawings by hand and by using software packages. (ACMEM112)
Three dimensional objects:
interpret plans and elevation views of models (ACMEM113)
sketch elevation views of different models (ACMEM114)
interpret diagrams of threedimensional objects. (ACMEM115)
Rightangled triangles:
apply Pythagoras’ theorem to solve problems (ACMEM116)
apply the tangent ratio to find unknown angles and sides in rightangled triangles (ACMEM117)
work with the concepts of angle of elevation and angle of depression (ACMEM118)
apply the cosine and sine ratios to find unknown angles and sides in rightangled triangles (ACMEM119)
solve problems involving bearings. (ACMEM120)
Topic 3: Graphs
Examples in context
interpreting graphs showing growth ranges for children (height or weight or head circumference
versus age)
interpreting hourly hospital charts showing temperature and pulse
interpreting graphs showing life expectancy with different variables.

Cartesian plane:
demonstrate familiarity with Cartesian coordinates in two dimensions by plotting points on the Cartesian plane
(ACMEM121)
generate tables of values for linear functions, including for negative values of x (ACMEM122)
graph linear functions for all values of x with pencil and paper and with graphing software. (ACMEM123)
Using graphs:
interpret and use graphs in practical situations, including travel graphs and conversion graphs (ACMEM124)
draw graphs from given data to represent practical situations (ACMEM125)
interpret the point of intersection and other important features of given graphs of two linear functions drawn
from practical contexts; for example, the ‘breakeven’ point. (ACMEM126)
Topic 4: Data collection
Examples in context
analysing data obtained from medical sources, including bivariate data.
Census:
investigate the procedure for conducting a census (ACMEM127)
investigate the advantages and disadvantages of conducting a census. (ACMEM128)
Surveys:
understand the purpose of sampling to provide an estimate of population values when a census is not used
(ACMEM129)
investigate the different kinds of samples; for example, systematic samples, selfselected samples, simple
random samples (ACMEM130)
investigate the advantages and disadvantages of these kinds of samples; for example, comparing simple
random samples with selfselected samples. (ACMEM131)
Simple survey procedure:
identify the target population to be surveyed (ACMEM132)
investigate questionnaire design principles; for example, simple language, unambiguous questions,
consideration of number of choices, issues of privacy and ethics, and freedom from bias. (ACMEM133)
Sources of bias:
describe the faults in the collection of data process (ACMEM134)
describe sources of error in surveys; for example, sampling error and measurement error (ACMEM135)
the possible misrepresentation of the results of a survey due to misunderstanding the procedure,

investigate the possible misrepresentation of the results of a survey due to misunderstanding the procedure,
or misunderstanding the reliability of generalising the survey findings to the entire population (ACMEM136)
investigate errors and misrepresentation in surveys, including examples of media misrepresentations of

surveys. (ACMEM137)
Bivariate scatterplots:
describe the patterns and features of bivariate data (ACMEM138)
describe the association between two numerical variables in terms of direction (positive/negative), form
(linear/nonlinear) and strength (strong/moderate/weak). (ACMEM139)
Line of best fit:
identify the dependent and independent variable (ACMEM140)
find the line of best fit by eye (ACMEM141)
use technology to find the line of best fit (ACMEM142)
interpret relationships in terms of the variables (ACMEM143)
use technology to find the correlation coefficient (an indicator of the strength of linear association)
(ACMEM144)
use the line of best fit to make predictions, both by interpolation and extrapolation (ACMEM145)
recognise the dangers of extrapolation (ACMEM146)
distinguish between causality and correlation through examples. (ACMEM147)

Unit 4
Unit 4 Description
probability, Earth geometry and time zones, and loans and compound interest. Teachers are encouraged to
apply the content of the three topics in this unit – ‘Probability and relative frequencies’, ‘Earth geometry and
time zones’ and ‘Loans and compound interest’ – in a context which is meaningful and of interest to the
students. A variety of approaches can be used to achieve this purpose. Two possible contexts which may be
used in this unit are Mathematics of finance and Mathematics of travelling. However, as these contexts may
not be relevant to all students, teachers are encouraged to find suitable contexts relevant to their particular
student cohort.
understand the concepts and techniques used in probability and relative frequencies, earth
geometry and time zones, loans and compound interest
apply reasoning skills and solve practical problems in probability and relative frequencies, earth
geometry and time zones, loans and compound interest
communicate their arguments and strategies when solving mathematical problems using
appropriate mathematical or statistical language
Topic 1: Probability and relative frequencies
Examples in context
using data to calculate the relative frequencies of the different countries of origin of visitors to a
particular tourist venue or country
using data to calculate the relative frequencies of the amounts of household expenditure is this
sentence incomplete?
Probability expressions:
interpret commonly used probability statements, including ‘possible’, ‘probable’, ‘likely’, ‘certain’ (ACMEM148)
describe ways of expressing probabilities formally using fractions, decimals, ratios, and percentages.
(ACMEM149)
Simulations:

perform simulations of experiments using technology (ACMEM150)
recognise that the repetition of chance events is likely to produce different results (ACMEM151)
identify relative frequency as probability (ACMEM152)
identify factors that could complicate the simulation of realworld events. (ACMEM153)
Simple probabilities:
construct a sample space for an experiment (ACMEM154)
use a sample space to determine the probability of outcomes for an experiment (ACMEM155)
use arrays or tree diagrams to determine the outcomes and the probabilities for experiments. (ACMEM156)
Probability applications:
determine the probabilities associated with simple games (ACMEM157)
determine the probabilities of occurrence of simple trafficlight problems. (ACMEM158)
Topic 2: Earth geometry and time zones
Location:
locate positions on Earth’s surface given latitude and longitude using GPS, a globe, an atlas, and digital
technologies (ACMEM159)
find distances between two places on Earth on the same longitude (ACMEM160)
find distances between two places on Earth using appropriate technology. (ACMEM161)
Time:
understand the link between longitude and time (ACMEM162)
solve problems involving time zones in Australia and in neighbouring nations, making any necessary
allowances for daylight saving (ACMEM163)
solve problems involving Greenwich Mean Time and the International Date Line (ACMEM164)
find time differences between two places on Earth (ACMEM165)
solve problems associated with time zones; for example, internet and phone usage (ACMEM166)
solve problems relating to travelling east and west, incorporating time zone changes. (ACMEM167)
Topic 3: Loans and compound interest
Examples in context
using formula, graphs and spreadsheets to calculate the outcomes of investment accounts with
compound interest
using percentages, rates and spreadsheets to investigate personal loan calculations

calculating and analysing the costs, hidden traps, advantages and disadvantages of payment plans
with interest free periods, using rates and percentages.
Compound interest:
review the principles of simple interest (ACMEM168)
understand the concept of compound interest as a recurrence relation (ACMEM169)
consider similar problems involving compounding; for example, population growth (ACMEM170)
use technology to calculate the future value of a compound interest loan or investment and the total interest
paid or earned (ACMEM171)
use technology to compare, numerically and graphically, the growth of simple interest and compound interest
loans and investments (ACMEM172)
use technology to investigate the effect of the interest rate and the number of compounding periods on the
future value of a loan or investment. (ACMEM173)
Reducing balance loans (compound interest loans with periodic repayments):
use technology and a recurrence relation to model a reducing balance loan (ACMEM174)
investigate the effect of the interest rate and repayment amount on the time taken to repay a loan.
(ACMEM175)

Units 1 and 2 Achievement Standard

Concepts and Techniques
A B C D E
demonstrates demonstrates demonstrates demonstrates

knowledge of knowledge of knowledge of familiarity with
concepts of concepts of concepts of concepts of
measurement, measurement, measurement, measurement,
financial financial financial financial
mathematics mathematics mathematics mathematics
and statistics and statistics and statistics and statistics
in routine and in routine and in uses simple
non non routine techniques in
routine routine problems measurement,
problems problems selects and financial
in a variety of selects and applies mathematics
contexts applies techniques in and statistics
selects and techniques in measurement, uses digital
applies measurement, financial technologies
techniques in financial mathematics to display and
measurement, mathematics and statistics organise
financial and statistics to solve simple
mathematics to solve routine mathematical
and statistics routine and problems and statistical
to solve non uses digital information
routine and routine technologies
non problems to display and
routine uses digital organise
problems technologies mathematical
in a variety of appropriately and statistical
contexts to display and information to
uses digital organise solve
technologies mathematical routine
effectively to and statistical problems
display and information to
organise solve routine
mathematical and non
and statistical routine
information to problems
solve routine
and non
routine
problems
in a variety of
contexts

Reasoning and Communication
A B C D E
represents represents represents represents

mathematical mathematical mathematical simple
and statistical and statistical and statistical mathematical
information in information in information in and statistical
numerical, numerical, numerical, information in
graphical and graphical and graphical and numerical,
symbolic form symbolic form symbolic form graphical and
in routine and in routine and in symbolic form
non non routine describes
routine routine problems observations
problems problems communicates using
in a variety of communicates observations mathematical
contexts clear and judgments and statistical
communicates observations using language
clear and and judgments appropriate describes
reasoned using mathematical solutions to
observations appropriate and statistical routine
and judgments mathematical language problems
using and statistical interprets describes the
appropriate language solutions to appropriateness
mathematical interprets routine of the results of
and statistical solutions to problems calculations
language routine and describes the
interprets non reasonableness
solutions to routine of results and
routine and problems solutions to
non explains the routine
routine reasonableness problems
problems of results and
in a variety of solutions to
contexts routine and
explains the non
reasonableness routine
of results and problems
solutions to
routine and
non
routine
problems
in a variety of
contexts

A B C D E
demonstrates demonstrates demonstrates demonstrates

knowledge of knowledge of knowledge of familiarity with
concepts of concepts of concepts of concepts of
measurement, measurement, measurement, measurement,
scales, graphs scales, graphs scales, graphs scales, graphs
and statistics and statistics and statistics and statistics
in routine and in routine and in uses simple
non non routine techniques in
routine routine problems measurement,
problems problems selects and scales, graphs
in a variety of selects and applies and statistics
contexts applies techniques in uses digital
selects and techniques in measurement, technologies
applies measurement, scales, graphs to display and
techniques in scales, graphs and statistics organise
measurement, and statistics to solve simple
scales, graphs to solve routine mathematical
and statistics routine and problems and statistical
to solve non uses digital information
routine and routine technologies
non problems to display and
routine uses digital organise
problems technologies mathematical
in a variety of appropriately and statistical
contexts to display and information to
uses digital organise solve
technologies mathematical routine
effectively to and statistical problems
display and information to
organise solve routine
mathematical and non
and statistical routine
solve routine
and non
routine
problems
in a variety of
contexts

A B C D E

symbolic form symbolic form symbolic form graphical and
in routine and in routine and in symbolic form
non non routine describes
routine routine problems observations
problems problems communicates using
in a variety of communicates observations mathematical
contexts clear and judgments and statistical
communicates observations using language
clear and and judgments appropriate describes the
reasoned using mathematical solutions to
observations appropriate and statistical routine
and judgments mathematical language problems
using and statistical interprets the describes the
appropriate language solutions to appropriateness
mathematical interprets the routine of the results of
and statistical solutions to problems calculations
language routine and describes the
interprets the non reasonableness
solutions to routine of results and
routine and problems solutions to
non explains the routine
routine reasonableness problems
problems of results and
in a variety of solutions to
contexts routine and
explains the non
reasonableness routine
of results and problems
solutions to
routine and
non
routine
problems
in a variety of
contexts

The Australian Curriculum: Mathematics General Mathematics
General Mathematics How the Subject works
Rationale/Aims
Mathematics is the study of order, relation and pattern. From its origins in counting and measuring it has
evolved in highly sophisticated and elegant ways to become the language now used to describe many
aspects of the world in the twentyfirst century. Statistics is concerned with collecting, analysing, modelling and
interpreting data in order to investigate and understand real world phenomena and solve practical problems in
context. Together, mathematics and statistics provide a framework for thinking and a means of
communication that is powerful, logical, concise and precise.
General Mathematics is designed for those students who want to extend their mathematical skills beyond
Year 10 level but whose future studies or employment pathways do not require knowledge of calculus. The
subject is designed for students who have a wide range of educational and employment aspirations, including
continuing their studies at university or TAFE.
The proficiency strands of the F10 curriculum – Understanding, Fluency, Problem solving and Reasoning –
are still relevant and are inherent in all aspects of this subject. Each of these proficiencies is essential, and all
are mutually reinforcing. Fluency, for example, might include learning to perform routine calculations efficiently
and accurately, or being able to recognise quickly from a problem description the appropriate mathematical
process or model to apply. Understanding, furthermore, that a single mathematical process can be used in
seemingly different situations, helps students to see the connections between different areas of study and
encourages the transfer of learning. This is an important part of learning the art of mathematical problem
solving. In performing such analyses, reasoning is required at each decisionmaking step and in drawing
appropriate conclusions. Presenting the analysis in a logical and clear manner to explain the reasoning used
is also an integral part of the learning process.
Throughout the subject there is also an emphasis on the use and application of digital technologies.
Aims
General Mathematics aims to develop students’:
understanding of concepts and techniques drawn from the topic areas of number and algebra,
geometry and trigonometry, graphs and networks, and statistics
ability to solve applied problems using concepts and techniques drawn from the topic areas of
number and algebra, geometry and trigonometry, graphs and networks, and statistics
reasoning and interpretive skills in mathematical and statistical contexts
capacity to communicate the results of a mathematical or statistical problemsolving activity in a
concise and systematic manner using appropriate mathematical and statistical language
capacity to choose and use technology appropriately and efficiently.
The General Mathematics subject provides students with a breadth of mathematical and statistical experience
that encompasses and builds on all three strands of the F10 curriculum.

