NSW Education Standards Authority

Mathematics K–10
curriculum.nsw.edu.au

Generated Dec 2023

Downloaded December 2023

© 2023 NSW Education Standards Authority

NESA acknowledges Traditional Owners and Custodians of Country throughout NSW, and pays
respect to Elders past and present. NESA recognises Aboriginal Peoples’ continuing Cultures and
Connections to lands, waters, skies and Community.

The documents on the NSW Education Standards Authority (NESA) website and the NSW
Curriculum website contain material prepared by NESA for and on behalf of the Crown in right of
the State of New South Wales. The material is protected by Crown copyright.

These websites hold the only official and up-to-date versions of the documents available on the
internet. Any other copies of these documents, or parts of these documents, that may be found
elsewhere on the internet might not be current and are not authorised. You cannot rely on copies
from any other source.

All rights are reserved. No part of the material may be:

§ reproduced in Australia or in any other country by any process, electronic or otherwise, in any
material form
§ transmitted to any other person or stored electronically in any form without the written
permission of NESA except as permitted by the Copyright Act 1968 (Cth).
When you access the material, you agree:

§ to use the material for research or study, criticism or review, reporting news and parody or
satire
§ to use the material for information purposes only
§ not to modify the material or any part of the material without the written permission of NESA
§ to reproduce a single copy for personal bona fide study use only and not to reproduce any
major extract or the entire material without the permission of NESA
§ to include this copyright notice in any copy made
§ to acknowledge that NESA is the source of the material.
The documents may include third-party copyright material such as photos, diagrams, quotations,
cartoons and artworks. This material is protected by Australian and international copyright laws
and may not be reproduced or transmitted in any format without the copyright owner’s permission.
Unauthorised reproduction, transmission or commercial use of such copyright material may result
in prosecution.

NESA has made all reasonable attempts to locate the owners of third-party copyright material.
NESA invites anyone from whom permission has not been sought to contact the Copyright Officer.
Special arrangements applying to the NSW Curriculum Reform
As part of the NSW Curriculum Reform process, NESA grants a limited non-exclusive licence
to:
§ teachers employed in NSW government schools and registered non-government schools
§ representatives from peak school education bodies, such as the Department of Education,
Catholic Schools NSW, TAFE and the Association of Independent Schools of NSW
§ parents of children registered for home schooling
to use, modify and adapt the NSW syllabuses for non-commercial educational use only.
The adaptation must not have the effect of bringing NESA into disrepute.
Note: The above arrangements do not apply to private/home tutoring companies, professional
learning service providers, publishers, and other organisations.
For more information on the above or for commercial use or any other purpose, please
contact the Copyright Officer for permission.
Email: [email protected]
Table of contents
Table of contents................................................................................................................................4

Mathematics K–10.............................................................................................................................5

Implementation for K–2 from 2023 and 3–10 from 2024................................................................5

Course overview.............................................................................................................................5

Organisation of Mathematics K–10............................................................................................5

Course requirements K–10......................................................................................................10

Access content points K–6.......................................................................................................10

Life Skills outcomes and content 7–10.....................................................................................10

Balance of content....................................................................................................................11

Working at different stages.......................................................................................................11

Outcomes and content for Stage 4..............................................................................................12

Computation with integers........................................................................................................12

Fractions, decimals and percentages.......................................................................................15

Ratios and rates.......................................................................................................................23

Algebraic techniques................................................................................................................26

Indices......................................................................................................................................31

Equations.................................................................................................................................34

Linear relationships..................................................................................................................37

Length......................................................................................................................................42

Right-angled triangles (Pythagoras’ theorem)..........................................................................45

Area..........................................................................................................................................47

Volume.....................................................................................................................................53

Angle relationships...................................................................................................................56

Properties of geometrical figures..............................................................................................62

Data classification and visualisation.........................................................................................66

Data analysis............................................................................................................................70

Probability.................................................................................................................................73
Mathematics K–10
Implementation for K–2 from 2023 and 3–10 from 2024
Mathematics for K−2

The new syllabus must now be taught in Kindergarten to Year 2 in all NSW primary schools.

Mathematics for 3−10

The new syllabus is to be taught in Years 3 to 10 from 2024.

2023 Plan and prepare to teach the new syllabus

2024 Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual circumstances.

Course overview
Organisation of Mathematics K–10
The syllabus structure illustrates the important role Working mathematically plays across all areas
of mathematics and reflects the strengthened connections between concepts. Working
mathematically has been embedded in the outcomes, content and examples of the syllabus.

Mathematics K–10 outcomes and their related content are organised in:

§ Number and algebra

§ Measurement and space
§ Statistics and probability

Working mathematically
The Working mathematically processes present in the Mathematics K–10 syllabus are:

§ communicating
§ understanding and fluency
§ reasoning
§ problem solving.
Students learn to work mathematically by using these processes in an interconnected way. The
coordinated development of these processes results in students becoming mathematically
proficient.

When students are Working mathematically it is important to help them to reflect on how they have
used their thinking to solve problems. This assists students to develop ‘mathematical habits of
mind’ (Cuoco et al. 2010).

Students need many experiences that require them to relate their knowledge to the vocabulary and
conceptual frameworks of mathematics.

Overarching Working mathematically outcome

Mathematics K–10 Page 5 of 74

To highlight how these processes are interrelated, in Mathematics K–10 there is one overarching
Working mathematically outcome.

A student develops understanding and fluency in mathematics through:

§ exploring and connecting mathematical concepts

§ choosing and applying mathematical techniques to solve problems
§ communicating their thinking and reasoning coherently and clearly.
The Working mathematically outcome describes the thinking and doing of mathematics. In doing
so, the outcome indicates the breadth of mathematical actions that teachers need to emphasise.
The overarching Working mathematically outcome is the same across the K–10 Mathematics
syllabus.

The Working mathematically processes should be embedded within the concepts being taught.
Embedding Working mathematically ensures students are able to fluently understand concepts and
make connections to other focus areas. The mathematics focus area outcomes and content
provide the knowledge and skills for students to 'reason about', and contexts for problem solving.
The overarching Working mathematically outcome is assessed in conjunction with the mathematics
content outcomes. The sophistication of Working mathematically processes develops through each
stage of learning and can be observed in relation to the increase in complexity of the mathematics
outcomes and content. A student's level of competence in Working mathematically can be
monitored over time, for example, within Additive Relations by the choice of strategy appropriate to
the task, and the use of efficient strategy for the stage of learning the student is working at.

Further information is available in Elaborating on Working mathematically in K–10 (Word, 5 pages,

914.28 kB).

Figure 1: The organisation of Mathematics K–2

Image long description: An overview of the syllabus structure for Early Stage 1 and Stage 1 in
Mathematics across the 3 areas of Number and algebra, Measurement and space, and Statistics
and probability. Number and algebra reads horizontally across Representing whole numbers,
Combining and separating quantities, and Forming groups. Measurement and space reads

Mathematics K–10 Page 6 of 74

horizontally across Geometric measure, 2D spatial structure, 3D spatial structure, and Non-spatial
measure. Statistics and probability reads horizontally across Data and Chance.

Figure 2: The organisation of Mathematics 3–6

Image long description: An overview of the syllabus structure for Stages 2 and 3 in Mathematics
across the 3 areas of Number and algebra, Measurement and space, and Statistics and
probability. Number and algebra reads horizontally across 2 stages – Stage 2 and Stage 3. Stage
2 learning areas include Representing numbers using place value, Additive relations, Multiplicative
relations and Partitioned fractions. Stage 3 learning areas include Represents numbers, Additive
relations, Multiplicative relations, and Representing quality fractions. Measurement and space
reads horizontally across 2 stages – Stages 2 and 3. Learning areas include Geometric measure,
2D spatial structure, 3D spatial structure, and Non-spatial measure. Statistics and probability reads
horizontally across 2 stages – Stages 2 and 3. Learning areas include Data and Chance.

K–6 Parts A and B

Mathematics focus areas outline the development of several concepts. In Mathematics K–6, where
stages span 2 years of learning (for example, Stage 2 includes Year 3 and Year 4), there are
concepts that may need to be addressed earlier or later in the stage.

To assist programming, the content in these focus areas has been separated into 2 parts, A and B,
such as in Representing Numbers Using Place Value – A and Representing Numbers Using Place
Value – B:

§ Part A typically focuses on early concept development

§ Part B builds on these early concepts.
The content across Parts A and B relates to the same stage-based outcomes. Teachers can
choose which content from Part A and/or Part B to address, based on students’ prior learning,
needs and abilities.

For example, in Stage 2, Part A does not equate to Year 3 only. When teaching a Year 4 class, the
teacher may need to address or consolidate some concepts within Part A prior to addressing

Mathematics K–10 Page 7 of 74

concepts in Part B. Similarly, when teaching a Year 3 class, the teacher may decide to address
concepts in Part B based on the students’ prior learning, needs and abilities.