The seven general capabilities of Literacy, Numeracy, Information and Communication Technology (ICT)
Literacy in mathematics
In the senior years, literacy skills and strategies enable students to express, interpret and communicate
students to develop their abilities to read, write, visualise and talk about complex situations involving a range
of mathematical ideas. Students can apply and further develop their literacy skills and strategies by shifting
understand and solve problems and communicate results. This process of translation across different
systems of representation is essential for complex mathematical reasoning and expression. Students learn to
communicate their findings in different ways, using multiple systems of representation and data displays to
illustrate the relationships they have observed or constructed.
Numeracy in mathematics
The students who undertake this subject will develop their numeracy skills at a more sophisticated level than
in Foundation to Year 10. This subject contains financial applications of mathematics that will assist students
topics that will equip students for the everincreasing demands of the information age.
ICT in mathematics
In the senior years students use ICT both to develop theoretical mathematical understanding and to apply
with which they may be involved such as for statistical analysis, data representation and manipulation, and
complex calculation. They use digital tools to make connections between mathematical theory, practice and
application; for example, using data, addressing problems, and operating systems in authentic situations.
Critical and creative thinking in mathematics
their theorybased predictions match observations. They assess whether, if observations and predictions do
not match, it is due to a flaw in the theory or in the method of applying the theory to make predictions, or both.
They revise, or reapply, their theory more skilfully, recognising the importance of selfcorrection in the building
of useful and accurate theories and in making accurate predictions.
Personal and social capability in mathematics
In the senior years students develop personal and social competence in mathematics by setting and
decision making.
The elements of personal and social competence relevant to mathematics mainly include the application of
mathematical skills for decision making, lifelong learning, citizenship and selfmanagement. As part of their
mathematical explorations and investigations, students work collaboratively in teams, as well as
independently.
Ethical understanding in mathematics

In the senior years students develop ethical understanding in mathematics through decision making
connected with ethical dilemmas that arise when engaged in mathematical calculation, the dissemination of
results, and the social responsibility associated with teamwork and attribution of input.
The areas relevant to mathematics include issues associated with ethical decision making as students work
Acknowledging errors rather than denying findings and/or evidence involves resilience and the examined
ethical behaviour. Students develop increasingly advanced communication, research, and presentation skills
to express viewpoints.
Intercultural understanding in mathematics
Students understand mathematics as a socially constructed body of knowledge that uses universal symbols
but has its origins in many cultures. Students understand that some languages make it easier to acquire
of mathematical knowledge, including diverse relationships to number, and that diverse cultural spatial
abilities and understandings are shaped by a person’s environment and language.
Structure of General Mathematics
General Mathematics is organised into four units. The topics in each unit broaden students’ mathematical
experience and provide different scenarios for incorporating mathematical arguments and problem solving.
The units provide a blending of algebraic, geometric and statistical thinking. In this subject there is a
progression of content, applications, level of sophistication and abstraction.
Consumer Univariate data analysis and the Bivariate data Time series analysis
arithmetic statistical investigation process analysis Loans, investments
Algebra and Applications of trigonometry Growth and decay and annuities
matrices Linear equations and their graphs in sequences Networks and decision
Shape and Graphs and mathematics
measurement networks
Units
Unit 1 has three topics: ‘Consumer arithmetic’, ‘Algebra and matrices’, and ‘Shape and measurement’.
‘Consumer arithmetic’ reviews the concepts of rate and percentage change in the context of earning and
managing money, and provides fertile ground for the use of spreadsheets. ‘Algebra and matrices’ continues
the F10 study of algebra and introduces the new topic of matrices. ‘Shape and measurement’ extends the
knowledge and skills students developed in the F10 curriculum with the concept of similarity and associated
calculations involving simple and compound geometric shapes. The emphasis in this topic is on applying
these skills in a range of practical contexts, including those involving threedimensional shapes.
Unit 2 has three topics: ‘Univariate data analysis and the statistical investigation process’, ‘Linear equations
and their graphs’, and ‘Applications of trigonometry’. ‘Univariate data analysis and the statistical investigation
process’ develops students’ ability to organise and summarise univariate data in the context of conducting a
statistical investigation. . ‘Applications of trigonometry’ extends students’ knowledge of trigonometry to solve
practical problems involving nonrightangled triangles in both two and three dimensions, including problems
involving the use of angles of elevation and depression, and bearings in navigation ‘Linear equations and their
graphs’ uses linear equations and straightline graphs, as well as linearpiecewise and step graphs, to model
and analyse practical situations

Unit 3 has three topics: ‘Bivariate data analysis’, ‘Growth and decay in sequences’, and ‘Graphs and
networks’. ‘Bivariate data analysis’ introduces students to some methods for identifying, analysing and
describing associations between pairs of variables, including using the leastsquares method as a tool for
modelling and analysing linear associations. The content is to be taught within the framework of the statistical
investigation process. ‘Growth and decay in sequences’ employs recursion to generate sequences that can
be used to model and investigate patterns of growth and decay in discrete situations. These sequences find
application in a wide range of practical situations, including modelling the growth of a compound interest
investment, the growth of a bacterial population or the decrease in the value of a car over time. Sequences
are also essential to understanding the patterns of growth and decay in loans and investments that are
studied in detail in Unit 4. ‘Graphs and networks’ introduces students to the language of graphs and the way
in which graphs, represented as a collection of points and interconnecting lines, can be used to analyse
everyday situations such as a rail or social network.
Unit 4 has three topics: ‘Time series analysis’, ‘Loans, investments and annuities’, and ‘Networks and decision
mathematics’. ‘Time series analysis’ continues students’ study of statistics by introducing them to the concepts
and techniques of time series analysis. The content is to be taught within the framework of the statistical
investigation process. ‘Loans and investments’ aims to provide students with sufficient knowledge of financial
mathematics to solve practical problems associated with taking out or refinancing a mortgage and making
investments. ‘Networks and decision mathematics’ uses networks to model and aid decision making in
practical situations.



Role of technology
develop skills that do not depend on technology. The ability to choose when and when not to use some form
of technology, and the ability to work flexibly with technology, are important skills in these subjects.
Glossary
General Mathematics Glossary

General Mathematics Curriculum Senior Secondary
Unit 1
Unit 1 Description
This unit has three topics: ‘Consumer arithmetic’, ‘Algebra and matrices’, and ‘Shape and measurement’.
‘Consumer arithmetic’ reviews the concepts of rate and percentage change in the context of earning and
managing money, and provides a fertile ground for the use of spreadsheets.
‘Algebra and matrices’ continues the F10 study of algebra and introduces the new topic of matrices.
‘Shape and measurement’ builds on and extends the knowledge and skills students developed in the F10
curriculum with the concept of similarity and associated calculations involving simple and compound
geometric shapes. The emphasis in this topic is on applying these skills in a range of practical contexts,
including those involving threedimensional shapes.
Classroom access to the technology necessary to support the computational aspects of the topics in this unit
is assumed.
understand the concepts and techniques introduced in consumer arithmetic, algebra and matrices,
and shape and measurement
apply reasoning skills and solve practical problems arising in consumer arithmetic, algebra and
matrices, and shape and measurement
communicate their arguments and strategies, when solving problems, using appropriate
mathematical language
interpret mathematical information, and ascertain the reasonableness of their solutions to problems
choose and use technology appropriately and efficiently.
Topic 1: Consumer arithmetic
Applications of rates and percentages:
review rates and percentages (ACMGM001)
calculate weekly or monthly wage from an annual salary, wages from an hourly rate including situations
involving overtime and other allowances and earnings based on commission or piecework (ACMGM002)
calculate payments based on government allowances and pensions (ACMGM003)
prepare a personal budget for a given income taking into account fixed and discretionary spending
(ACMGM004)
compare prices and values using the unit cost method (ACMGM005)
percentage increase or decrease in various contexts; for example, determining the impact of inflation on

apply percentage increase or decrease in various contexts; for example, determining the impact of inflation on
costs and wages over time, calculating percentage markups and discounts, calculating GST, calculating profit
or loss in absolute and percentage terms, and calculating simple and compound interest (ACMGM006)
use currency exchange rates to determine the cost in Australian dollars of purchasing a given amount of a
foreign currency, such as US$1500, or the value of a given amount of foreign currency when converted to
Australian dollars, such as the value of €2050 in Australian dollars (ACMGM007)
calculate the dividend paid on a portfolio of shares, given the percentage dividend or dividend paid per share,
for each share; and compare share values by calculating a pricetoearnings ratio. (ACMGM008)
Use of spreadsheets:
use a spreadsheet to display examples of the above computations when multiple or repeated computations
are required; for example, preparing a wagesheet displaying the weekly earnings of workers in a fast food
store where hours of employment and hourly rates of pay may differ, preparing a budget, or investigating the
potential cost of owning and operating a car over a year. (ACMGM009)
Topic 2: Algebra and matrices
Linear and nonlinear expressions:
substitute numerical values into linear algebraic and simple nonlinear algebraic expressions, and evaluate
(ACMGM010)
find the value of the subject of the formula, given the values of the other pronumerals in the formula
(ACMGM011)
use a spreadsheet or an equivalent technology to construct a table of values from a formula, including twoby
two tables for formulas with two variable quantities; for example, a table displaying the body mass index (BMI)
of people of different weights and heights. (ACMGM012)
Matrices and matrix arithmetic:
use matrices for storing and displaying information that can be presented in rows and columns; for example,
databases, links in social or road networks (ACMGM013)
recognise different types of matrices (row, column, square, zero, identity) and determine their size
(ACMGM014)
perform matrix addition, subtraction, multiplication by a scalar, and matrix multiplication, including determining
the power of a matrix using technology with matrix arithmetic capabilities when appropriate (ACMGM015)
use matrices, including matrix products and powers of matrices, to model and solve problems; for example,
costing or pricing problems, squaring a matrix to determine the number of ways pairs of people in a
communication network can communicate with each other via a third person. (ACMGM016)
Topic 3: Shape and measurement
Pythagoras Theorem:
review Pythagoras’ Theorem and use it to solve practical problems in two dimensions and for simple

applications in three dimensions. (ACMGM017)
Mensuration:
solve practical problems requiring the calculation of perimeters and areas of circles, sectors of circles,
triangles, rectangles, parallelograms and composites (ACMGM018)
calculate the volumes of standard threedimensional objects such as spheres, rectangular prisms, cylinders,
cones, pyramids and composites in practical situations; for example, the volume of water contained in a
swimming pool (ACMGM019)
calculate the surface areas of standard threedimensional objects such as spheres, rectangular prisms,
cylinders, cones, pyramids and composites in practical situations; for example, the surface area of a
cylindrical food container. (ACMGM020)
Similar figures and scale factors:
review the conditions for similarity of twodimensional figures including similar triangles (ACMGM021)
use the scale factor for two similar figures to solve linear scaling problems (ACMGM022)
obtain measurements from scale drawings, such as maps or building plans, to solve problems (ACMGM023)
obtain a scale factor and use it to solve scaling problems involving the calculation of the areas of similar
figures (ACMGM024)
obtain a scale factor and use it to solve scaling problems involving the calculation of surface areas and
volumes of similar solids. (ACMGM025)

Unit 2
Unit 2 Description
This unit has three topics: ‘Univariate data analysis and the statistical investigation process’, ‘Linear equations
and their graphs’; and ‘Applications of trigonometry’.
‘ Univariate data analysis and the statistical investigation process’ develops students’ ability to organise and
summarise univariate data in the context of conducting a statistical investigation.
‘Linear equations and their graphs’ uses linear equations and straightline graphs, as well as linearpiecewise
and step graphs, to model and analyse practical situations.
‘Applications of trigonometry’ extends students’ knowledge of trigonometry to solve practical problems

involving nonrightangled triangles in both two and three dimensions, including problems involving the use of
angles of elevation and depression and bearings in navigation.
Classroom access to the technology necessary to support the graphical, computational and statistical aspects
of this unit is assumed.
understand the concepts and techniques in univariate data analysis and the statistical investigation
process, linear equations and their graphs, and applications of trigonometry
apply reasoning skills and solve practical problems in univariate data analysis and the statistical
investigation process, linear equations and their graphs, and the applications of trigonometry
implement the statistical investigation process in contexts requiring the analysis of univariate data
communicate their arguments and strategies, when solving mathematical and statistical problems,
interpret mathematical and statistical information, and ascertain the reasonableness of their
solutions to problems and their answers to statistical questions
Topic 1: Univariate data analysis and the statistical investigation process
The statistical investigation process:
review the statistical investigation process; for example, identifying a problem and posing a statistical
question, collecting or obtaining data, analysing the data, interpreting and communicating the results.
(ACMGM026)
Making sense of data relating to a single statistical variable:
classify a categorical variable as ordinal, such as income level (high, medium, low), or nominal, such as place
of birth (Australia, overseas), and use tables and bar charts to organise and display the data (ACMGM027)

classify a numerical variable as discrete, such as the number of rooms in a house, or continuous, such as the
temperature in degrees Celsius (ACMGM028)
with the aid of an appropriate graphical display (chosen from dot plot, stem plot, bar chart or histogram),
describe the distribution of a numerical dataset in terms of modality (uni or multimodal), shape (symmetric
versus positively or negatively skewed), location and spread and outliers, and interpret this information in the
context of the data (ACMGM029)
determine the mean and standard deviation of a dataset and use these statistics as measures of location and
spread of a data distribution, being aware of their limitations. (ACMGM030)
Comparing data for a numerical variable across two or more groups:
construct and use parallel box plots (including the use of the ‘Q1 – 1.5 x IQR’ and ‘Q3 + 1.5 x IQR’ criteria for
identifying possible outliers) to compare groups in terms of location (median), spread (IQR and range) and
outliers and to interpret and communicate the differences observed in the context of the data (ACMGM031)
compare groups on a single numerical variable using medians, means, IQRs, ranges or standard deviations,
as appropriate; interpret the differences observed in the context of the data; and report the findings in a
systematic and concise manner (ACMGM032)
implement the statistical investigation process to answer questions that involve comparing the data for a
numerical variable across two or more groups; for example, are Year 11 students the fittest in the school?
(ACMGM033)
Topic 2: Applications of trigonometry
Applications of trigonometry:
review the use of the trigonometric ratios to find the length of an unknown side or the size of an unknown
angle in a rightangled triangle (ACMGM034)
1
determine the area of a triangle given two sides and an included angle by using the rule Area =
2
ab sin C ,
or given three sides by using Heron’s rule, and solve related practical problems (ACMGM035)
solve problems involving nonrightangled triangles using the sine rule (ambiguous case excluded) and the
cosine rule (ACMGM036)
solve practical problems involving the trigonometry of rightangled and nonrightangled triangles, including
problems involving angles of elevation and depression and the use of bearings in navigation. (ACMGM037)
Topic 3: Linear equations and their graphs
Linear equations:
identify and solve linear equations (ACMGM038)
develop a linear formula from a word description (ACMGM039)
Straightline graphs and their applications:
construct straightline graphs both with and without the aid of technology (ACMGM040)

determine the slope and intercepts of a straightline graph from both its equation and its plot (ACMGM041)
interpret, in context, the slope and intercept of a straightline graph used to model and analyse a practical
situation (ACMGM042)
construct and analyse a straightline graph to model a given linear relationship; for example, modelling the
cost of filling a fuel tank of a car against the number of litres of petrol required. (ACMGM043)
Simultaneous linear equations and their applications:
solve a pair of simultaneous linear equations, using technology when appropriate (ACMGM044)
solve practical problems that involve finding the point of intersection of two straightline graphs; for example,
determining the breakeven point where cost and revenue are represented by linear equations. (ACMGM045)
Piecewise linear graphs and step graphs:
sketch piecewise linear graphs and step graphs, using technology when appropriate (ACMGM046)
interpret piecewise linear and step graphs used to model practical situations; for example, the tax paid as
income increases, the change in the level of water in a tank over time when water is drawn off at different
intervals and for different periods of time, the charging scheme for sending parcels of different weights
through the post. (ACMGM047)

Unit 3
Unit 3 Description
This unit has three topics: ‘Bivariate data analysis’, ‘Growth and decay in sequences’ and ‘Graphs and
networks’.
‘Bivariate data analysis’ introduces students to some methods for identifying, analysing and describing
associations between pairs of variables, including the use of the leastsquares method as a tool for modelling
and analysing linear associations. The content is to be taught within the framework of the statistical
investigation process.
‘Growth and decay in sequences’ employs recursion to generate sequences that can be used to model and
investigate patterns of growth and decay in discrete situations. These sequences find application in a wide
range of practical situations, including modelling the growth of a compound interest investment, the growth of
a bacterial population, or the decrease in the value of a car over time. Sequences are also essential to
understanding the patterns of growth and decay in loans and investments that are studied in detail in Unit 4.
‘Graphs and networks’ introduces students to the language of graphs and the ways in which graphs,
represented as a collection of points and interconnecting lines, can be used to model and analyse everyday
situations such as a rail or social network.
Classroom access to technology to support the graphical and computational aspects of these topics is
assumed.
understand the concepts and techniques in bivariate data analysis, growth and decay in sequences,
and graphs and networks
apply reasoning skills and solve practical problems in bivariate data analysis, growth and decay in
sequences, and graphs and networks
implement the statistical investigation process in contexts requiring the analysis of bivariate data
Topic 1: Bivariate data analysis
The statistical investigation process:
review the statistical investigation process; for example, identifying a problem and posing a statistical
question, collecting or obtaining data, analysing the data, interpreting and communicating the results.
(ACMGM048)

Identifying and describing associations between two categorical variables:
construct twoway frequency tables and determine the associated row and column sums and percentages
(ACMGM049)
use an appropriately percentaged twoway frequency table to identify patterns that suggest the presence of
an association (ACMGM050)
describe an association in terms of differences observed in percentages across categories in a systematic

and concise manner, and interpret this in the context of the data. (ACMGM051)
Identifying and describing associations between two numerical variables:
construct a scatterplot to identify patterns in the data suggesting the presence of an association (ACMGM052)
describe an association between two numerical variables in terms of direction (positive/negative), form
(linear/nonlinear) and strength (strong/moderate/weak) (ACMGM053)
calculate and interpret the correlation coefficient (r) to quantify the strength of a linear association.
(ACMGM054)
Fitting a linear model to numerical data:
identify the response variable and the explanatory variable (ACMGM055)
use a scatterplot to identify the nature of the relationship between variables (ACMGM056)
model a linear relationship by fitting a leastsquares line to the data (ACMGM057)
use a residual plot to assess the appropriateness of fitting a linear model to the data (ACMGM058)
interpret the intercept and slope of the fitted line (ACMGM059)
use the coefficient of determination to assess the strength of a linear association in terms of the explained
variation (ACMGM060)
use the equation of a fitted line to make predictions (ACMGM061)
distinguish between interpolation and extrapolation when using the fitted line to make predictions, recognising
the potential dangers of extrapolation (ACMGM062)
write up the results of the above analysis in a systematic and concise manner. (ACMGM063)
Association and causation:
recognise that an observed association between two variables does not necessarily mean that there is a
causal relationship between them (ACMGM064)
identify possible noncausal explanations for an association, including coincidence and confounding due to a
common response to another variable, and communicate these explanations in a systematic and concise
manner. (ACMGM065)
The data investigation process:

implement the statistical investigation process to answer questions that involve identifying, analysing and
describing associations between two categorical variables or between two numerical variables; for example, is
there an association between attitude to capital punishment (agree with, no opinion, disagree with) and sex
(male, female)? is there an association between height and foot length? (ACMGM066)
Topic 2: Growth and decay in sequences
The arithmetic sequence:
use recursion to generate an arithmetic sequence (ACMGM067)
display the terms of an arithmetic sequence in both tabular and graphical form and demonstrate that
arithmetic sequences can be used to model linear growth and decay in discrete situations (ACMGM068)
deduce a rule for the nth term of a particular arithmetic sequence from the pattern of the terms in an
arithmetic sequence, and use this rule to make predictions (ACMGM069)
use arithmetic sequences to model and analyse practical situations involving linear growth or decay; for
example, analysing a simple interest loan or investment, calculating a taxi fare based on the flag fall and the
charge per kilometre, or calculating the value of an office photocopier at the end of each year using the
straightline method or the unit cost method of depreciation. (ACMGM070)
The geometric sequence:
use recursion to generate a geometric sequence (ACMGM071)
display the terms of a geometric sequence in both tabular and graphical form and demonstrate that geometric
sequences can be used to model exponential growth and decay in discrete situations (ACMGM072)
deduce a rule for the nth term of a particular geometric sequence from the pattern of the terms in the
sequence, and use this rule to make predictions (ACMGM073)
use geometric sequences to model and analyse (numerically, or graphically only) practical problems involving
geometric growth and decay; for example, analysing a compound interest loan or investment, the growth of a
bacterial population that doubles in size each hour, the decreasing height of the bounce of a ball at each
bounce; or calculating the value of office furniture at the end of each year using the declining (reducing)
balance method to depreciate. (ACMGM074)
Sequences generated by firstorder linear recurrence relations:
use a general firstorder linear recurrence relation to generate the terms of a sequence and to display it in
both tabular and graphical form (ACMGM075)
recognise that a sequence generated by a firstorder linear recurrence relation can have a long term
increasing, decreasing or steadystate solution (ACMGM076)
use firstorder linear recurrence relations to model and analyse (numerically or graphically only) practical
problems; for example, investigating the growth of a trout population in a lake recorded at the end of each
year and where limited recreational fishing is permitted, or the amount owing on a reducing balance loan after
each payment is made. (ACMGM077)
Topic 3: Graphs and networks

The definition of a graph and associated terminology:
explain the meanings of the terms: graph, edge, vertex, loop, degree of a vertex, subgraph, simple graph,
complete graph, bipartite graph, directed graph (digraph), arc, weighted graph, and network (ACMGM078)
identify practical situations that can be represented by a network, and construct such networks; for example,
trails connecting camp sites in a National Park, a social network, a transport network with oneway streets, a
food web, the results of a roundrobin sporting competition (ACMGM079)
construct an adjacency matrix from a given graph or digraph. (ACMGM080)
Planar graphs:
explain the meaning of the terms: planar graph, and face (ACMGM081)
apply Euler’s formula, v + f − e = 2 , to solve problems relating to planar graphs. (ACMGM082)
Paths and cycles:
explain the meaning of the terms: walk, trail, path, closed walk, closed trail, cycle, connected graph, and
bridge (ACMGM083)
investigate and solve practical problems to determine the shortest path between two vertices in a weighted
graph (by trialanderror methods only) (ACMGM084)
explain the meaning of the terms: Eulerian graph, Eulerian trail, semiEulerian graph, semiEulerian trail and
the conditions for their existence, and use these concepts to investigate and solve practical problems; for
example, the Königsberg Bridge problem, planning a garbage bin collection route (ACMGM085)
explain the meaning of the terms: Hamiltonian graph and semiHamiltonian graph, and use these concepts to
investigate and solve practical problems; for example, planning a sightseeing tourist route around a city, the
travellingsalesman problem (by trialanderror methods only). (ACMGM086)

Unit 4
Unit 4 Description
This unit has three topics: ‘Time series analysis’; ‘ Loans, investments and annuities’ and ‘Networks and
decision mathematics’.
‘Time series analysis’ continues students’ study of statistics by introducing them to the concepts and
techniques of time series analysis. The content is to be taught within the framework of the statistical
investigation process.
‘Loans and investments and annuities’ aims to provide students with sufficient knowledge of financial
mathematics to solve practical problems associated with taking out or refinancing a mortgage and making
investments.
‘Networks and decision mathematics’ uses networks to model and aid decision making in practical situations.
Classroom access to the technology necessary to support the graphical, computational and statistical aspects
of this unit is assumed.
understand the concepts and techniques in time series analysis; loans, investments and annuities;
and networks and decision mathematics
apply reasoning skills and solve practical problems in time series analysis; loans, investments and
annuities; and networks and decision mathematics
implement the statistical investigation process in contexts requiring the analysis of time series data
Topic 1: Time series analysis
Describing and interpreting patterns in time series data:
construct time series plots (ACMGM087)
describe time series plots by identifying features such as trend (long term direction), seasonality (systematic,
calendarrelated movements), and irregular fluctuations (unsystematic, short term fluctuations), and
recognise when there are outliers; for example, oneoff unanticipated events. (ACMGM088)
Analysing time series data:

smooth time series data by using a simple moving average, including the use of spreadsheets to implement
this process (ACMGM089)
calculate seasonal indices by using the average percentage method (ACMGM090)
deseasonalise a time series by using a seasonal index, including the use of spreadsheets to implement this
process (ACMGM091)
fit a leastsquares line to model longterm trends in time series data. (ACMGM092)
The data investigation process:
implement the statistical investigation process to answer questions that involve the analysis of time series
data. (ACMGM093)
Topic 2: Loans, investments and annuities
Compound interest loans and investments:
use a recurrence relation to model a compound interest loan or investment, and investigate (numerically or
graphically) the effect of the interest rate and the number of compounding periods on the future value of the
loan or investment (ACMGM094)
calculate the effective annual rate of interest and use the results to compare investment returns and cost of
loans when interest is paid or charged daily, monthly, quarterly or sixmonthly (ACMGM095)
with the aid of a calculator or computerbased financial software, solve problems involving compound interest
loans or investments; for example, determining the future value of a loan, the number of compounding
periods for an investment to exceed a given value, the interest rate needed for an investment to exceed a
given value. (ACMGM096)
Reducing balance loans (compound interest loans with periodic repayments):
use a recurrence relation to model a reducing balance loan and investigate (numerically or graphically) the
effect of the interest rate and repayment amount on the time taken to repay the loan (ACMGM097)
with the aid of a financial calculator or computerbased financial software, solve problems involving reducing
balance loans; for example, determining the monthly repayments required to pay off a housing loan.
(ACMGM098)
Annuities and perpetuities (compound interest investments with periodic payments made from the
investment):
use a recurrence relation to model an annuity, and investigate (numerically or graphically) the effect of the
amount invested, the interest rate, and the payment amount on the duration of the annuity (ACMGM099)
with the aid of a financial calculator or computerbased financial software, solve problems involving annuities
(including perpetuities as a special case); for example, determining the amount to be invested in an annuity to
provide a regular monthly income of a certain amount. (ACMGM100)
Topic 3: Networks and decision mathematics