The Part A and Part B structure of the content:

§ provides flexibility for teachers in planning teaching and learning programs based on the needs
and abilities of students
§ helps to better visualise the progression and growth of concepts within a stage of learning
§ makes clear how content builds to support deep understanding in each focus area.
Considerations for planning teaching and learning programs include:

§ when students may have learnt some concepts from Part B content in the first year of a stage,
consolidation of these concepts in the second year of a stage may be needed
§ revisiting concepts regularly to build deeper understanding of mathematical concepts
§ providing extension of certain concepts based on students’ needs and abilities.

Making connections through related content K–6

Many connections exist between the focus areas in mathematics. Skills and knowledge for focus
areas often develop in an interrelated manner and can be addressed in parallel.

Within the context of the syllabus, ‘in parallel’ means teaching:

§ multiple focus areas at the same time

§ parallel content in a sequential manner
§ application of knowledge, understanding and skills through interrelated focus areas.
Addressing outcomes in parallel enables teachers to efficiently teach and assess essential
concepts within the syllabus content while supporting students to make connections with their
learning.

Examples of outcomes and content that could be addressed in parallel are identified for each focus
area. These are not an exhaustive list of ways that knowledge, understanding and skills are related
or can be taught in parallel.

§ Making Connections Early Stage 1

§ Making Connections Stage 1
§ Making Connections Stage 2
§ Making Connections Stage 3

Mathematics K–10 Page 8 of 74

 Figure 3: The organisation of Mathematics 7–10

Image long description: Stage 4/5 Core: broad outcome groups are Number and finance, Algebra
and equations, Ratios and rates, Linear and non-linear relationships, Pythagoras and trigonometry,
Length, area and volume, Geometrical properties and figures, Data classification, visualisation and
analysis and Probability. Stage 5 Paths: broad outcome groups are Further algebra and equations,
Variation and rates of change, Functions and graphs, Further trigonometry, Further area and
volume, Geometrical figures and proof, Introduction to networks, Data analysis and statistical
enquiry and Further probability. All content is surrounded by the phrase, Working mathematically
through communicating reasoning, understanding and fluency, and problem solving.

7–10 Core–Paths structure

The Core–Paths structure is designed to encourage aspiration in students and provide the
flexibility needed to enable teachers to create pathways for students working towards Stage 6. The
structure is intended to extend students as far along the continuum of learning as possible and
provide solid foundations for the highest levels of student achievement. The structure allows for a
diverse range of endpoints up to the end of Stage 5.

The Core outcomes provide students with the foundation for Mathematics Standard 2 in Stage 6.
Students who require ongoing support in completing all Stage 5 Core outcomes may consider
either Mathematics Standard 1 or the Numeracy CEC course in Stage 6. For these students,
teachers are encouraged to continue to extend students towards demonstrating achievement in as
many Stage 5 Core outcomes as possible. This is to enable as many students as possible to have
the knowledge and skills necessary to engage in the highest level of mathematics possible.

The aim for most students is to demonstrate achievement of the Core and as many Path outcomes
as possible by the end of Stage 5 and this should guide teacher planning. Allowing time for
students to demonstrate understanding of the Core outcomes must be a key consideration.

Typically, the Core will cover teaching and learning experiences up to the middle of Stage 5. It is
not the intention of the Core–Paths structure to lock students into predetermined pathways at the
end of Stage 4. Pathways in Stage 5 must be carefully planned to ensure some students have the
opportunity to engage with Advanced and Extension courses.
Mathematics K–10 Page 9 of 74
Paths are used to progress students towards Stage 6 courses and may be implemented at any
time in Stages 4 and 5 with careful consideration of the continuum of learning. Teachers also have
the option of engaging with specific elements of Paths rather than the entire outcome to meet the
needs of their students. Teachers should plan to cover as many Paths as practicable.

Course requirements K–10

Mandatory curriculum requirements 7–10
The mandatory curriculum requirements for eligibility for the award of the Record of School
Achievement (RoSA) include that students:

§ study the Board developed Mathematics syllabus substantially in each of Years 7–10 and
§ complete at least 400 hours of Mathematics study by the end of Year 10.
Satisfactory completion of at least 200 hours of study in Mathematics during Stage 5 (Years 9 and
10) will be recorded with a grade. Students undertaking the Mathematics course based on Life
Skills outcomes and content are not allocated a grade.

Course numbers:

§ Mathematics: 326
§ Mathematics Life Skills: 327
Exclusions: Students may not access both the Mathematics Years 7–10 outcomes and content
and the Mathematics Life Skills outcomes and content.

Access content points K–6

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome. If students are able to access outcomes in the syllabus they should not require the
access content points.

Life Skills outcomes and content 7–10

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Mathematics K–10 Page 10 of 74

Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Working at different stages

The content presented in a stage represents the typical knowledge, understanding and skills that
students learn throughout the stage. It is acknowledged that students learn at different rates and in
different ways. There may be students who will not demonstrate achievement in relation to one or
more of the outcomes for the Stage.

There may be instances where teachers will need to address outcomes across different stages in
order to meet the learning needs of students. Teachers are best placed to make decisions about
when students need to work at, above or below stage level in relation to one or more of the
outcomes. This recognises that outcomes may be achieved by students at different times across
stages. Only students who are accelerated in a course may access Stage 6 outcomes.

For example:

§ Students in Early Stage 1 could be working on Stage 1 content in the Number and Algebra
strand, while working on Early Stage 1 content in the Measurement and Geometry strand.
§ In Stage 2 or Stage 3, some students may not have developed a complete understanding of
place value and the role of zero to read, write and order two-digit and three-digit numbers.
These students will need to access content from Early Stage 1 or Stage 1 before engaging
with Stage 2 content in applying place value to larger numbers and decimals.
§ In Stage 4 some students may not have developed a complete understanding of fractions,
decimals and percentages and will need to access related outcomes from Stage 3.

Mathematics K–10 Page 11 of 74

Outcomes and content for Stage 4
Computation with integers
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ compares, orders and calculates with integers to solve problems MA4-INT-C-01
Related Life Skills outcomes: MALS-ADS-01, MALS-COM-01, MALS-COU-01, MALS-LAN-01,
MALS-LAN-02, MALS-MDI-01, MALS-REP-01

Content

Compare and order integers

§ Recognise and describe the direction and magnitude of integers

Example(s):

Recognising that the temperature on a warm, sunny day is 23 °C while the temperature in
the snow is −10 °C.

§ Identify and represent integers on a number line

Example(s):

Using digital tools to identify and record temperatures above and below zero from local
Aboriginal Nations and various cities around the world, at a particular point in time.

Using real-life situations to represent positive and negative integers, such as a building
with underground parking, sea level or a thermometer.

Mathematics K–10 Page 12 of 74

§ Compare the relative value of integers using the less than (<) and greater than (>) symbols

Example(s):

Demonstrating that 5>−4 and −5<−1 .

§ Order integers

Example(s):

Arranging a set of numbers in descending order and justifying the order using a number
line.

Add and subtract positive and negative integers

§ Add and subtract integers with and without the use of digital tools

Example(s):

Using a number line to show that 3+ (−5 )=−2

Recognising time zones and calculating the time difference between 2 locations using a
number line.

§ Construct a directed number sentence to model a situation

Example(s):

Constructing a directed number sentence for the situation where a student has $10 in
their bank account and $12 worth of fees are charged resulting in a balance of negative
$2.

§ Examine different meanings (position or operation) for the +¿ and −¿ signs, depending on
context

Mathematics K–10 Page 13 of 74

Multiply and divide positive and negative integers
§ Represent multiples of negative integers as repeated addition

Example(s):

Considering4 ×−3 as (−3 ) + (−3 )+ (−3 ) + (−3 ) and −4 ×−3 as −[ (−3 ) + (−3 )+ (−3 ) + (−3 ) ] ).

Representing 4 ×−2 as repeated addition on a number line:

Image long description: Number line demonstrates that 4 multiplied by minus 2 is the
same as minus 2, plus minus 2, plus minus 2, plus minus 2.

§ Multiply and divide positive and negative integers with and without the use of digital tools

Example(s):

Considering the outcome of squaring a negative number, and explaining the difference in
value of (−4 )2 and −42.

Apply the 4 operations to integers

§ Apply the 4 operations to integers
§ Solve problems involving grouping symbols with integers
§ Apply the order of operations to evaluate expressions involving integers, with and without the
use of digital tools

Example(s):

15+9 15+9 18−12

Evaluating , , 5+ −12 and 5 × ( 2−8 ).
6 15−3 6

Mathematics K–10 Page 14 of 74

Fractions, decimals and percentages
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ represents and operates with fractions, decimals and percentages to solve problems MA4-
FRC-C-01
Related Life Skills outcomes: MALS-DEP-01, MALS-FRC-01

Content

Compare fractions using equivalence

§ Determine the highest common factor (HCF) of 2 whole numbers

Example(s):

Describing the HCF of 16 and 24 as 8.

§ Examine methods of generating equivalent fractions

Example(s):

2
Representing using an area model and a number line to demonstrate how each diagram
3
4
can be modified to show the equivalence to (halving each unit doubles the number of
6
units).

Image long description: 2 rectangles, one with 2 thirds shaded in and the other with 4
sixths shaded in. Rectangle with 2 thirds shaded. A dotted line divides it into sixths. 2
number lines showing that a third is equal to 2 sixths, and that 2 thirds is equal to 4 sixths.

Mathematics K–10 Page 15 of 74

§ Simplify fractions by using methods, including determining the HCF of the numerator and
denominator or repeated simplification using common factors

Example(s):

12 3
Simplifying to .
16 4

§ Create fractions with the same denominator to compare their sizes

§ Compare and order fractions with different denominators

Example(s):

1 2 3
Comparing the fractions , and using digital or concrete manipulatives and putting
2 3 8
them in ascending order.

Round decimals to a specified degree of accuracy using approximations

§ Round decimals to a given number of decimal places
§ Apply the notation ≈ as a symbol of numerical approximation
§ Reason why an approximation may be more appropriate than an exact answer and vice versa

Example(s):

Explaining that when finding the volume of a cylinder, the exact answer in terms π is not
appropriate to estimate the number of 250 mL cups required to fill that cylinder.

Identify terminating and recurring decimals

§ Use either dot or vinculum notation for recurring (repeating) decimals

Example(s):

Representing the following using recurring decimal notation:

1 ´ ,0.266666 …=0.2 6̇ .
=0.33333 …=0 . 3̇ , 0.345345345 …=0 . 345
3

Mathematics K–10 Page 16 of 74

§ Classify decimals as recurring or terminating

Example(s):

Examine the results of dividing 1 by other single-digit numbers and classify the results as
recurring or terminating decimals.

Identify and make use of the relationship between fractions, decimals and percentages to
carry out simple conversions
a
§ Define rational numbers as numbers that can be written in the form , where a and b are
b
integers andb ≠ 0

Example(s):

2
Recognising that 2 is a rational number as it can be written as and 47% is a rational
1
47
number as it can be converted to .
100

§ Classify fractions and percentages as rational numbers

§ Recognise and explain that numbers with terminating or recurring decimals are rational

Example(s):

Explaining why decimals such as 0.9 and0.53535353 … are rational numbers by first
9 53
expressing them as fractions or .
10 99

§ Represent fractions as decimals (terminating and recurring) and percentages

Example(s):

2
Recognising that can be displayed as 0.6666666667 on a calculator.
3

Using some of the digits from0 to 9 , at most once each, create a true statement of the
form:

§ Represent terminating decimals as fractions and percentages

§ Represent improper fractions as mixed numbers and decimals, and vice versa
Mathematics K–10 Page 17 of 74
§ Represent percentages as fractions and decimals

Examine the concept of irrational numbers

a
§ Identify and define irrational numbers as numbers that cannot be written in the form where a
b
and b are integers and b ≠ 0

Example(s):

22
Identifying ❑√ 2 and π as irrational numbers and explaining that is an approximation for
7
π.

§ Find approximations of irrational numbers using digital tools

§ Locate the approximate position of irrational numbers on a number line

Example(s):

Showing the approximate position of π on a number line by choosing an appropriate scale

using fractions or decimals.

Demonstrating a method of locating ❑√ 2 on a number line using compasses or digital

tools:

Image long description: Number line between zero and 2. At number one, a vertical line is
drawn. A straight, angled line is drawn from zero to the top of the vertical line. A dotted
line is drawn from the vertical line to hit the number line at a point between 1 and 2. This
point is labelled as the square root of 2.

Order and compare the value of fractions, decimals and percentages

§ Locate positive and negative fractions, decimals and mixed numbers on a number line to
compare their relative values

Example(s):

−5 7 1
Choosing the appropriate scale on a number line to represent , and1 .
6 8 4

Mathematics K–10 Page 18 of 74

§ Compare and order fractions, mixed numbers, decimals (terminating and recurring) and
percentages

Example(s):

1 3 4
Arranging the following in ascending order: , 0.3 5̇, 75%, , 17%, 0.02, 1 and 0.8 by
2 5 5
first converting all terms to either a fraction, decimal or percentage.

Solve problems that involve the addition and subtraction of fractions

§ Represent addition and subtraction of fractions with the same or unrelated denominators
§ Solve problems involving adding and subtracting fractions and mixed numbers, including
finding a common denominator

Example(s):

2 1 3
Recognising and explaining why + ≠ .
3 4 7

§ Solve problems that involve subtracting a fraction from a whole number, with and without the
use of digital tools

Solve problems that involve the multiplication and division of fractions and decimals
§ Compare and generalise the effect of multiplying or dividing by a number with magnitude
between zero and one

Example(s):

1
Explaining why the number 10 gets smaller when multiplied by .
4

Mathematics K–10 Page 19 of 74

§ Represent multiplication and division of decimals

Example(s):

Representing 0.6 ÷ 0.2=3

Image long description: A 10 by 10 square grid with 6 columns shaded divided by a 10 by

10 square grid with 2 columns of the 6 columns shaded equalling a 10 by 10 square grid
with 6 columns shaded showing 3 groups of 0.2 in 0.6.

§ Represent multiplication and division of fractions, including mixed numbers

Example(s):

1 4 4
Representing × =
3 5 15

Image long description: A rectangle divided into 3 equal rows with 1 row shaded multiplied
by a rectangle divided into 5 equal columns with 4 columns shaded equalling a rectangle
divided into 15 equal squares with 4 squares shaded.

§ Multiply and divide decimals, using digital tools to solve problems

§ Multiply and divide fractions and mixed numbers, with and without using digital tools to solve
problems

Example(s):

2 4 2 1
Evaluating 3 ×2 and ÷ 1 .
5 7 9 7

§ Compare initial estimates with the results of calculations

Mathematics K–10 Page 20 of 74

§ Apply knowledge of fractions and decimals of quantities to solve problems

Example(s):

3
Verifying whether of $4.50 is a little bit less than half of $4.50.
7

§ Apply knowledge of multiplication and division of fractions and decimals to solve problems

Example(s):

Creating a true statement with the form below using some of the digits from 1 to 9, without
using a digit more than once:

Represent one quantity as a fraction, decimal or percentage of another, with and without
the use of digital tools
§ Represent one quantity as a fraction, decimal or percentage of another by considering
appropriate units

Example(s):

Examining equivalence in fractions, decimals and percentage forms in the patterns used
in textiles, music, designs and/or artworks of Aboriginal and/or Torres Strait Islander
Peoples.

§ Calculate percentage increases and decreases in various contexts

Example(s):

Evaluating the final price of a laptop that was selling for $2780 and was reduced by 28%
during an online shopping event.

§ Examine the financial applications of percentage increase and decrease, including profit and/or
loss as a percentage of cost price or selling price

Mathematics K–10 Page 21 of 74

Solve problems that involve the use of percentages
§ Apply knowledge of percentages to calculate quantities in various contexts

Example(s):

Explaining why multiplying by 1.05 will increase a number/quantity by 5% and multiplying

by 0.87 will decrease a number/quantity by 13%.

§ Apply knowledge of percentage increases and decreases to solve problems in various

contexts

Example(s):

Exploring the situation of increasing an amount by a percentage and decreasing the result
by an identical percentage and reasoning why the result is not the original amount.

§ Solve real-life problems involving percentages using the unitary method or other techniques

Example(s):

Examining the percentage of land taken up by particular Aboriginal Nations, such as

Bundjalung, Wonnarua, Dunghutti, compared to the total land area of New South Wales.

§ Solve financial problems involving percentages, specifically considering GST, profit and loss

Example(s):

Evaluating the final cost after 10% GST is added to an electrical job that costs $720.

Mathematics K–10 Page 22 of 74

Ratios and rates
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ solves problems involving ratios and rates, and analyses distance–time graphs MA4-RAT-C-
01
Related Life Skills outcomes: MALS-ADS-01, MALS-MDI-01

Content

Recognise and simplify ratios

§ Use ratios to compare 2 or more quantities measured in the same units
§ Identify and express one part of a ratio as a fraction of the whole

Example(s):

4
Using a diagram to model the ratio 4:7, showing that the first part is of the whole:
11

§ Simplify ratios

Solve problems involving ratios

§ Apply the unitary method to solve ratio problems

Example(s):

Finding the number of students in Year 7 if there are 105 students in Year 8 and the ratio
of Year 7 students to Year 8 students is 4:3:

3 parts ¿ 105

105
1 part =
3

∴ 4 × 35 ¿ 140 Year 7 students.

Mathematics K–10 Page 23 of 74

§ Divide a quantity in a given ratio

Example(s):

Dividing $50 in the ratio 1:3.

§ Solve real-life problems involving ratios

Example(s):

Calculating the ingredients needed if a recipe is adjusted for more or less people than the
original recommendation.

Calculating the actual distance between Dunghutti Country, South West Rocks and
Gumbaynggirr Country, Coffs Harbour, in kilometres if the scale on a map is given as 1:1
000 000 and the distance between the 2 towns on the map is 10 cm.

Recognise and simplify rates

§ Explain the differences between ratios and rates

Example(s):

Describing ratios as a comparison of quantities measured in the same units and rates as
a comparison of quantities measured in different units.

§ Represent given information as a simplified rate

§ Convert between units for rates

Example(s):

Converting between km/h and m/s and vice versa.