Trees and minimum connector problems:
explain the meaning of the terms tree and spanning tree identify practical examples (ACMGM101)
identify a minimum spanning tree in a weighted connected graph either by inspection or by using Prim’s
algorithm (ACMGM102)
use minimal spanning trees to solve minimal connector problems; for example, minimising the length of cable
needed to provide power from a single power station to substations in several towns. (ACMGM103)
Project planning and scheduling using critical path analysis (CPA):
construct a network to represent the durations and interdependencies of activities that must be completed
during the project; for example, preparing a meal (ACMGM104)
use forward and backward scanning to determine the earliest starting time (EST) and latest starting times
(LST) for each activity in the project (ACMGM105)
use ESTs and LSTs to locate the critical path(s) for the project (ACMGM106)
use the critical path to determine the minimum time for a project to be completed (ACMGM107)
calculate float times for noncritical activities. (ACMGM108)
Flow networks:
solve smallscale network flow problems including the use of the ‘maximumflow minimum cut’ theorem; for
example, determining the maximum volume of oil that can flow through a network of pipes from an oil storage
tank (the source) to a terminal (the sink). (ACMGM109)
Assignment problems:
use a bipartite graph and/or its tabular or matrix form to represent an assignment/ allocation problem; for
example, assigning four swimmers to the four places in a medley relay team to maximise the team’s chances
of winning (ACMGM110)
determine the optimum assignment(s), by inspection for smallscale problems, or by use of the Hungarian
algorithm for larger problems. (ACMGM111)




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The Australian Curriculum: Mathematics Mathematical Methods
Mathematical Methods How the Subject works
Rationale/Aims
evolved in highly sophisticated and elegant ways to become the language now used to describe much of the
modern world. Statistics is concerned with collecting, analysing, modelling and interpreting data in order to
investigate and understand realworld phenomena and solve problems in context. Together, mathematics and
statistics provide a framework for thinking and a means of communication that is powerful, logical, concise
and precise.
The major themes of Mathematical Methods are calculus and statistics. They include as necessary
prerequisites studies of algebra, functions and their graphs, and probability. They are developed
systematically, with increasing levels of sophistication and complexity. Calculus is essential for developing an
understanding of the physical world because many of the laws of science are relationships involving rates of
change. Statistics is used to describe and analyse phenomena involving uncertainty and variation. For these
reasons this subject provides a foundation for further studies in disciplines in which mathematics and statistics
have important roles. It is also advantageous for further studies in the health and social sciences. In summary,
the subject Mathematical Methods is designed for students whose future pathways may involve mathematics
and statistics and their applications in a range of disciplines at the tertiary level.
For all content areas of Mathematical Methods, the proficiency strands of the F10 curriculum are still
applicable and should be inherent in students’ learning of this subject. These strands are Understanding,
Fluency, Problem solving and Reasoning, and they are both essential and mutually reinforcing. For all content
areas, practice allows students to achieve fluency in skills, such as calculating derivatives and integrals, or
solving quadratic equations, and frees up working memory for more complex aspects of problem solving. The
ability to transfer skills to solve problems based on a wide range of applications is a vital part of mathematics
in this subject. Because both calculus and statistics are widely applicable as models of the world around us,
there is ample opportunity for problem solving throughout this subject.
Mathematical Methods is structured over four units. The topics in Unit 1 build on students’ mathematical
experience. The topics ‘Functions and graphs’, ‘Trigonometric functions’ and ‘Counting and probability’ all
follow on from topics in the F10 curriculum from the strands, Number and Algebra, Measurement and
Geometry and Statistics and Probability. In Mathematical Methods there is a progression of content and
applications in all areas. For example, in Unit 2 differential calculus is introduced, and then further developed
in Unit 3 where integral calculus is introduced. Discrete probability distributions are introduced in Unit 3, and
then continuous probability distributions and an introduction to statistical inference conclude Unit 4.
Aims
Mathematical Methods aims to develop students’:
understanding of concepts and techniques drawn from algebra, the study of functions, calculus,
probability and statistics
ability to solve applied problems using concepts and techniques drawn from algebra, functions,
calculus, probability and statistics
reasoning in mathematical and statistical contexts and interpretation of mathematical and statistical
information including ascertaining the reasonableness of solutions to problems

capacity to choose and use technology appropriately and efficiently.
In Mathematical Methods, there is a strong emphasis on mutually reinforcing proficiencies in Understanding,

Fluency, Problem solving and Reasoning. Students gain fluency in a variety of mathematical and statistical
skills, including algebraic manipulations, constructing and interpreting graphs, calculating derivatives and
integrals, applying probabilistic models, estimating probabilities and parameters from data, and using
appropriate technologies. Achieving fluency in skills such as these allows students to concentrate on more
complex aspects of problem solving. In order to study Mathematical Methods, it is desirable that students
complete topics from 10A. The knowledge and skills from the following content descriptions from 10A are
highly recommended for the study of Mathematical Methods:
ACMNA264: Define rational and irrational numbers, and perform operations with surds and
fractional indices
ACMNA269: Factorise monic and nonmonic quadratic expressions, and solve a wide range of
quadratic equations derived from a variety of contexts
ACMSP278: Calculate and interpret the mean and standard deviation of data, and use these to
compare datasets.
The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT)
level than in Years F to 10. This subject contains financial applications of Mathematics that will assist students
topics that will equip students for the everincreasing demands of the information age. Students will also learn
about the probability of certain events occurring and will therefore be well equipped to make informed
decisions.
ICT in Mathematics

with which they may be involved such as for statistical analysis, algorithm generation, data representation and
manipulation, and complex calculation. They use digital tools to make connections between mathematical
theory, practice and application; for example, to use data, to address problems, and to operate systems in
authentic situations.
revise, or reapply their theory more skilfully, recognising the importance of selfcorrection in the building of
decisionmaking.
investigations.
Ethical undertanding in Mathematics
In the senior years students develop ethical understanding in Mathematics through decisionmaking
connected with ethical dilemmas that arise when engaged in mathematical calculation and the dissemination
of results and the social responsibility associated with teamwork and attribution of input.
behaviour. Students develop increasingly advanced communication, research, and presentation skills to
express viewpoints.
Structure of Mathematical Methods
Mathematical Methods is organised into four units. The topics broaden students’ mathematical experience
and provide different scenarios for incorporating mathematical arguments and problem solving. The units
provide a blending of algebraic and geometric thinking. In this subject there is a progression of content,
applications, level of sophistication and abstraction. The probability and statistics topics lead to an introduction
to statistical inference.

Functions Exponential functions Further differentiation The logarithmic function

and graphs Arithmetic and geometric and applications Continuous random variables and
Trigonometric sequences and series Integrals the normal distribution
functions Introduction to differential Discrete random Interval estimates for proportions
Counting and calculus variables
probability
Units
Unit 1 begins with a review of the basic algebraic concepts and techniques required for a successful
introduction to the study of functions and calculus. Simple relationships between variable quantities are
reviewed, and these are used to introduce the key concepts of a function and its graph. The study of
probability and statistics begins in this unit with a review of the fundamentals of probability, and the
introduction of the concepts of conditional probability and independence. The study of the trigonometric
functions begins with a consideration of the unit circle using degrees and the trigonometry of triangles and its
application. Radian measure is introduced, and the graphs of the trigonometric functions are examined and
their applications in a wide range of settings are explored.
In Unit 2, exponential functions are introduced and their properties and graphs examined. Arithmetic and
geometric sequences and their applications are introduced and their recursive definitions applied. Rates and
average rates of change are introduced, and this is followed by the key concept of the derivative as an
‘instantaneous rate of change’. These concepts are reinforced numerically (by calculating difference
quotients), geometrically (as slopes of chords and tangents), and algebraically. This first calculus topic
concludes with derivatives of polynomial functions, using simple applications of the derivative to sketch
curves, calculate slopes and equations of tangents, determine instantaneous velocities, and solve
optimisation problems.
In Unit 3, the study of calculus continues by introducing the derivatives of exponential and trigonometric
functions and their applications, as well as some basic differentiation techniques and the concept of a second
derivative, its meaning and applications. The aim is to demonstrate to students the beauty and power of
calculus and the breadth of its applications. The unit includes integration, both as a process that reverses
differentiation and as a way of calculating areas. The fundamental theorem of calculus as a link between
differentiation and integration is emphasised. Discrete random variables are introduced, together with their
uses in modelling random processes involving chance and variation. The purpose here is to develop a
framework for statistical inference.
In Unit 4, the logarithmic function and its derivative are studied. Continuous random variables are introduced
and their applications examined. Probabilities associated with continuous distributions are calculated using
definite integrals. In this unit students are introduced to one of the most important parts of statistics, namely
statistical inference, where the goal is to estimate an unknown parameter associated with a population using a
sample of that population. In this unit, inference is restricted to estimating proportions in twooutcome
populations. Students will already be familiar with many examples of these types of populations.


Role of technology
Glossary
Mathematical Methods Glossary

Mathematical Methods Curriculum Senior Secondary
Unit 1
Unit 1 Description
This unit begins with a review of the basic algebraic concepts and techniques required for a successful
introduction to the study of calculus. The basic trigonometric functions are then introduced. Simple
relationships between variable quantities are reviewed, and these are used to introduce the key concepts of a
function and its graph. The study of inferential statistics begins in this unit with a review of the fundamentals of
probability and the introduction of the concepts of conditional probability and independence. Access to
technology to support the computational aspects of these topics is assumed.
understand the concepts and techniques in algebra, functions, graphs, trigonometric functions and
probability
solve problems using algebra, functions, graphs, trigonometric functions and probability
apply reasoning skills in the context of algebra, functions, graphs, trigonometric functions and
probability
interpret and evaluate mathematical information and ascertain the reasonableness of solutions to
problems
communicate their arguments and strategies when solving problems.
Topic 1: Functions and graphs
Lines and linear relationships:
determine the coordinates of the midpoint of two points (ACMMM001)
examine examples of direct proportion and linearly related variables (ACMMM002)
recognise features of the graph of y = mx + c , including its linear nature, its intercepts and its slope or
gradient (ACMMM003)
find the equation of a straight line given sufficient information; parallel and perpendicular lines (ACMMM004)
solve linear equations. (ACMMM005)
Review of quadratic relationships:
examine examples of quadratically related variables (ACMMM006)

2
recognise features of the graphs of y = x2 , y = a(x − b) + c, and y = a (x − b) (x − c) including their
parabolic nature, turning points, axes of symmetry and intercepts (ACMMM007)
solve quadratic equations using the quadratic formula and by completing the square (ACMMM008)

find the equation of a quadratic given sufficient information (ACMMM009)
find turning points and zeros of quadratics and understand the role of the discriminant (ACMMM010)
recognise features of the graph of the general quadratic y = ax

2
+ bx + c (ACMMM011)
Inverse proportion:
examine examples of inverse proportion (ACMMM012)

1 a
recognise features of the graphs of y =
x
and y =
x−b
, including their hyperbolic shapes, and their
asymptotes. (ACMMM013)
Powers and polynomials:
recognise features of the graphs of y = xn for n ∈ N , n = −1 and n = ½, including shape, and behaviour
as x → ∞ and x → −∞ (ACMMM014)
identify the coefficients and the degree of a polynomial (ACMMM015)
expand quadratic and cubic polynomials from factors (ACMMM016)