Solve problems involving rates

§ Solve a variety of real-life problems involving rates
§ Examine financial applications of rates, such as best buys

Mathematics K–10 Page 24 of 74

Interpret and construct distance–time graphs from authentic data
§ Interpret distance–time graphs made up of straight-line segments with a negative, zero or
positive slope

Example(s):

Explaining the significance of horizontal line segments in distance–time graphs.

Interpreting a graph which shows the distance covered and time taken during a car
journey of a person and their sibling who leave home to visit their relative’s house. After
visiting their relative, the person drops off their sibling at a friend’s house before going
home. Using the below diagram, answer: What is the speed of the car from the person’s
home to their relative’s house? How long did they stay at their relative’s house? How far is
the friend’s house from their home? What is the speed of the car coming home?

Image long description: A graph with distance in kilometres on the vertical axis and time in
hours on the horizontal axis. First line slopes upward and travels 50 km in 1 hour. Second
line is horizontal for 30 minutes. Third line slopes upward and travels a further 40 km in 30
minutes. Fourth line slopes downward and travels 90 km over 1 hour.

§ Calculate speeds for straight-line segments of given distance–time graphs

§ Create distance–time graphs made up of straight-line segments

Mathematics K–10 Page 25 of 74

Algebraic techniques
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ generalises number properties to operate with algebraic expressions including expansion and
factorisation MA4-ALG-C-01
Related Life Skills outcomes: MALS-PAT-01

Content

Examine the concept of pronumerals as a way of representing numbers

§ Examine and recognise that pronumerals can be used to represent one or more numerical
values and when pronumerals have more than one numerical value, they may then be referred
to as variables

Example(s):

Explaining that x +3 takes on different values for x=1 , x=5 , x =10.

Exploring the use of symbols in storytelling by Aboriginal and/or Torres Strait Islander
Peoples, including mathematical stories.

§ Identify and define an algebraic expression as an expression formed by combining numbers

and algebraic symbols using arithmetic operations

Example(s):

Describing 4 x−2 and 5 ( 2 x+ x 2 ) as algebraic expressions.

Mathematics K–10 Page 26 of 74

§ Use concise algebraic notation and conventions for multiplication, division and powers, and
explain the meanings for each convention

Example(s):

a a ac 1 x
Representing a ÷ ( b × c ) as , a ÷ b × c as × c and , half of x as x or , 1 × x
bc b b 2 2
as x .

2 3 2 3 4
4 × 4=16=4 , 3 ×3 ×3=27=3 ∴ a × a=a , b × b ×b=b and c ×c ×c ×c=c .

Create algebraic expressions and evaluate them by substitution

§ Generate algebraic expressions by translating descriptions and vice versa

Example(s):

p
Representing the product of x and y as x y , the quotient when p is divided by q as , the
q
sum of x and y as x + y and the difference between x and y as x− y .

2 x +1
Representing the side length of an equilateral triangle with perimeter 2 x+1 as .
3

§ Substitute numbers into algebraic expressions and evaluate the result

Example(s):

Evaluating the expression 2 l+ 2b by substituting l=8 and b=3.

Verifying that the expansion of 3 x ( x−5 )=3 x 2−15 x is correct by substituting x=2.

Mathematics K–10 Page 27 of 74

§ Generate a number pattern from an algebraic expression

Example(s):

Generating a number pattern from the algebraic expression x +3 using the table:

Extend and apply the laws and properties of arithmetic to algebraic terms and expressions
§ Generalise the associative property of addition and multiplication to algebraic expressions

Example(s):

Generalising associativity for numbers such as: ( 3+5 )+2=3+ ( 5+2 ) , to algebraic
expressions such as ( a+ b ) +c=a+ ( b+ c ), and generalising associativity for numbers such
as ( 3 × 4 ) ×2=3× ( 4 × 2 ) , to algebraic expressions such as ( a b ) × c=a × ( b c )=a b c .

§ Generalise the commutative property to algebraic expressions

Example(s):

Generalising commutativity for numbers such as: 3+5=5+3 to algebraic expressions

such as a+ b=b+a , generalising commutativity for numbers such as 3 × 4=4 × 3 to
algebraic expressions such as b a=a b .

§ Identify like terms, and add and subtract them to simplify algebraic expressions
§ Simplify algebraic expressions that involve multiplication and division, including simple
algebraic fractions

Example(s):

8a 2a 12 a
Simplifying algebraic expressions such as 12 a ÷ 3 , 4 x × 3 ,2 a b × 3 a , , and .
2 8 9

Mathematics K–10 Page 28 of 74

§ Simplify algebraic expressions involving mixed operations

Example(s):

Simplifying algebraic expressions such as a × 4+ 3÷ b−2 ×a .

Extend and apply the distributive law to the expansion of algebraic expressions
§ Explain the role and meaning of grouping symbols in algebraic expressions

Example(s):

Generalising the distributive law for numbers such as: 3 × ( 20+7 )=3 ×20+ 3× 7 to
algebraic expressions such as a ( b +c )=a b +a c .

Showing, using an area model, that a ( b +c )=a b +a c .

§ Apply the distributive law to expand and simplify algebraic expressions by removing grouping
symbols

Example(s):

Expanding algebraic expressions such as 3 ( a+2 ), −5 ( x+ 2 ), a ( a+b ) and x (−x −2 ).

Factorise algebraic expressions by identifying numerical and algebraic factors

§ Identify and list factors of a single term

Example(s):

Identifying the factors of 6 x as 1, 2, 3, 6 , x , 2 x , 3 x , 6 x , −1, −2, −3, −6 , −x , −2 x , −3 x

and −6 x .

§ Factorise algebraic expressions using knowledge of factors and finding the highest common
numerical factor (HCF)

Example(s):

Factorising expressions such as 4 x−8=4 ( x−2 ).

Mathematics K–10 Page 29 of 74

§ Factorise algebraic expressions using knowledge of factors by finding a common algebraic
factor, including expressions involving more than 2 terms, and verify the result by expansion

Example(s):

Factorising expressions such as 32 y 2−16 x y .

Mathematics K–10 Page 30 of 74

Indices
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ operates with primes and roots, positive-integer and zero indices involving numerical bases
and establishes the relevant index laws MA4-IND-C-01

Content

Apply index notation to represent whole numbers as products of powers of prime numbers
§ Describe numbers written in index form using terms such as base, power, index and exponent

Example(s):

Representing a number with a base of 5 and an index of 2.

§ Represent numbers in index notation limited to positive powers

Example(s):

Expressing 2, 4, 8, 16 and 32 as powers of 2.

§ Represent in expanded form and evaluate numbers expressed in index notation, including
powers of 10

Example(s):

Explaining that 10³ ¿ 10 × 10 × 10 ¿ 1000.

Examining and generalising the sign of the result when a negative number is raised to an
odd or even power.

§ Apply the order of operations to evaluate expressions involving indices

Example(s):

Evaluating 32 + 42 , 4 3 +2 ×52.

§ Determine and apply tests for divisibility for 2, 3, 4, 5, 6 and 10

Example(s):

Finding the smallest number that is greater than 1000 and is divisible by 6.

Mathematics K–10 Page 31 of 74

§ Represent a whole number greater than one as a product of its prime factors, using index
notation where appropriate

Example(s):

Representing 324 as 2 × 2 × 3 × 3 × 3 × 3 ¿ 2² × 3⁴.

Examine cube roots and square roots

§ Use the notations for square root (❑√ ) and cube root (√
3
❑)

Example(s):

❑ and 3 √ 8 and explaining why they are different.

3 ❑
Evaluating √

§ Recognise and describe the relationship between squares and square roots, and cubes and
cube roots for positive numbers

Example(s):

Deducing that if 72 =49, then ❑√ 49=7 and if 53=125 , then √

3
¿ 5.

§ Verify, through numerical examples, that ❑√ a b=❑√ a× ❑√ b

Example(s):

Showing that if ❑√ 9 × 4=❑√ 36=6 and ❑√ 9 × ❑√ 4=3 ×2=6, then ❑√ 9 × 4=❑√ 9 × ❑√ 4 .

§ Estimate the square root of any non-square whole number and the cube root of any non-cube
whole number, then check using a calculator

Example(s):

Estimating the value of ❑√ 30 by first considering that it lies between ❑√ 25 and ❑√ 36 .

Creating a true statement with the smallest possible interval of the form:
□ . □ □< ❑√ 6< □ . □ □ using the digits 1 to 6, at most one time each.

§ Identify and describe exact and approximate solutions in the context of square roots and cube
roots

Mathematics K–10 Page 32 of 74

§ Apply the order of operations to evaluate expressions involving square roots, cube roots,
square numbers and cube numbers

Example(s):

Finding the missing numbers to make the number sentence true:

[ 3 × □2 +( ❑√ 25−□ ) )=❑√ □ × 9 ×3−5.

Use index notation to establish the index laws with positive-integer indices and the zero
index
§ Establish the multiplication, division and the power of a power index laws, by expressing each
number in expanded form with numerical bases and positive-integer indices

Example(s):

Recognising that 32 ×3 4=( 3 ×3 ) × (3 × 3× 3 ×3 ) =36=32 +4 , and generalising this into the

form a m × an =am +n.