3
recognise features of the graphs of y = x3 , y = a(x − b) + c and y = k(x − a)(x − b)(x − c), including
shape, intercepts and behaviour as x → ∞ and x → −∞ (ACMMM017)
factorise cubic polynomials in cases where a linear factor is easily obtained (ACMMM018)
solve cubic equations using technology, and algebraically in cases where a linear factor is easily obtained.
(ACMMM019)
Graphs of relations:
2 2
recognise features of the graphs of x2 + y 2 = r2 and (x − a) + (y − b) = r
2
, including their circular
shapes, their centres and their radii (ACMMM020)
recognise features of the graph of y 2 = x including its parabolic shape and its axis of symmetry.
(ACMMM021)
Functions:
understand the concept of a function as a mapping between sets, and as a rule or a formula that defines one
variable quantity in terms of another (ACMMM022)
use function notation, domain and range, independent and dependent variables (ACMMM023)
understand the concept of the graph of a function (ACMMM024)
examine translations and the graphs of y = f (x) + a and y = f (x + b) (ACMMM025)
examine dilations and the graphs of y = cf (x) and y = f (kx) (ACMMM026)
recognise the distinction between functions and relations, and the vertical line test. (ACMMM027)
Topic 2: Trigonometric functions

Cosine and sine rules:
review sine, cosine and tangent as ratios of side lengths in rightangled triangles (ACMMM028)
understand the unit circle definition of cos θ, sin θ and tan θ and periodicity using degrees (ACMMM029)
examine the relationship between the angle of inclination of a line and the gradient of that line (ACMMM030)
1
establish and use the sine and cosine rules and the formula Area =
2
bc sin A for the area of a triangle.
(ACMMM031)
Circular measure and radian measure:
define and use radian measure and understand its relationship with degree measure (ACMMM032)
calculate lengths of arcs and areas of sectors in circles. (ACMMM033)
Trigonometric functions:
understand the unit circle definition of cos θ, sin θ and tan θ and periodicity using radians (ACMMM034)
π π
recognise the exact values of cos θ, sin θ and tan θ at integer multiples of 6
and 4
(ACMMM035)
recognise the graphs of y = sin x, y = cos x, and y = tan x on extended domains (ACMMM036)
examine amplitude changes and the graphs of y = a sin x and y = a cos x (ACMMM037)
examine period changes and the graphs of y = sin bx, y=\cos bx\), and y = tan bx (ACMMM038)
examine phase changes and the graphs of y ,

= sin (x + c) y = cos (x + c) and y = tan (x + c) and the
π π
relationships sin(x + 2
) = cos x and cos(x −
2
) = sin x (ACMMM039)
prove and apply the angle sum and difference identities (ACMMM041)
identify contexts suitable for modelling by trigonometric functions and use them to solve practical problems
(ACMMM042)
solve equations involving trigonometric functions using technology, and algebraically in simple cases.
(ACMMM043)
Topic 3: Counting and probability
Combinations:
understand the notion of a combination as an unordered set of r objects taken from a set of n distinct objects
(ACMMM044)
n n n!
use the notation ( ) and the formula ( ) =
r!(n−r)!
for the number of combinations of r objects taken
r r
from a set of n distinct objects (ACMMM045)

n

n
expand (x + y) for small positive integers n (ACMMM046)
n n
recognise the numbers ( ) as binomial coefficients, (as coefficients in the expansion of (x + y) )
r
(ACMMM047)
use Pascal’s triangle and its properties. (ACMMM048)
Language of events and sets:
review the concepts and language of outcomes, sample spaces and events as sets of outcomes
(ACMMM049)
¯
¯¯¯
use set language and notation for events, including A (or A′ ) for the complement of an event A, A?B for the
intersection of events A and B, and A?B for the union, and recognise mutually exclusive events
(ACMMM050)
use everyday occurrences to illustrate set descriptions and representations of events, and set operations.
(ACMMM051)
Review of the fundamentals of probability:
review probability as a measure of ‘the likelihood of occurrence’ of an event (ACMMM052)
review the probability scale: 0 ≤ P (A) ≤ 1 for each event A, with P (A) = 0 if A is an impossibility and
P (A) = 1 if A is a certaint (ACMMM053)
¯
¯¯¯
review the rules: P (A) = 1 − P (A) and P (A ∪ B) = P (A) + P (B) − P (A ∩ B) (ACMMM054)
use relative frequencies obtained from data as point estimates of probabilities. (ACMMM055)
Conditional probability and independence:
understand the notion of a conditional probability and recognise and use language that indicates conditionality
(ACMMM056)
use the notation P (A|B) and the formula P (A|B) = P (A ∩ B)/P (B) (ACMMM057)
understand the notion of independence of an event A from an event B, as defined by P (A|B) = P (A)
(ACMMM058)
establish and use the formula P (A ∩ B) = P (A)P (B) for independent events A and B , and recognise the
symmetry of independence (ACMMM059)
use relative frequencies obtained from data as point estimates of conditional probabilities and as indications
of possible independence of events. (ACMMM060)

Unit 2
Unit 2 Description
The algebra section of this unit focuses on exponentials and logarithms. Their graphs are examined and their
applications in a wide range of settings are explored. Arithmetic and geometric sequences are introduced and
their applications are studied. Rates and average rates of change are introduced, and this is followed by the
key concept of the derivative as an ‘instantaneous rate of change’. These concepts are reinforced
numerically, by calculating difference quotients both geometrically, as slopes of chords and tangents, and
algebraically. Calculus is developed to study the derivatives of polynomial functions, with simple applications
of the derivative to curve sketching, calculating slopes and equations of tangents, determining instantaneous
velocities and solving optimisation problems.
Access to technology to support the computational aspects of these topics is assumed.
understand the concepts and techniques used in algebra, sequences and series, functions, graphs
and calculus
solve problems in algebra, sequences and series, functions, graphs and calculus
apply reasoning skills in algebra, sequences and series, functions, graphs and calculus
interpret and evaluate mathematical and statistical information and ascertain the reasonableness of
solutions to problems
communicate arguments and strategies when solving problems.
Topic 1: Exponential functions
Indices and the index laws:
review indices (including fractional indices) and the index laws (ACMMM061)
use radicals and convert to and from fractional indices (ACMMM062)
understand and use scientific notation and significant figures. (ACMMM063)
Exponential functions:
establish and use the algebraic properties of exponential functions (ACMMM064)
recognise the qualitative features of the graph of y x

= a (a > 0) including asymptotes, and of its translations
y = a + b and y = a (ACMMM065)
x x+c
identify contexts suitable for modelling by exponential functions and use them to solve practical problems
(ACMMM066)
equations involving exponential functions using technology, and algebraically in simple cases.

solve equations involving exponential functions using technology, and algebraically in simple cases.
(ACMMM067)
Topic 2: Arithmetic and geometric sequences and series
Arithmetic sequences:
recognise and use the recursive definition of an arithmetic sequence: tn+1 = tn + d (ACMMM068)
use the formula tn = t1 + (n − 1) d for the general term of an arithmetic sequence and recognise its linear
nature (ACMMM069)
use arithmetic sequences in contexts involving discrete linear growth or decay, such as simple interest
(ACMMM070)
establish and use the formula for the sum of the first n terms of an arithmetic sequence. (ACMMM071)
Geometric sequences:
recognise and use the recursive definition of a geometric sequence:tn+1 = rtn (ACMMM072)
use the formula tn = r

n−1
t1 for the general term of a geometric sequence and recognise its exponential
nature (ACMMM073)
understand the limiting behaviour as n → ∞ of the terms tn in a geometric sequence and its dependence on
the value of the common ratio r (ACMMM074)
n
r −1
establish and use the formula Sn = t1
r−1
for the sum of the first n terms of a geometric sequence
(ACMMM075)
use geometric sequences in contexts involving geometric growth or decay, such as compound interest.
(ACMMM076)
Topic 3: Introduction to differential calculus
Rates of change:
f (x+h)−f (x)
interpret the difference quotient h
as the average rate of change of a function f (ACMMM077)
use the Leibniz notation δx and δy for changes or increments in the variables x and y (ACMMM078)
δy f (x+h)−f (x)
use the notation δx
for the difference quotient h
where y = f (x) (ACMMM079)
f (x+h)−f (x) δy
interpret the ratios h
and δx
as the slope or gradient of a chord or secant of the graph of y = f (x)
(ACMMM080)
The concept of the derivative:
f (x+h)−f (x)
examine the behaviour of the difference quotient h
as h → 0 as an informal introduction to the
concept of a limit (ACMMM081)
( + )− ( )


f (x+h)−f (x)
define the derivative f
′
(x) as limh→0 h
(ACMMM082)
dy δy dy
use the Leibniz notation for the derivative: dx
= limδx→0
δx
and the correspondence dx
= f
′
(x) where
y = f (x) (ACMMM083)
interpret the derivative as the instantaneous rate of change (ACMMM084)
interpret the derivative as the slope or gradient of a tangent line of the graph of y = f (x) (ACMMM085)
Computation of derivatives:
estimate numerically the value of a derivative, for simple power functions (ACMMM086)
examine examples of variable rates of change of nonlinear functions (ACMMM087)

d n
establish the formula dx
n
(x ) = nx
n−1
for positive integers n by expanding (x + h) or by factorising
n
(x + h) − x
n
(ACMMM088)
Properties of derivatives:
understand the concept of the derivative as a function (ACMMM089)
recognise and use linearity properties of the derivative (ACMMM090)
calculate derivatives of polynomials and other linear combinations of power functions. (ACMMM091)
Applications of derivatives:
find instantaneous rates of change (ACMMM092)
find the slope of a tangent and the equation of the tangent (ACMMM093)
construct and interpret positiontime graphs, with velocity as the slope of the tangent (ACMMM094)
sketch curves associated with simple polynomials; find stationary points, and local and global maxima and
minima; and examine behaviour as x → ∞ and x → −∞ (ACMMM095)
solve optimisation problems arising in a variety of contexts involving simple polynomials on finite interval
domains. (ACMMM096)
Antiderivatives:
calculate antiderivatives of polynomial functions and apply to solving simple problems involving motion in a
straight line. (ACMMM097)

Unit 3
Unit 3 Description
In this unit the study of calculus continues with the derivatives of exponential and trigonometric functions and
their applications, together with some differentiation techniques and applications to optimisation problems and
graph sketching. It concludes with integration, both as a process that reverses differentiation and as a way of
calculating areas. The fundamental theorem of calculus as a link between differentiation and integration is
emphasised. In statistics, discrete random variables are introduced, together with their uses in modelling
random processes involving chance and variation. This supports the development of a framework for
statistical inference.
understand the concepts and techniques in calculus, probability and statistics

solve problems in calculus, probability and statistics
apply reasoning skills in calculus, probability and statistics
Topic 1: Further differentiation and applications
Exponential functions:
h
a −1
estimate the limit of h
as h → 0 using technology, for various values of a > 0 (ACMMM098)
recognise that e is the unique number a for which the above limit is 1 (ACMMM099)
d
establish and use the formula dx
x
(e ) = e
x
(ACMMM100)
use exponential functions and their derivatives to solve practical problems. (ACMMM101)
Trigonometric functions:
d d
establish the formulas dx
(sin x) = cos x, and
dx
(cos x) = − sin x by numerical estimations of the limits
and informal proofs based on geometric constructions (ACMMM102)
use trigonometric functions and their derivatives to solve practical problems. (ACMMM103)
Differentiation rules:
and use the product and quotient rules (ACMMM104)

understand and use the product and quotient rules (ACMMM104)
understand the notion of composition of functions and use the chain rule for determining the derivatives of
composite functions (ACMMM105)
1
apply the product, quotient and chain rule to differentiate functions such as xex , tan x,, x
n ,
sin x and f (ax + b) (ACMMM106)
−x
x sin x, e
The second derivative and applications of differentiation:
dy
use the increments formula: δy ≅
dx
× δx to estimate the change in the dependent variable y resulting from
changes in the independent variable x (ACMMM107)
understand the concept of the second derivative as the rate of change of the first derivative function
(ACMMM108)
recognise acceleration as the second derivative of position with respect to time (ACMMM109)
understand the concepts of concavity and points of inflection and their relationship with the second derivative
(ACMMM110)
understand and use the second derivative test for finding local maxima and minima (ACMMM111)
sketch the graph of a function using first and second derivatives to locate stationary points and points of
inflection (ACMMM112)
solve optimisation problems from a wide variety of fields using first and second derivatives. (ACMMM113)
Topic 2: Integrals
Antidifferentiation:
recognise antidifferentiation as the reverse of differentiation (ACMMM114)
use the notation ∫ f (x) dx for antiderivatives or indefinite integrals (ACMMM115)
1
establish and use the formula ∫ x dx =
n
n+1
x
n+1
+ c for n ≠ −1 (ACMMM116)
establish and use the formula x

∫ e dx = e
x
+ c (ACMMM117)
establish and use the formulas, ∫ sin xdx = − cos x + c and ∫ cos xdx = sin x + c (ACMMM118)
recognise and use linearity of antidifferentiation (ACMMM119)
determine indefinite integrals of the form ∫ f (ax + b) dx (ACMMM120)
identify families of curves with the same derivative function (ACMMM121)