5 2 3× 3 ×3 ×3 ×3 3 5−2
Recognising that 3 ÷ 3 = =3 =3 , and generalising this into the form
3 ×3
m n m−n
a ÷ a =a .

2
Recognising that ( 3 4 ) =3 4 × 34 =3 ×3 ×3 ×3 × 3× 3 ×3 ×3=38, and generalising this into
n
the form ( a m ) =am × n.

§ Verify through numerical examples that ( a b )2=a 2 b2

§ Establish the meaning of the zero index

Example(s):

2
5 25
Establishing the meaning of the zero index using index laws such as: 2 = =1 , and
5 25
2
5 2−2 0
2
=5 =5 , ∴ 50=1.
5

Exploring the pattern 24 , 23 ,2 2 , 21 , 20 .

§ Apply index laws to simplify and evaluate expressions with numerical bases

Example(s):

2
Evaluating 52 ×54 × 5, 4 6 ÷ 4 3 × 42 and ( 40 ×33 ÷ 34 ) .

Mathematics K–10 Page 33 of 74

Equations
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ solves linear equations of up to 2 steps and quadratic equations of the form a x 2=c MA4-EQU-
C-01
Related Life Skills outcomes: MALS-ADS-01, MALS-MDI-01

Content

Solve linear equations up to 2 steps

§ Represent number sentences involving unknown quantities using pronumerals

Example(s):

Explore how Aboriginal and/or Torres Strait Islander Peoples may use storytelling and/or
dance to represent mathematical equations.

§ Describe number sentences as equations

§ Distinguish between and compare algebraic expressions and equations
§ Solve linear equations with integer and non-integer solutions using algebraic techniques that
involve up to 2 steps, including equations with pronumerals on both sides

Example(s):

x x+ 4
Solving 2 x+5=20, 8−3 x=−20, 23= + 26, =2 and2 x+3=4 x .
3 3

§ Model and solve word problems using equations of up to 2 steps

Mathematics K–10 Page 34 of 74

Solve and verify linear equations by substitution
§ Verify solutions to equations by substitution

Example(s):

2x
Verifying that x=7.5 is a solution by substituting in the equation + 5=10.
3

2 ×7.5
L H S= +5
3

15
¿ +5
3

¿ 5+5

¿ 10

¿RHS

§ Solve problems involving linear equations, including those arising from substituting given
values into formulas

Example(s):

Recognising that 2 consecutive integers can be represented as x and x +1, and use these
to find 2 consecutive integers that have a sum of 23.

Finding the value of t in the formula v=u+a t if v=10, u=3 and a=2.

Finding the value of x if a rectangle with length (2 x−1)cm and width 3 cm has an area of
39 cm2.

Solve quadratic equations

§ Reason why there are 2 values of x that satisfy a quadratic equation of the form x 2=c if c >0

Example(s):

Evaluating 32 and (−3 )2 and solving x 2=9 and explaining why there is no solution to
2
x =−9 .

§ Solve problems involving quadratic equations of the form a x 2=c , giving answers in exact form
and as decimal approximations

Example(s):

Explaining that if x 2=5, then x can be expressed in exact form as x=± ❑√ 5 or as a decimal
approximation as x ≈± 2.24 to 2 decimal places.

Mathematics K–10 Page 35 of 74

§ Solve quadratic equations arising from substitution into a formula

Example(s):

Finding the value of r in the formula A=π r 2 if A=10 .

Mathematics K–10 Page 36 of 74

Linear relationships
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ creates and displays number patterns and finds graphical solutions to problems involving linear
relationships MA4-LIN-C-01
Related Life Skills outcomes: MALS-POS-01

Content

Plot and identify points on the Cartesian plane

§ Plot and label points on the Cartesian plane of given coordinates, including those with
coordinates that are not whole numbers

Example(s):

Plotting and labelling the points P ( 13 ,−2) and Q(−3.5 , 0)on the Cartesian plane.
Aboriginal art uses topographical views to map Country. Use a topographical map of the
local region to identify coordinates of landmarks such as watering holes, cultural places or
places of personal significance.

Mathematics K–10 Page 37 of 74

§ Identify and record the coordinates of given points on the Cartesian plane, including those with
coordinates that are not whole numbers

Example(s):

Using the diagram of the Cartesian plane to identify the coordinates of point A, naming

(
the point at 4 ,−2
1
2), labelling point Z on the x -axis directly above point C, and

1
identifying the coordinates of the point 2 units left of the origin.
2

Image long description: A number plane with an x and y -axis. Point A is plotted at 2, 1.5.
Point B is plotted at 4, minus 2.5. Point C at minus 2.5, minus 1.5.

Plot linear relationships on the Cartesian plane

§ Construct a geometric pattern and record the results in a table of values

Example(s):

Representing the pattern below made from matches in a table of values:

Image long description: The number of pentagons is measured against the number of
matches used to make the pentagon pattern, represented in a table. The table shows the
number of pentagons on the top row (1, 2, 3, 4) and the corresponding number of
matches on the bottom row (5, 9, blank, 17).

§ Represent a given number pattern (including decreasing patterns) using a table of values
§ Describe a number pattern in words and generate an equation using algebraic symbols

Example(s):

Describing a number pattern as: the y -value is double the x -value, and generalising the
equation to be y=2 x .

Mathematics K–10 Page 38 of 74

§ Apply an equation generated from a pattern to calculate the corresponding value for a smaller
or larger number

Example(s):

Generating the equation for the pattern and completing the table of values.

Image long description: A table with x -values on the top row (1, 2, 3, 4, 5, 8, 95) and y -
values on the bottom row (minus 13, minus 15 and minus 17). The remaining values for y
are left blank.

§ Recognise that a linear relationship can be represented by a number pattern, an equation (or a
rule using algebraic symbols), a table of values, a set of pairs of coordinates and a line
graphed on a Cartesian plane, and move flexibly between these representations

Example(s):

Deriving the equation representing the relationship between x and y by completing a

table of values for the set of points shown in the diagram.

§ Explain that there are an infinite number of ordered pairs that satisfy a given linear relationship
by extending a line joining a set of points on the Cartesian plane
§ Compare similarities and differences of multiple straight-line graphs on the same set of axes
using graphing applications

Example(s):

Using digital tools to graph y=x +1, y=x −2 and y=−2 x +1 on the same Cartesian
plane, identifying similarities and differences such as parallel, non-parallel, pass through
the same point, increasing and decreasing.

Mathematics K–10 Page 39 of 74

§ Describe linear relationships in real-life contexts and solve related problems

Example(s):

Demonstrating a linear relationship using a graph for a situation where an electrician

charges a $75 call-out fee and $60 for each hour it takes to complete a job.

Solve linear equations using graphical techniques

§ Recognise that each point on the graph of a linear relationship satisfies the equation of a line

Example(s):

Verifying that the points ( 2 , 5 ) and (−1 ,−1 ) satisfy the line y=2 x +1.

§ Apply graphs of linear relationships to solve a corresponding linear equation using graphing
applications

Example(s):

Using the graph of y=2 x +3 to find the solution to the equation 2 x+3=11.

Mathematics K–10 Page 40 of 74

§ Graph 2 intersecting lines on the same set of axes and identify the point of intersection using
either graphing applications or a table of values

Example(s):

Graphing the linear equations y=2 x +1 and y=− x+ 4 and identifying their point of
intersection.

§ Verify that the point of intersection satisfies the equations of both lines

Mathematics K–10 Page 41 of 74

Length
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies knowledge of the perimeter of plane shapes and the circumference of circles to solve
problems MA4-LEN-C-01
Related Life Skills outcomes: MALS-LEN-01

Content

Solve problems involving the perimeter of various quadrilaterals and simple composite
figures
§ Solve problems involving the perimeter of plane shapes, including parallelograms, trapeziums,
rhombuses and kites

Example(s):

Finding the perimeter of irregular plane shapes such as:

§ Solve problems relating to the perimeter of simple composite figures

Mathematics K–10 Page 42 of 74

§ Compare methods of solution for finding perimeter and evaluate the efficiency of those
methods

Example(s):

Analysing different ways a perimeter could be found.

Image long description: The composite shape is a rectangle with a section missing. The
intact height of the shape is labelled 10 and the width is labelled 12. The missing section
height is 4 and the width 5. The first way to find the perimeter is to extend the missing
section’s height and width to create the equation: 12 plus 10, plus 12, plus 10 equals 44.
The second way to find the perimeter is to subtract the missing section’s height and width
from the rectangle’s height and width to find the length of the shortened sides, and add
this to the height and width of the rectangle and missing sections. This forms the
equation: 12 plus 10, plus 6, plus 5, plus 4, plus 7 equals 44.

Describe the relationships between the features of circles

§ Identify and describe the relationship between circle features, including the radius, diameter,
arc, chord, sector and segment of a circle, and a tangent to a circle
§ Define π as the ratio of the circumference to the diameter of any circle

Example(s):

Comparing values for the ratio of the circumference to the diameter by measuring the
diameter and circumference of a variety of circles and/or cylinders.