′
determine f (x) , given f (x) and an initial condition f (a) = b (ACMMM122)
determine displacement given velocity in linear motion problems. (ACMMM123)
Definite integrals:

examine the area problem, and use sums of the form ∑ f (xi ) δxi
i
as area under the curve y = f (x)
(ACMMM124)
b
interpret the definite integral ∫a f (x) dx as area under the curve y = f (x) if f (x) > 0 (ACMMM125)
b
recognise the definite integral ∫a f (x) dx as a limit of sums of the form ∑ f (xi ) δxi
i
(ACMMM126)
b
interpret ∫a f (x) dx as a sum of signed areas (ACMMM127)
recognise and use the additivity and linearity of definite integrals. (ACMMM128)
Fundamental theorem:
x
understand the concept of the signed area function F (x) = ∫
a
f (t) dt (ACMMM129)
d x
understand and use the theorem F
′
(x) =
dx
(∫
a
f (t) dt) = f (x) , and illustrate its proof geometrically
(ACMMM130)
b
understand the formula ∫
a
f (x) dx = F (b) − F (a) and use it to calculate definite integrals. (ACMMM131)
Applications of integration:
calculate the area under a curve (ACMMM132)
calculate total change by integrating instantaneous or marginal rate of change (ACMMM133)
calculate the area between curves in simple cases (ACMMM134)
determine positions given acceleration and initial values of position and velocity (ACMMM135)
Topic 3: Discrete random variables
General discrete random variables:
understand the concepts of a discrete random variable and its associated probability function, and their use in
modelling data (ACMMM136)
use relative frequencies obtained from data to obtain point estimates of probabilities associated with a
discrete random variable (ACMMM137)
recognise uniform discrete random variables and use them to model random phenomena with equally likely
outcomes (ACMMM138)
examine simple examples of nonuniform discrete random variables (ACMMM139)
recognise the mean or expected value of a discrete random variable as a measurement of centre, and
evaluate it in simple cases (ACMMM140)
recognise the variance and standard deviation of a discrete random variable as a measures of spread, and
evaluate them in simple cases (ACMMM141)
use discrete random variables and associated probabilities to practical problems. (ACMMM142)

use discrete random variables and associated probabilities to solve practical problems. (ACMMM142)
Bernoulli distributions:
use a Bernoulli random variable as a model for twooutcome situations (ACMMM143)
identify contexts suitable for modelling by Bernoulli random variables (ACMMM144)
recognise the mean p and variance p(1 − p) of the Bernoulli distribution with parameter p (ACMMM145)
use Bernoulli random variables and associated probabilities to model data and solve practical problems.
(ACMMM146)
Binomial distributions:
understand the concepts of Bernoulli trials and the concept of a binomial random variable as the number of
‘successes’ in n independent Bernoulli trials, with the same probability of success p in each trial
(ACMMM147)
identify contexts suitable for modelling by binomial random variables (ACMMM148)
n n−r
determine and use the probabilities P (X = r) = (
r
) p (1 − p) associated with the binomial
r
distribution with parameters n and p ; note the mean np and variance np(1 − p) of a binomial distribution
(ACMMM149)
use binomial distributions and associated probabilities to solve practical problems. (ACMMM150)

Unit 4
Unit 4 Description
The calculus in this unit deals with derivatives of logarithmic functions. In probability and statistics, continuous
random variables and their applications are introduced and the normal distribution is used in a variety of
contexts. The study of statistical inference in this unit is the culmination of earlier work on probability and
random variables. Statistical inference is one of the most important parts of statistics, in which the goal is to
estimate an unknown parameter associated with a population using a sample of data drawn from that
population. In Mathematical Methods statistical inference is restricted to estimating proportions in two
outcome populations.
understand the concepts and techniques in calculus, probabilty and statistics

solve problems in calculus, probability and statistics
apply reasoning skills in calculus, probability and statistics
Topic 1: The logarithmic function
Logarithmic functions:
define logarithms as indices: ax = b is equivalent to x = loga b i.e. alog a

b
= b (ACMMM151)
establish and use the algebraic properties of logarithms (ACMMM152)
recognise the inverse relationship between logarithms and exponentials: y = a

x
is equivalent to x = loga y
(ACMMM153)
interpret and use logarithmic scales such as decibels in acoustics, the Richter Scale for earthquake
magnitude, octaves in music, pH in chemistry (ACMMM154)
solve equations involving indices using logarithms (ACMMM155)
recognise the qualitative features of the graph of y = loga x (a > 1) including asymptotes, and of its
translations y = loga x + b and y = loga (x + c) (ACMMM156)
solve simple equations involving logarithmic functions algebraically and graphically (ACMMM157)
identify contexts suitable for modelling by logarithmic functions and use them to solve practical problems.

(ACMMM158)
Calculus of logarithmic functions:
define the natural logarithm ln x = loge x (ACMMM159)
recognise and use the inverse relationship of the functions y = e

x
and y = ln x (ACMMM160)
d 1
establish and use the formula dx
(ln x) =
x
(ACMMM161)
1
establish and use the formula ∫
x
dx = ln x + c for x > 0 (ACMMM162)
use logarithmic functions and their derivatives to solve practical problems. (ACMMM163)
Topic 2: Continuous random variables and the normal distribution
General discrete random variables:
use relative frequencies and histograms obtained from data to estimate probabilities associated with a
continuous random variable (ACMMM164)
understand the concepts of a probability density function, cumulative distribution function, and probabilities
associated with a continuous random variable given by integrals; examine simple types of continuous random
variables and use them in appropriate contexts (ACMMM165)
recognise the expected value, variance and standard deviation of a continuous random variable and evaluate
them in simple cases (ACMMM166)
General continuous random variables:
understand the effects of linear changes of scale and origin on the mean and the standard deviation.
(ACMMM167)
Normal distributions:
identify contexts such as naturally occurring variation that are suitable for modelling by normal random
variables (ACMMM168)
recognise features of the graph of the probability density function of the normal distribution with mean μ and
standard deviation σ and the use of the standard normal distribution (ACMMM169)
calculate probabilities and quantiles associated with a given normal distribution using technology, and use
these to solve practical problems. (ACMMM170)
Topic 3: Interval estimates for proportions
Random sampling:
understand the concept of a random sample (ACMMM171)
discuss sources of bias in samples, and procedures to ensure randomness (ACMMM172)
use graphical displays of simulated data to the variability of random samples from various types of

use graphical displays of simulated data to investigate the variability of random samples from various types of
distributions, including uniform, normal and Bernoulli. (ACMMM173)
Sample proportions:
understand the concept of the sample proportion p̂ as a random variable whose value varies between
samples, and the formulas for the mean p and standard deviation √(p(1 − p)/n of the sample proportion p̂
(ACMMM174)
examine the approximate normality of the distribution of p̂ for large samples (ACMMM175)
simulate repeated random sampling, for a variety of values of p and a range of sample sizes, to illustrate the
p̂ −p
distribution of p̂ and the approximate standard normality of where the closeness of the
√(p̂ (1−p̂ )/n
approximation depends on both n and p (ACMMM176)
Confidence intervals for proportions:
the concept of an interval estimate for a parameter associated with a random variable (ACMMM177)
use the approximate confidence interval (p̂ − z√(p̂ (1 − p̂ )/n, p̂ + z√(p̂ (1 − p̂ )/n) , as an interval
estimate for p, where z is the appropriate quantile for the standard normal distribution (ACMMM178)
define the approximate margin of error E = z√(p̂ (1 − p̂ )/n and understand the tradeoff between margin
of error and level of confidence (ACMMM179)
use simulation to illustrate variations in confidence intervals between samples and to show that most but not
all confidence intervals contain p (ACMMM180)




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The Australian Curriculum: Mathematics Specialist Mathematics
Specialist Mathematics How the Subject works
Rationale/Aims
Rationale
evolved in highly sophisticated and elegant ways to become the language now used to describe much of the
modern world. Statistics is concerned with collecting, analysing, modelling and interpreting data in order to
investigate and understand real world phenomena and solve problems in context. Together, mathematics and
statistics provide a framework for thinking and a means of communication that is powerful, logical, concise
and precise.
Because both mathematics and statistics are widely applicable as models of the world around us, there is
ample opportunity for problem solving throughout Specialist Mathematics. There is also a sound logical basis
to this subject, and in mastering the subject students will develop logical reasoning skills to a high level.
Specialist Mathematics provides opportunities, beyond those presented in Mathematical Methods, to develop
rigorous mathematical arguments and proofs, and to use mathematical and statistical models more
extensively. Topics are developed systematically and lay the foundations for future studies in quantitative
subjects in a coherent and structured fashion. Students of Specialist Mathematics will be able to appreciate
the true nature of mathematics, its beauty and its functionality.
Specialist Mathematics has been designed to be taken in conjunction with Mathematical Methods. The subject
contains topics in functions, calculus, probability and statistics that build on and deepen the ideas presented in
Mathematical Methods and demonstrate their application in many areas. Vectors, complex numbers and
matrices are introduced. Specialist Mathematics is designed for students with a strong interest in
mathematics, including those intending to study mathematics, statistics, all sciences and associated fields,
economics or engineering at university.
For all content areas of Specialist Mathematics, the proficiency strands of the F–10 curriculum are still
applicable and should be inherent in students’ learning of the subject. These strands are Understanding,
Fluency, Problem solving and Reasoning and they are both essential and mutually reinforcing. For all content
areas, practice allows students to achieve fluency of skills, such as finding the scalar product of two vectors,
or finding the area of a region contained between curves, freeing up working memory for more complex
aspects of problem solving. In Specialist Mathematics, the formal explanation of reasoning through
mathematical proof takes on an important role and the ability to present the solution of any problem in a
logical and clear manner is of paramount importance. The ability to transfer skills learned to solve one class of
problems, for example integration, to solve another class of problems, such as those in biology, kinematics or
statistics, is a vital part of mathematics learning in this subject.
Specialist Mathematics is structured over four units. The topics in Unit 1 broaden students’ mathematical
The unit blends algebraic and geometric thinking. In this subject there is a progression of content,
applications, level of sophistication and abstraction. For example, in Unit 1 vectors for twodimensional space
are introduced and then in Unit 3 vectors are studied for threedimensional space. The Unit 3 vector topic
leads to the establishment of the equations of lines and planes and this in turn prepares students for an
introduction to solving simultaneous equations in three variables. The study of calculus, which is developed in
Mathematical Methods, is applied in Vectors in Unit 3 and applications of calculus and statistics in Unit 4.

Aims
Specialist Mathematics aims to develop students’:
understanding of concepts and techniques drawn from combinatorics, geometry, trigonometry,

complex numbers, vectors, matrices, calculus and statistics
ability to solve applied problems using concepts and techniques drawn from combinatorics,
geometry, trigonometry, complex numbers, vectors, matrices, calculus and statistics
capacity to choose and use technology appropriately.
reasoning in mathematical and statistical contexts and interpretation of mathematical and statistical
information, including ascertaining the reasonableness of solutions to problems
ability to construct proofs.
For all content areas of Specialist Mathematics, the proficiency strands of the F–10 curriculum are still very
much applicable and should be inherent in students’ learning of the subject. The strands of Understanding,
Fluency, Problem solving and Reasoning are essential and mutually reinforcing. For all content areas,
practice allows students to achieve fluency in skills, such as finding the scalar product of two vectors, or
finding the area of a region contained between curves. Achieving fluency in skills such as these allows
students to concentrate on more complex aspects of problem solving.In Specialist Mathematics, the formal
explanation of reasoning through mathematical proof takes an important role, and the ability to present the
solution of any problem in a logical and clear manner is of paramount significance. The ability to transfer skills
learned to solve one class of problems, such as integration, to solve another class of problems, such as those
in biology, kinematics or statistics, is a vital part of mathematics learning in this subject. In order to study
Specialist Mathematics, it is desirable that students complete topics from 10A. The knowledge and skills from
the following content descriptions from 10A are highly recommended as preparation for Specialist
Mathematics:
ACMMG273: Establish the sine, cosine and area rules for any triangle, and solve related problems
ACMMG274: Use the unit circle to define trigonometric functions, and graph them with and without
the use of digital technologies
ACMNAP266: Investigate the concept of a polynomial, and apply the factor and remainder
theorems to solve problems.
The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT)

level than in Years F to 10. This subject contains topics that will equip students for the everincreasing
demands of the information age.
ICT in Mathematics
with which they may be involved such as for statistical analysis, algorithm generation, and manipulation, and
complex calculation. They use digital tools to make connections between mathematical theory, practice and
application; for example, to use data, to address problems, and to operate systems in authentic situations.
revise, or reapply their theory more skillfully, recognising the importance of selfcorrection in the building of
decisionmaking.
investigations.
Ethical understanding in Mathematics
In the senior years students develop ethical understanding in Mathematics through decisionmaking
connected with ethical dilemmas that arise when engaged in mathematical calculation and the dissemination
of results and the social responsibility associated with teamwork and attribution of input.
understanding. They develop increasingly advanced communication, research, and presentation skills to
express viewpoints.