§ Verify that the number π is a constant and develop the formula for the circumference of a circle
§ Apply the formula for the circumference of a circle in terms of the diameter d or radius r
(circumference of a circle ¿ π d or 2 π r ) to solve related problems to solve related problems

Example(s):

Calculating the inner circumference of several yidakis (didgeridoos) and examining how
the inner circumference affects the sound produced.

§ (
Establish the arc length formula l=
θ
360 )
× 2 π r where l is the arc length and θ is the angle

subtended at the centre by the arc

Mathematics K–10 Page 43 of 74

§ Solve problems by finding arc lengths and the perimeter of sectors, giving an exact answer in
terms of π or an approximate answer

Example(s):

Calculating the approximate distance between 2 locations on the equator using an

assumed value for the Earth’s radius.

§ Find the perimeter of quadrants, semicircles and simple composite figures consisting of 2
shapes in a variety of contexts, including using digital tools

Example(s):

Using online mapping applications to calculate the perimeter of places of interest, such as
a local running track or botanical garden.

Mathematics K–10 Page 44 of 74

Right-angled triangles (Pythagoras’ theorem)
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies Pythagoras’ theorem to solve problems in various contexts MA4-PYT-C-01

Content

Identify and define Pythagoras’ theorem

§ Identify and describe the hypotenuse as the side opposite the right angle and the longest side
in any right-angled triangle

Example(s):

Analysing right-angled triangles of differing sizes and orientations and identifying the
hypotenuse.

§ Establish the relationship between the lengths of the sides of a right-angled triangle

Example(s):

Rearranging 4 congruent right-angled triangles of side lengths a, b and c to form a square

with a side length a+ b and establishing the relationship between the lengths of the sides
of a right-angled triangle.

Image long description: The first square has a side length of a plus b , and has a square of
side length c at a diagonal rotation inside it. The second square represents how this
creates a square of side length a plus b , with 2 identical rectangles of diagonal length c
and squares of side length a and side length b inside the larger square.

§ Use the relationship to record and define Pythagoras’ theorem both algebraically and in words

Mathematics K–10 Page 45 of 74

Examine problems involving Pythagoras’ theorem
§ Apply Pythagoras’ theorem to find the unknown length of a side in a right-angled triangle,
giving answers in an exact form or as decimal approximations

Example(s):

Reasoning why the negative solution of the relevant quadratic equation is not feasible
when solving problems involving Pythagoras’ theorem.

§ Apply the converse of Pythagoras’ theorem to establish whether a triangle is right angled

Example(s):

Justifying that a triangle with side lengths of 5 m, 12 m and 13 m is right-angled.

§ Solve practical problems involving Pythagoras’ theorem before exploring a variety of related
problems

Example(s):

Exploring the possible areas of a rhombus with a side length of 8 cm and one diagonal
length of 15 cm.

§ Justify whether a set of 3 integers is a Pythagorean triad

Mathematics K–10 Page 46 of 74

Area
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies knowledge of area and composite area involving triangles, quadrilaterals and circles to
solve problems MA4-ARE-C-01
Related Life Skills outcomes: MALS-ARE-01

Content

Develop and use formulas to find the area of rectangles, triangles and parallelograms to
solve problems
§ Apply the formula to find the area of a rectangle or square: A=lb , where l is the length and b
is the breadth (or width) of the rectangle or square

Example(s):

Comparing various rectangles with the same area and examining whether they have the
same perimeter, such as finding the possible perimeters of all rectangles with integer side
lengths that have an area of 36 cm2.

1
§ Develop and apply the formula to find the area of a triangle: A=¿ b h, where b is the base
2
length and h is the perpendicular height

Example(s):

Verifying the formula for the area of a triangle by folding a rectangle in half to see that the
area of the triangle is half that of the rectangle.

Identifying the perpendicular height of triangles in different orientations and verifying that
triangles with the same base length and height have equal areas by using digital tools.

Mathematics K–10 Page 47 of 74

§ Develop and apply the formula to find the area of a parallelogram: A=¿ b h whereb is the base
length and h is the perpendicular height

Example(s):

Developing the formula for the area of a parallelogram by either rotating a right-angled
triangle or bisecting a pair of opposite sides of a parallelogram and rotating the triangles
to form a rectangle.

Image long description: A parallelogram showing perpendicular height h and side length
b, transformed into a rectangle by using the perpendicular height as the width of the
rectangle, and the length of the parallelogram as the length of the rectangle.

Image long description: A parallelogram transformed into a rectangle, demonstrating how

a triangle on the edge of the parallelogram can be flipped to form a rectangle of the same
dimensions.

Mathematics K–10 Page 48 of 74

§ Calculate the area of composite figures that can be dissected into rectangles, squares,
parallelograms or triangles to solve problems

Example(s):

Exploring different ways to find composite areas.

Image long description: The first diagram shows that the composite shape is 2 rectangles.
The large rectangle has a width of 6 and length of 12, the other has a width of 4 and
length of 7. They are joined together so the shape is a rectangle with a corner missing.
The second diagram shows that the area can be found by first finding the total area of the
shape and subtracting the missing section with the equation: 12 multiplied by 10, minus 4
multiplied by 5. The third diagram shows that the area can be found by adding the total
areas of the 2 rectangles when split horizontally. The equation is 7 multiplied by 4, plus 12
multiplied by 6. The fourth diagram shows that the area can be found by adding the total
areas of the 2 rectangles when split vertically. The equation is 10 multiplied by 7, plus 6
multiplied by 5.

Develop and use the formula to find the area of circles and sectors to solve problems
§ Develop and apply the formula to find the area of a circle: A=π r 2 , where r is the length of the
radius

Example(s):

Developing the formula to find the area of a circle by dissecting a circle into many
congruent sectors and arranging them to form an approximate parallelogram with height r
and base π r and considering the area of the parallelogram.

Image long description: A circle is broken up into 8 sectors which are placed together to
create the third shape. The second shape is created using 32 sectors of the same circle
arranged in a tight line to indicate how the smaller the size of the sectors, the closer the
shape becomes to a parallelogram.

Mathematics K–10 Page 49 of 74

§ Explain how the area of a sector can be developed from the area of a circle A=( θ
360
× π r2 )
§ Find the area of quadrants, semicircles and sectors, and apply these formulas in the context of
real-life problems

Example(s):

Measuring and calculating the area inside the 3-point line of a basketball court.

§ Calculate the areas of composite shapes involving quadrants, semicircles and sectors to solve
problems

Develop and use the formulas to find the area of trapeziums, rhombuses and kites to solve
problems
1
§ Develop and apply the formula to find the area of a kite or rhombus: A= x y , where x and y
2
are the lengths of the diagonals

Example(s):

Developing the area of a rhombus or kite by dividing the shape on the diagonals into 2 or
4 right-angled triangles:

1 1 1 1
A=4 × × x × y = x y
2 2 2 2

Image long description: Demonstration of how a rhombus with one diagonal measuring x
and one diagonal measuring y becomes a triangle with perpendicular height y over 2 and
base length x .

Mathematics K–10 Page 50 of 74

 h
§ Develop and apply the formula to find the area of a trapezium: A= ( a+ b ) , where h is the
2
perpendicular height and a and b are the lengths of parallel sides

Example(s):

Developing the formula for the area of a trapezium by bisecting the non-parallel sides,
dissecting the trapezium and rotating triangles to form a rectangle with the same
perpendicular height and length as half of the sum of the 2 parallel sides.

Image long description: Parallelogram with parallel sides a and b, and perpendicular
height h. Triangles on either end are flipped upwards to form a rectangle with side length
of a half multiplied by a plus b, and width h.

§ Calculate the area of composite shapes involving trapeziums, kites and rhombuses to solve
problems

Choose appropriate units of measurement for area and convert between units
§ Choose an appropriate unit to measure the area of different shapes and surfaces, and justify
the choice

Example(s):

Examining the suitability of units relative to the size of an object, based on real-life
scenarios such as the area of a paddock in hectares, the area of a local botanical garden
in km2 or the floor space of a hall in m2.

Mathematics K–10 Page 51 of 74

§ Convert between metric units of area using 1 c m2=100 m m2, 1 m2=10 000 c m2,
2 2 2
1 h a=10 000 m and 1 k m =1 000 000 m =100 h a

Example(s):

Representing conversions using areas of squares.

Image long description: The first square has sides of 10 millimetres with an area of 100
square millimetres. It is equal to the second square that has sides of 1 centimetre and an
area of 1 square centimetre. The third square has sides of 100 centimetres and an area of
10 000 square centimetres. It is equal to the fourth square with sides of 1 metre and an
area of 1 square metre.

Mathematics K–10 Page 52 of 74

Volume
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies knowledge of volume and capacity to solve problems involving right prisms and
cylinders MA4-VOL-C-01
Related Life Skills outcomes: MALS-VOL-01

Content

Describe the different views of prisms and solids that have been formed from prism
combinations
§ Represent prisms from different views in 2 dimensions, including top, side, front and back
views
§ Describe and illustrate solids formed from prism combinations from different views in 2
dimensions, including top, side, front and back views

Example(s):

Illustrating different perspectives of solids consisting of combinations of prisms created

using digital tools or concrete materials.