Structure of Specialist Mathematics
Specialist Mathematics is structured over four units. The topics in Unit 1 broaden students’ mathematical
The unit provides a blending of algebraic and geometric thinking. In this subject there is a progression of
content, applications, level of sophistication and abstraction. For example, vectors in the plane are introduced
in Unit 1 and then in Unit 3 they are studied for threedimensional space. In Unit 3, the topic ‘Vectors in three
dimensions’ leads to the establishment of the equations of lines and planes, and this in turn prepares students
for solving simultaneous equations in three variables.
Combinatorics Trigonometry Complex numbers Integration and applications of

Vectors in the Matrices Functions and sketching integration
plane Real and complex graphs Rates of change and differential
Geometry numbers Vectors in three equations
dimensions Statistical inference
Units
Unit 1 contains three topics that complement the content of Mathematical Methods. The proficiency strand,
‘Reasoning’, of the F–10 curriculum is continued explicitly in the topic ‘Geometry’ through a discussion of
developing mathematical arguments. This topic also provides the opportunity to summarise and extend
students’ studies in Euclidean Geometry, knowledge which is of great benefit in the later study of topics such
as vectors and complex numbers. The topic ‘Combinatorics’ provides techniques that are very useful in many
areas of mathematics, including probability and algebra. The topic ‘Vectors in the plane’ provides new
perspectives on working with twodimensional space, and serves as an introduction to techniques which can
be extended to threedimensional space in Unit 3. These three topics considerably broaden students’
mathematical experience and therefore begin an awakening to the breadth and utility of the subject. They
also enable students to increase their mathematical flexibility and versatility.
Unit 2 contains three topics, ‘Trigonometry’, ‘Matrices’ and ‘Real and complex numbers’. ‘Matrices’ provides
new perspectives for working with twodimensional space, ‘Real and complex numbers’ provides a
continuation of the study of numbers. The topic ‘Trigonometry’ contains techniques that are used in other
topics in both this unit and Units 3 and 4. All of these topics develop students’ ability to construct mathematical
arguments. The technique of proof by the principle of mathematical induction is introduced in this unit.
Unit 3 contains three topics, ‘Complex numbers’, ‘Vectors in three dimensions’, and ‘Functions and sketching
graphs’. The Cartesian form of complex numbers was introduced in Unit 2, and in Unit 3 the study of complex
numbers is extended to the polar form. The study of functions and techniques of calculus begun in
Mathematical Methods is extended and utilised in the sketching of graphs and the solution of problems
involving integration. The study of vectors begun in Unit 1, which focused on vectors in one and two
dimensional space, is extended in Unit 3 to threedimensional vectors, vector equations and vector calculus,
with the latter building on students’ knowledge of calculus from Mathematical Methods. Cartesian and vector
equations, together with equations of planes,enables students to solve geometric problems and to solve
problems involving motion in threedimensional space.

Unit 4 contains three topics: ‘Integration and applications of integration’, ‘Rates of change and differential
equations’ and ‘Statistical inference’. In this unit, the study of differentiation and integration of functions is
continued, and the techniques developed from this and previous topics in calculus are applied to the area of
simple differential equations, in particular in biology and kinematics. These topics serve to demonstrate the
applicability of the mathematics learnt throughout this course. Also in this unit, all of the students’ previous
experience in statistics is drawn together in the study of the distribution of sample means. This is a topic that
demonstrates the utility and power of statistics.

Role of technology

Glossary
Specialist Mathematics Glossary

Specialist Mathematics Curriculum Senior Secondary
Unit 1
Unit 1 Description
Unit 1 of Specialist Mathematics contains three topics – ‘Combinatorics’, ‘Vectors in the plane’ and ‘Geometry’
– that complement the content of Mathematical Methods. The proficiency strand, Reasoning, of the F–10
curriculum is continued explicitly in ‘Geometry’ through a discussion of developing mathematical arguments.
While these ideas are illustrated through deductive Euclidean geometry in this topic, they recur throughout all
of the topics in Specialist Mathematics. ‘Geometry’ also provides the opportunity to summarise and extend
students’ studies in Euclidean Geometry. An understanding of this topic is of great benefit in the study of later
topics in the course, including vectors and complex numbers.
‘Vectors in the plane’ provides new perspectives for working with twodimensional space, and serves as an
introduction to techniques that will be extended to threedimensional space in Unit 3.
‘Combinatorics’ provides techniques that are useful in many areas of mathematics including probability and
algebra. All these topics develop students’ ability to construct mathematical arguments.
These three topics considerably broaden students’ mathematical experience and therefore begin an
awakening to the breadth and utility of the subject. They also enable students to increase their mathematical
flexibility and versatility.
understand the concepts and techniques in combinatorics, geometry and vectors

apply reasoning skills and solve problems in combinatorics, geometry and vectors
communicate their arguments and strategies when solving problems
construct proofs in a variety of contexts including algebraic and geometric
Topic 1: Combinatorics
Permutations (ordered arrangements):
solve problems involving permutations (ACMSM001)
use the multiplication principle (ACMSM002)
use factorial notation (ACMSM003)
solve problems involving permutations and restrictions with or without repeated objects (ACMSM004)
The inclusionexclusion principle for the union of two sets and three sets:

determine and use the formulas for finding the number of elements in the union of two and the union of three
sets. (ACMSM005)
The pigeonhole principle:
solve problems and prove results using the pigeonhole principle. (ACMSM006)
Combinations (unordered selections):
solve problems involving combinations (ACMSM007)
n
use the notation ( ) or n
Cr (ACMSM008)
r
derive and use simple identities associated with Pascal’s triangle. (ACMSM009)
Topic 2: Vectors in the plane
Representing vectors in the plane by directed line segments:
examine examples of vectors including displacement and velocity (ACMSM010)
define and use the magnitude and direction of a vector (ACMSM011)
represent a scalar multiple of a vector (ACMSM012)
use the triangle rule to find the sum and difference of two vectors. (ACMSM013)
Algebra of vectors in the plane:
use ordered pair notation and column vector notation to represent a vector (ACMSM014)
define and use unit vectors and the perpendicular unit vectors i and j (ACMSM015)
express a vector in component form using the unit vectors i and j (ACMSM016)
examine and use addition and subtraction of vectors in component form (ACMSM017)
define and use multiplication by a scalar of a vector in component form (ACMSM018)
define and use scalar (dot) product (ACMSM019)
apply the scalar product to vectors expressed in component form (ACMSM020)
examine properties of parallel and perpendicular vectors and determine if two vectors are parallel or
perpendicular (ACMSM021)
define and use projections of vectors (ACMSM022)
solve problems involving displacement, force and velocity involving the above concepts. (ACMSM023)
Topic 3: Geometry
The nature of proof:

use implication, converse, equivalence, negation, contrapositive (ACMSM024)
use proof by contradiction (ACMSM025)
use the symbols for implication (⇒), equivalence (⟺), and equality (=) (ACMSM026)
use the quantifiers ‘for all’ and ‘there exists’ (ACMSM027)
use examples and counterexamples. (ACMSM028)
Circle properties and their proofs including the following theorems:
An angle in a semicircle is a right angle (ACMSM029)
The angle at the centre subtended by an arc of a circle is twice the angle at the circumference subtended by
the same arc (ACMSM030)
Angles at the circumference of a circle subtended by the same arc are equal (ACMSM031)
The opposite angles of a cyclic quadrilateral are supplementary (ACMSM032)
Chords of equal length subtend equal angles at the centre and conversely chords subtending equal angles at
the centre of a circle have the same length (ACMSM033)
The alternate segment theorem (ACMSM034)
When two chords of a circle intersect, the product of the lengths of the intervals on one chord equals the
product of the lengths of the intervals on the other chord (ACMSM035)
When a secant (meeting the circle at A and B) and a tangent (meeting the circle at T ) are drawn to a circle
from an external point M , the square of the length of the tangent equals the product of the lengths to the
circle on the secant. (AM × BM = T M 2 ). (ACMSM036)
Suitable converses of some of the above results (ACMSM037)
Solve problems finding unknown angles and lengths and prove further results using the results listed above.
(ACMSM038)
Geometric proofs using vectors in the plane including:
The diagonals of a parallelogram meet at right angles if and only if it is a rhombus (ACMSM039)
Midpoints of the sides of a quadrilateral join to form a parallelogram (ACMSM040)
The sum of the squares of the lengths of the diagonals of a parallelogram is equal to the sum of the squares
of the lengths of the sides. (ACMSM041)

Unit 2
Unit 2 Description
Unit 2 of Specialist Mathematics contains three topics – ‘Trigonometry’, ‘Real and complex numbers’ and
‘Matrices’…
‘Trigonometry’ contains techniques that are used in other topics in both this unit and Unit 3. ‘Real and
complex numbers’ provides a continuation of students’ study of numbers, and the study of complex numbers
is continued in Unit 3. This topic also contains a section on proof by mathematical induction. The study of
matrices is undertaken, including applications to linear transformations of the plane.
understand the concepts and techniques in trigonometry, real and complex numbers, and matrices
apply reasoning skills and solve problems in trigonometry, real and complex numbers, and matrices
construct proofs of results
Topic 1: Trigonometry
The basic trigonometric functions:
find all solutions of f (a (x − b)) = c where f is one of sin, cos or tan (ACMSM042)
graph functions with rules of the form y = f (a (x − b)) where f is one of sin, cos or tan (ACMSM043)
Compound angles:
prove and apply the angle sum, difference and double angle identities. (ACMSM044)
The reciprocal trigonometric functions, secant, cosecant and cotangent:
define the reciprocal trigonometric functions, sketch their graphs, and graph simple transformations of them.
(ACMSM045)
Trigonometric identities:
prove and apply the Pythagorean identities (ACMSM046)
prove and apply the identities for products of sines and cosines expressed as sums and differences
(ACMSM047)

convert sums a cos x + b sin x to R cos (x ± α) or R sin (x ± α) and apply these to sketch graphs, solve
equations of the form a cos x + b sin x = c and solve problems (ACMSM048)
prove and apply other trigonometric identities such as cos 3x = 4 cos

3
x − 3 cos x (ACMSM049)
Applications of trigonometric functions to model periodic phenomena:
model periodic motion using sine and cosine functions and understand the relevance of the period and
amplitude of these functions in the model. (ACMSM050)
Topic 2: Matrices
Matrix arithmetic:
understand the matrix definition and notation (ACMSM051)
define and use addition and subtraction of matrices, scalar multiplication, matrix multiplication, multiplicative
identity and inverse (ACMSM052)
calculate the determinant and inverse of 2x2 matrices and solve matrix equations of the form AX=B , where
A is a 2x2 matrix and X and B are column vectors. (ACMSM053)
Transformations in the plane:
translations and their representation as column vectors (ACMSM054)
define and use basic linear transformations: dilations of the form (x, y) ⟶ (λ1 x, λ2 y) , rotations about the
origin and reflection in a line which passes through the origin, and the representations of these
transformations by 2x2 matrices (ACMSM055)
apply these transformations to points in the plane and geometric objects (ACMSM056)
define and use composition of linear transformations and the corresponding matrix products (ACMSM057)
define and use inverses of linear transformations and the relationship with the matrix inverse (ACMSM058)
examine the relationship between the determinant and the effect of a linear transformation on area
(ACMSM059)
establish geometric results by matrix multiplications; for example, show that the combined effect of two
reflections in lines through the origin is a rotation. (ACMSM060)
Topic 3: Real and complex numbers
Proofs involving numbers:
prove simple results involving numbers. (ACMSM061)
Rational and irrational numbers:
express rational numbers as terminating or eventually recurring decimals and vice versa (ACMSM062)

prove irrationality by contradiction for numbers such as √2 and log2 5 (ACMSM063)
An introduction to proof by mathematical induction
understand the nature of inductive proof including the ‘initial statement’ and inductive step (ACMSM064)
n(n+1)(2n+1)
prove results for sums, such as 1 + 4 + 9 ⋯ + n2 =
6
for any positive integer n (ACMSM065)
prove divisibility results, such as 32n+4 − 2

2n
is divisible by 5 for any positive integer n.
(ACMSM066)
Complex numbers:
define the imaginary number i as a root of the equation x

2
= −1 (ACMSM067)
use complex numbers in the form a+bi where a and b are the real and imaginary parts (ACMSM068)
determine and use complex conjugates (ACMSM069)
perform complexnumber arithmetic: addition, subtraction, multiplication and division. (ACMSM070)
The complex plane:
consider complex numbers as points in a plane with real and imaginary parts as Cartesian coordinates
(ACMSM071)
examine addition of complex numbers as vector addition in the complex plane (ACMSM072)
understand and use location of complex conjugates in the complex plane. (ACMSM073)
Roots of equations:
use the general solution of real quadratic equations (ACMSM074)
determine complex conjugate solutions of real quadratic equations (ACMSM075)
determine linear factors of real quadratic polynomials. (ACMSM076)