§ Identify and illustrate the cross-sections of different prisms

§ Examine the idea that prisms have a uniform cross-section that is equal to the base area
§ Determine if a particular solid has a uniform cross-section

Develop and apply the formula to find the volume of a prism to solve problems
§ Develop the formula for the volume of a prism: V =b a s e a r e a ×h e i g h t , leading to V = A h

Mathematics K–10 Page 53 of 74

§ Apply the formula for the volume of a prism to prisms with uniform cross-sections to solve
problems

Example(s):

Calculating the side length of a cube with a volume of 125 cm3.

Develop the formula for finding the volume of a cylinder and apply the formula to solve
problems
§ Develop and apply the formula to solve problems involving the volume of cylinders: V =π r 2 h ,
where r is the length of the radius of the base and h is the perpendicular height

Example(s):

Developing the formula for finding the volume of a cylinder by recognising repeated layers
of circles.

Calculating the volume of wood eaten by termites to create an emu caller (hollow cylinder)
assuming they are perfect cylinders.

Choose appropriate units of measurement for volume and capacity and convert between
units
§ Recognise that 1000 L is equal to 1 kilolitre (kL) and use the abbreviation
§ Recognise that 1000 kL is equal to 1 megalitre (ML) and use the abbreviation

Example(s):

Recognising the use of kL and ML in estimating the volume of real-life situations such as
Sydney Harbour, a local dam or a backyard swimming pool.

§ Choose an appropriate unit to measure the volume or capacity of different objects and justify
the choice

Example(s):

Identifying the most appropriate units to measure the capacity of a swimming pool or a
fish tank.

Using the capacities of familiar containers to help estimate the capacity of larger
containers.

§ Convert between metric units of volume and capacity (1 cm3 = 1000 mm 3, 1 cm 3 = 1 mL,
3
1 m = 1000 L = 1 kL, 1000 kL = 1 ML)

Mathematics K–10 Page 54 of 74

§ Solve practical problems involving the volume and capacity of right prisms and cylinders

Example(s):

Given the volume of carrying tools used by Aboriginal Peoples, demonstrate how to
estimate their capacity and explore the maximum number of objects they can hold.

Comparing the capacity of a cubic tank with the dimensions 1.5 m ×1.5 m ×1.5 m to a
cylindrical tank 1.6 m in diameter and with a height of 1.6 m.

Mathematics K–10 Page 55 of 74

Angle relationships
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ applies angle relationships to solve problems, including those related to transversals on sets of
parallel lines MA4-ANG-C-01

Content

Apply the language, notation and conventions of geometry

§ Use appropriate terminology and conventions to define, label and name points, rays, lines and
intervals using capital letters

Example(s):

Describing the similarities and differences between the following examples:

Image long description: The first diagram is a ray starting at point A and continuing
through point B. The second diagram shows an interval of a line starting at point A and
ending at point B. The third shows a line that goes through points A and B and continues
through both.

§ Identify and label the vertex and arms of an angle with capital letters
§ Use appropriate conventions to label and name angles
Example(s):

Mathematics K–10 Page 56 of 74

§ Use common conventions to indicate right angles, equal angles and intervals on diagrams
Example(s):

Image long description: The first diagram is a right angle through the points ABC. The
second diagram has one isosceles triangle inside another isosceles triangle showing
equal sides and equal base angles.

Identify geometrical properties of angles at a point

§ Identify right angles, straight angles, angles of complete revolution and vertically opposite
angles
§ Apply the terms complementary and supplementary to a pair of angles adding to 90 ° and 180 ° ,
respectively

Example(s):

Identifying complementary and supplementary angles arising from right angles and
straight angles. ∠ A BC and ∠ C B D are complementary since ∠ A B D is a right angle.
∠ F H G and ∠ J H G are supplementary since ∠ F H J is a straight angle.

Image long description: The first diagram shows right angle ABD dissected by line BC
forming complementary angles. The second diagram shows straight angle FHJ with line
GH in the middle at a diagonal forming supplementary angles.

Mathematics K–10 Page 57 of 74

§ Apply the term adjacent angles to a pair of angles with a common arm and common vertex

Example(s):

∠ A D C is adjacent to ∠ B D C and reflex ∠ A D B .

Identify and describe corresponding, alternate and co-interior angles when 2 straight lines
are crossed by a transversal, including parallel lines
§ Identify and describe perpendicular lines using the symbol for is perpendicular to (⊥)
§ Apply the common conventions to indicate parallel lines on diagrams
Example(s):

§ Identify and describe pairs of parallel lines using the symbol for is parallel to (∥)
§ Identify and define transversals, including transversals of parallel lines

Example(s):

Transversal XY cuts the lines AB and CD at Z and W.

Mathematics K–10 Page 58 of 74

§ Identify, name and measure alternate angle pairs, corresponding angle pairs and co-interior
angle pairs for 2 lines cut by a transversal
Example(s):

§ Verify and identify corresponding angles and alternate angles as equal, and co-interior angles
as supplementary, when a pair of parallel lines is cut by a transversal
Example(s):

Image long description: A corresponding angle and alternate interior angles where angle
a and angle b are equal. A co-interior angle where angle a plus angle b equals 180
degrees.

§ Justify that 2 lines are parallel by using properties of alternate, corresponding or co-interior
angles on parallel lines

Mathematics K–10 Page 59 of 74

Solve numerical problems involving angles using reasoning
§ Apply the knowledge of angle relationships including angles at a point to find the sizes of
unknown angles embedded in diagrams and give reasons

Example(s):

Finding the size of the unknown angle and give reasons.

x +162°+ 90° +78 °=360 ° (angles at a point).

∴ x=30 °
y=53 ° (vertically opposite angles).

Mathematics K–10 Page 60 of 74

§ Apply the knowledge of angles associated with parallel lines to find the sizes of unknown
angles embedded in related diagrams and give reasons

Example(s):

If ∠ BC H=114 °, find the size of ∠ A B F and ∠ E BC and give reasons.

Finding the value of x in the diagram below and give reasons.

Construct a line X Y through X parallel to A B and C D

° °
63 +∠ A X Y =180 (co-interior angles, A B∥ X Y )
∴ ∠ A X Y =117 °
Similarly, ∠ Y X C+ 42°=180 °
∴ ∠ Y X C=138 °
° ° °
x +117 + 138 =360 (angles at a point)
∴ x=45°

Mathematics K–10 Page 61 of 74

Properties of geometrical figures
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ identifies and applies the properties of triangles and quadrilaterals to solve problems MA4-
GEO-C-01
Related Life Skills outcomes: MALS-GEO-01

Content

Classify triangles according to their side and angle properties

§ Label triangles using appropriate text and symbols

Example(s):

Triangle A BC can be written as △ A B C .

§ Classify and describe types of triangles based on their properties, including acute-angled,
right-angled, obtuse-angled, equilateral, isosceles and scalene triangles

Example(s):

Recognising that a given triangle may belong to more than one class such as right-angled
scalene triangles and obtuse-angled isosceles triangles.

Classify quadrilaterals and describe their properties

§ Identify quadrilaterals using naming conventions

Example(s):

Recognising that quadrilateral ABCD is the same as ADCB but not the same as ACBD.

Mathematics K–10 Page 62 of 74

§ Distinguish between convex and non-convex quadrilaterals

Example(s):

Non-convex (also called concave) quadrilaterals have one internal reflex angle.

§ Verify and describe the properties of the special quadrilaterals which include parallelograms,
rectangles, rhombuses, squares, trapeziums and kites

Example(s):

Properties of special quadrilaterals:

Opposite sides are parallel.
Opposite sides are equal.
Adjacent sides are perpendicular.
Opposite angles are equal.
Diagonals are equal.
Diagonals bisect each other.
Diagonals bisect each other at right angles.
Diagonals bisect the angles of the quadrilateral.

§ Identify and label the properties of the special quadrilaterals using appropriate conventions
§ Classify quadrilaterals based on their properties
§ Justify why some quadrilaterals may be classified as more than one type of quadrilateral

Mathematics K–10 Page 63 of 74

Apply the properties of triangles and quadrilaterals
§ Prove that the interior angle sum of a triangle is 180° with or without digital tools

Example(s):

Proving the interior angle sum of a triangle is 180°

Construct D E parallel to BC

∠ D A B=∠ A B C=α (alternate angles, D E ∥ B C )

∠ E A C=∠ B C A=β (alternate angles, D E ∥ B C )

°
α + β+ γ =180 (straight angle)

∴ ∠ A B C+ ∠B C A+ ∠ C A B=180°
Image long description: Triangle ABC with interior angles alpha, beta and gamma. Line
DE is constructed parallel to BC at point A forming a straight angle of alpha, gamma and
beta with a sum of 180 degrees.

§ Prove that any exterior angle of a triangle equals the sum of the 2 interior opposite angles
§ Apply the angle sum of a triangle to prove that the angle sum of a quadrilateral is 360°

Mathematics K–10 Page 64 of 74

§ Apply the properties of triangles and quadrilaterals to determine unknown sides and angles to
solve problems, giving reasons

Example(s):

Finding the value of x given P Q R S is a parallelogram.

Q R∥ P S (opposite sides of a parallelogram are parallel)

° °
x +53 =180 (co-interior angles are supplementary, Q R∥ P S)

∴ x=127°

Mathematics K–10 Page 65 of 74

Data classification and visualisation
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ classifies and displays data using a variety of graphical representations MA4-DAT-C-01
Related Life Skills outcomes: MALS-DAT-01

Content

Classify data as either numerical (discrete or continuous) or categorical (nominal or ordinal)

variables
§ Define a variable in the context of statistics as any characteristic, number or quantity that can
be measured or counted
§ Classify and describe variables as numerical or categorical
§ Describe a numerical variable as either discrete or continuous

Example(s):

Discrete (number of students, shoe size) and continuous (height, weight).

§ Describe a categorical variable as nominal or ordinal

Example(s):

Nominal (blue, green, yellow) and ordinal (small, medium, large).

§ Distinguish between and compare numerical (discrete or continuous) and categorical (nominal
or ordinal) variables

Display data using graphical representations relevant to the purpose of the data
§ Represent single datasets using graphs, including frequency histograms and polygons, dot
plots, stem-and-leaf plots, divided bar graphs, column graphs, line graphs, sector graphs and
pictograms, with or without digital tools

Example(s):

Using data from various sources, examine population characteristics of Aboriginal and/or
Torres Strait Islander Peoples across all states and territories. Use various data
representations to highlight changes over time.

Mathematics K–10 Page 66 of 74

§ Include sources, titles, labels and scales when displaying data in a graph

Example(s):

The source indicates where the data was collected, the title introduces the data in the
graph, the labels identify each axis and scales identify the possible values of a variable
along an axis.

§ Select the type of graph best suited to represent various single datasets and justify the choice
of graph

Example(s):

Comparing the characteristics of histograms and column graphs and justifying their use
for datasets.

Image long description: A histogram graph with dashes along the vertical axis and the
bars close together. 2 column graphs, one with dashes along the vertical axis and another
with dashes along the horizontal axis. The bars follow the direction of the dashes and
have spaces between them.

Mathematics K–10 Page 67 of 74

§ Represent a dataset using a statistical infographic and justify the choice of graphical
representation used

Example(s):

Creating a statistical infographic showing information about Aboriginal and/or Torres Strait
Islander Peoples. Information could include data from the most recent census indicating
changes over time in the Aboriginal and Torres Strait Islander population.

Using a statistical infographic to enhance retention and recall of information through

visually compelling charts.

Interpret data in graphical representations

§ Identify and interpret data displayed on graphs

Example(s):

Identifying variables from a histogram, dot plot, stem-and-leaf plot, bar graph, line graph,
sector graph and pictogram, interpret the data.

§ Identify features of graphical representations to draw conclusions

§ Interpret patterns in graphical representations to make predictions

Mathematics K–10 Page 68 of 74

§ Explain why a given graphical representation can lead to a misinterpretation of data

Example(s):

Examining the graphical representation of the cost of services over many years and
concluding that the increase in cost of services in Year 4 is much greater than that in Year
3 due to a larger prism.

Image long description: Example of a misleading graph depicting cost of services plotted
against time in years. Three-dimensional columns have non-uniform values and continue
to increase in size as time progresses.

Mathematics K–10 Page 69 of 74

Data analysis
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ analyses simple datasets using measures of centre, range and shape of the data MA4-DAT-C-
02
Related Life Skills outcomes: MALS-DAT-02

Content

Calculate and compare the mean, median, mode and range for simple datasets
‾
§ Calculate the mean (x ) of a set of data using digital tools

Example(s):

Using the statistical functions of a spreadsheet or another digital tool to determine the
mean for both small and large datasets.

§ Calculate and describe the mean, median, mode and range of a dataset
§ Classify the mean, median and/or mode as measure(s) of centre to represent the average or
typical value of a dataset
§ Describe and interpret data displays using mean, median and range

Example(s):

Calculating measures of centre and range and using these to describe and interpret data
represented in a variety of statistical displays, including frequency distribution tables,
histograms, stem-and-leaf plots and dot plots.

§ Identify and describe datasets as having no modes (uniform), one mode (unimodal), 2 modes
(bimodal) or multiple modes (multimodal)

Example(s):

Identifying which of the following diagrams is closest to a uniform distribution:

§ Identify the range as a measure of spread to describe variation in a dataset

§ Compare simple datasets using the mean, median, mode and range
Mathematics K–10 Page 70 of 74
Interpret the effect individual data points have on measures of centre and range
§ Informally identify clusters, gaps and outliers in datasets and give reasons for their occurrence
in the context of the data

Example(s):

Identifying and describing outliers informally from statistical displays and exploring the
reasons why these might occur.

§ Identify and explain the impact of adding or removing data values that are clustered at one end
of a dataset on the measures of centre

Example(s):

Justifying why adding a score of 12 to the set of scores 2, 3, 4, 5, 5, 5, 6, 8 will not change
the mode of 5.

Explaining the effect on the mean if a score of 99% is added to a set of 20 test scores
with an average of 60%.

§ Identify and explain the impact of outliers on the measures of centre and range

Example(s):

Analysing why it is more appropriate to use the median than the mean when the data
contains one or more outliers.

§ Determine and justify the most appropriate measure of centre to summarise the data in its
context

Example(s):

Using the median as the appropriate measure of centre to determine the average house
price in a suburb to avoid distortion of the data by outliers. Using the mean to determine
the average test score in a mathematics test when most of the marks are close together.

Analyse datasets presented in various ways and draw conclusions

§ Identify and describe the shape and distribution of a dataset using the terms symmetrical,
negatively skewed and positively skewed
Example(s):

Mathematics K–10 Page 71 of 74

§ Associate the shape and distribution of a dataset with the relative size of the mean, median
and mode using the terms symmetry and skew

Example(s):

Reasoning that if mean = mode = median, the skewness is zero. If the mean and median
is less than the mode, the skewness is negative. If the mean and median is greater than
the mode, the skewness is positive.

Image long description: The first graph shows negatively skewed data where the mean
and median are smaller than the mode. The second graph shows symmetrical data where
the mean, median and mode are equal. The third graph shows positively skewed data
where the mean and median are greater than the mode.

§ Define a census as a study of every unit, everyone or everything in a population

§ Define a sample as a subset of units in a population selected to represent all units in a
population of interest
§ Draw conclusions and make informed decisions about data gathered using data-collection
techniques, including census and sampling, which is then presented in tables, graphs and
charts

Example(s):

Identifying and describing factors that may have masked results, analysing the accuracy
of measurements taken, and determining whether the outcomes of the study can be
generalised to other situations.

Mathematics K–10 Page 72 of 74

Probability
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ solves problems involving the probabilities of simple chance experiments MA4-PRO-C-01
Related Life Skills outcomes: MALS-PRO-01

Content

Determine probabilities for chance experiments

§ List the sample space for chance experiments

Example(s):

Explaining that if a standard 6-sided die is rolled once, the sample space (S) is S =
{1, 2, 3, 4, 5, 6}.

Explaining that the sample space for a spinner with 6 equal segments, 2 of which are red,
3 are green and 1 is white is S= { R ,G , W ) .

§ Express the probability of an event, which has a finite number of equally likely outcomes, as
n u m b e r o f f a v o u r a b l e o u t c o me s
P (e v e n t)=
t o t a l nu m b e r o f o u t c o m e s

Example(s):

1
Representing the probability of rolling a 4 on a 6-sided die as P ( 4 )= .
6

The probability of landing on green using a spinner with 6 equal segments, 2 of which are
3
red, 3 are green and 1 is white is P ( G )= .
6

§ Recognise that probabilities range from 0 (impossible) to 1 (certain) and that equally likely
outcomes have equal probabilities
§ Verify that the total of the probabilities of all possible outcomes of an event is 1
§ Identify and describe theoretical (expected) probabilities as being the likelihood of outcomes
occurring under fair or unbiased conditions

Mathematics K–10 Page 73 of 74

§ Explain that observed probability is the relative frequency resulting from repeated trials of a
simulation and determine observed probabilities

Example(s):

Inferring that if a 6 appears on the uppermost face of a die 30 times when a die is rolled
30 1
120 times, the observed probability of a 6 is = .
120 4

§ Explore relative frequencies by using a random number generator to repeat a chance

experiment a number of times

Determine probabilities for complementary events

§ Identify and describe the complement of an event

Example(s):

Explaining that the complement of rolling a 3 on a die is not rolling a 3 on a die.

§ Verify that the sum of the probability of an event and its complement is a total of 1

Example(s):

1
Verifying that since the probability of rolling a 3 on a die is and the probability of not
6
5
rolling a 3 on a die is , then the sum of the event and its complement is 1 .
6

§ Solve problems involving the probability of complementary events

§ Represent the possible outcomes for complementary events in various forms

Mathematics K–10 Page 74 of 74