Unit 3
Unit 3 Description
Unit 3 of Specialist Mathematics contains three topics: ‘Vectors in three dimensions’, ‘Complex numbers’ and
‘Functions and sketching graphs’. The study of vectors was introduced in Unit 1 with a focus on vectors in
twodimensional space. In this unit, threedimensional vectors are studied and vector equations and vector
calculus are introduced, with the latter extending students’ knowledge of calculus from Mathematical Methods.
Cartesian and vector equations, together with equations of planes, enables students to solve geometric
problems and to solve problems involving motion in threedimensional space.The Cartesian form of complex
numbers was introduced in Unit 2, and the study of complex numbers is now extended to the polar form.
The study of functions and techniques of graph sketching, begun in Mathematical Methods, is extended and
applied in sketching graphs and solving problems involving integration.
By the end of this unit, students will:
understand the concepts and techniques in vectors, complex numbers, functions and graph
sketching
apply reasoning skills and solve problems in vectors, complex numbers, functions and graph
sketching
Topic 1: Complex numbers
Cartesian forms:
review real and imaginary parts Re (z) and I m(z) of a complex number z (ACMSM077)
review Cartesian form (ACMSM078)
review complex arithmetic using Cartesian forms. (ACMSM079)
Complex arithmetic using polar form:
use the modulus |z| of a complex number z and the argument Arg (z) of a nonzero complex number z and
prove basic identities involving modulus and argument (ACMSM080)
convert between Cartesian and polar form (ACMSM081)
define and use multiplication, division, and powers of complex numbers in polar form and the geometric

interpretation of these (ACMSM082)
prove and use De Moivre’s theorem for integral powers. (ACMSM083)
The complex plane (the Argand plane):
examine and use addition of complex numbers as vector addition in the complex plane (ACMSM084)
examine and use multiplication as a linear transformation in the complex plane (ACMSM085)
π 3π
identify subsets of the complex plane determined by relations such as |z − 3i| ≤ 4
4
≤ Arg(z) ≤
4
,
Re (z) > I m(z) and |z − 1| = 2|z − i| (ACMSM086)
Roots of complex numbers:
determine and examine the n

th
roots of unity and their location on the unit circle (ACMSM087)
determine and examine the n

th
roots of complex numbers and their location in the complex plane.
(ACMSM088)
Factorisation of polynomials:
prove and apply the factor theorem and the remainder theorem for polynomials (ACMSM089)
consider conjugate roots for polynomials with real coefficients (ACMSM090)
solve simple polynomial equations. (ACMSM091)
Topic 2: Functions and sketching graphs
Functions:
determine when the composition of two functions is defined (ACMSM092)
find the composition of two functions (ACMSM093)
determine if a function is onetoone (ACMSM094)
consider inverses of onetoone function (ACMSM095)
examine the reflection property of the graph of a function and the graph of its inverse. (ACMSM096)
Sketching graphs:
use and apply the notation |x| for the absolute value for the real number x and the graph of y = |x|
(ACMSM098)
1
examine the relationship between the graph of y = f (x) and the graphs of y =
f (x)
,y = |f (x) | and
y = f (|x|) (ACMSM099)
sketch the graphs of simple rational functions where the numerator and denominator are polynomials of low
degree. (ACMSM100)

Topic 3: Vectors in three dimensions
The algebra of vectors in three dimensions:
review the concepts of vectors from Unit 1 and extend to three dimensions including introducing the unit
vectors i, j and k. (ACMSM101)
prove geometric results in the plane and construct simple proofs in threedimensions. (ACMSM102)
Vector and Cartesian equations:
introduce Cartesian coordinates for threedimensional space, including plotting points and the equations of
spheres (ACMSM103)
use vector equations of curves in two or three dimensions involving a parameter, and determine a
‘corresponding’ Cartesian equation in the twodimensional case (ACMSM104)
determine a vector equation of a straight line and straightline segment, given the position of two points, or
equivalent information, in both two and three dimensions (ACMSM105)
examine the position of two particles each described as a vector function of time, and determine if their paths
cross or if the particles meet (ACMSM106)
use the cross product to determine a vector normal to a given plane (ACMSM107)
determine vector and Cartesian equations of a plane and of regions in a plane. (ACMSM108)
Systems of linear equations:
recognise the general form of a system of linear equations in several variables, and use elementary
techniques of elimination to solve a system of linear equations (ACMSM109)
examine the three cases for solutions of systems of equations – a unique solution, no solution, and infinitely
many solutions – and the geometric interpretation of a solution of a system of equations with three variables.
(ACMSM110)
Vector calculus:
consider position of vectors as a function of time (ACMSM111)
derive the Cartesian equation of a path given as a vector equation in two dimensions including ellipses and
hyperbolas (ACMSM112)
differentiate and integrate a vector function with respect to time (ACMSM113)
determine equations of motion of a particle travelling in a straight line with both constant and variable
acceleration (ACMSM114)
apply vector calculus to motion in a plane including projectile and circular motion. (ACMSM115)

Unit 4
Unit 4 Description
Unit 4 of Specialist Mathematics contains three topics: ‘Integration and applications of integration’, ‘Rates of
change and differential equations’ and ‘Statistical inference’.
In Unit 4, the study of differentiation and integration of functions continues, and the calculus techniques
developed in this and previous topics are applied to simple differential equations, in particular in biology and
kinematics. These topics demonstrate the realworld applications of the mathematics learned throughout
Specialist Mathematics.
In this unit all of the students’ previous experience working with probability and statistics is drawn together in
the study of statistical inference for the distribution of sample means and confidence intervals for sample
means.
understand the concepts and techniques in applications of calculus and statistical inference
apply reasoning skills and solve problems in applications of calculus and statistical inference
Topic 1: Integration and applications of integration
Integration techniques:
1 1
integrate using the trigonometric identities sin2 x =
2
, 2
(1 − cos 2x) cos x =
2
(1 + cos 2x) and
1 +
2
tan x = sec x
2
(ACMSM116)
use substitution u = g(x) to integrate expressions of the form ′

f (g (x)) g (x) (ACMSM117)
1
establish and use the formula ∫
x
dx = ln |x | + c for x ≠ 0 (ACMSM118)
find and use the inverse trigonometric functions: arcsine, arccosine and arctangent (ACMSM119)
find and use the derivative of the inverse trigonometric functions: arcsine, arccosine and arctangent
(ACMSM120)
±1 a
integrate expressions of the form 2 2
and 2
a +x
2
(ACMSM121)
√a −x

use partial fractions where necessary for integration in simple cases (ACMSM122)
integrate by parts. (ACMSM123)
Applications of integral calculus:
calculate areas between curves determined by functions (ACMSM124)
determine volumes of solids of revolution about either axis (ACMSM125)
use numerical integration using technology f (t) = λe−λt for t ≥ 0 of the exponential random variable with
parameter λ > 0,, and use the exponential random variables and associated probabilities and quantiles to
model data and solve practical problems. (ACMSM127)
use numerical integration using technology (ACMSM126)
Topic 2: Rates of change and differential equations
use implicit differentiation to determine the gradient of curves whose equations are given in implicit form
(ACMSM128)
dy dy du
Related rates as instances of the chain rule: dx
=
du
×
dx
(ACMSM129)
dy
solve simple firstorder differential equations of the form dx
= f (x) , differential equations of the form
dy dy
dx
= g (y) and, in general, differential equations of the form dx
= f (x) g (y) using separation of variables
(ACMSM130)
examine slope (direction or gradient) fields of a first order differential equation (ACMSM131)
formulate differential equations including the logistic equation that will arise in, for example, chemistry, biology
and economics, in situations where rates are involved. (ACMSM132)
Modelling motion:
examine momentum, force, resultant force, action and reaction (ACMSM133)
consider constant and nonconstant force (ACMSM134)
understand motion of a body under concurrent forces (ACMSM135)
consider and solve problems involving motion in a straight line with both constant and nonconstant
1 2
d( v )
dv dv
acceleration, including simple harmonic motion and the use of expressions , v dx and for
2
dt dx
acceleration. (ACMSM136)
Topic 3: Statistical inference
Sample means:
examine the concept of the sample mean X as a random variable whose value varies between samples
where X is a random variable with mean μ and the standard deviation σ (ACMSM137)
simulate repeated random sampling, from a variety of distributions and a range of sample sizes, to illustrate
¯
¯¯¯¯


¯
¯¯¯¯
properties of the distribution of X across samples of a fixed size n, including its mean μ, its standard
deviation σ/√n (where μ and σ are the mean and standard deviation of X), and its approximate normality if
n is large (ACMSM138)
simulate repeated random sampling, from a variety of distributions and a range of sample sizes, to illustrate
¯
¯¯¯¯
X −μ
the approximate standard normality of for large samples (n ≥ 30) , where s is the sample standard
s/√n
deviation. (ACMSM139)
Confidence intervals for means:
understand the concept of an interval estimate for a parameter associated with a random variable
(ACMSM140)
¯
¯¯¯ zs ¯
¯¯¯ zs
examine the approximate confidence interval (X – , X + ), , as an interval estimate for μ ,the
√n √n
population mean, where z is the appropriate quantile for the standard normal distribution (ACMSM141)
use simulation to illustrate variations in confidence intervals between samples and to show that most but not
all confidence intervals contain μ (ACMSM142)
use ¯x
¯¯
and s to estimate μ and σ, to obtain approximate intervals covering desired proportions of values of a
normal random variable and compare with an approximate confidence interval for μ (ACMSM143)
collect data and construct an approximate confidence interval to estimate a mean and to report on survey
procedures and data quality. (ACMSM144)




A B C D E
demonstrates
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familiarity with
knowledge knowledge of knowledge of knowledge of simple
and the concepts the concepts the concepts concepts of
understanding of vectors, of vectors, of vectors, vectors,
combinatorics,
of the combinatorics, combinatorics, combinatorics, geometry,
concepts of geometry, geometry, geometry, matrices,
vectors, matrices, matrices, matrices, trigonometry
and complex
combinatorics, trigonometry trigonometry trigonometry numbers
geometry, and complex and complex and complex
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A B C D E

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A B C D E

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A B C D E

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The Australian

Learning areas Mathematics (Version 8.4)

Essential Mathematics (Version 8.4), General Mathematics (Version 8.4),

Year levels Unit 1,Unit 2,Unit 3,Unit 4

Mathematics ­ How the Learning Area works

Overview of the senior secondary Australian Curriculum

Senior secondary Mathematics subjects

ACARA | The Australian Curriculum (Version 8.4)

Representation of Cross­curriculum priorities

Essential Mathematics Glossary

General Mathematics Glossary

Mathematical Methods Glossary

Specialist Mathematics Glossary

ACARA | The Australian Curriculum (Version 8.4)

Abstract scenario: a scenario for which there is no concrete referent provided.

Account for: provide reasons for (something).

Use, utilise or employ in a particular situation.

Determine the value, significance or extent of (something).

Orderly, logical, and internally consistent relation of parts.

Conveys knowledge and/or understandings to others.

Estimate, measure or note how things are similar or dissimilar.

Consisting of multiple interconnected parts or factors.

Formed after careful thought.

ACARA | The Australian Curriculum (Version 8.4)

Give a practical exhibition as an explanation.

Give an account of characteristics or features.

Plan and evaluate the construction of a product or process.

In history: to construct, elaborate or expand.

Recognise point/s of difference.

Provide additional information that demonstrates understanding of reasoning and/or application.

ACARA | The Australian Curriculum (Version 8.4)

The Australian Curriculum Mathematics

Previously encountered in prior learning activities.

Establish or indicate who or what someone or something is.

Plan, collect and interpret data/information and draw conclusions about.

Show how an argument or conclusion is right or reasonable.

Identify where something is found.

The Australian Curriculum Mathematics

ACARA | The Australian Curriculum (Version 8.4)

Tell or report about happenings, events or circumstances.

Use words, images, symbols or signs to convey meaning.

Copy or make close imitation.

Choose in preference to another or others.

Work out a correct solution to a problem.

Arranged in a given organised sequence.

Written briefly and clearly expressed.

ACARA | The Australian Curriculum (Version 8.4)

Consistency maintained throughout.

Combine elements (information/ideas/components) into a coherent whole.

Perceive what is meant, grasp an idea, and to be thoroughly familiar with.

Not previously encountered in prior learning activities.

Arrive at a conclusion by reasoning.

Establish proof using evidence.

ACARA | The Australian Curriculum (Version 8.4)

Essential Mathematics ­ How the Subject works

understanding of concepts and techniques drawn from mathematics and statistics

ACARA | The Australian Curriculum (Version 8.4)

Links to Foundation to Year 10

Representation of General capabilities

Critical and creative thinking in Mathematics

Mathematics How the Learning Area works

Representation of Crosscurriculum priorities

Essential Mathematics How the Subject works

use leadingdigit approximation to obtain estimates of calculations (ACMEM004)

use a calculator for multistep calculations (ACMEM005)

interpret information presented in twoway tables (ACMEM038)