Mathematics Sample Program: Year 8

Mathematics Sample Program: Year 8

Authorised and published by the Victorian Curriculum and Assessment Authority

Level 7, 2 Lonsdale Street
Melbourne VIC 3000

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Mathematics Sample Program: Year 8

Contents

Abbreviations..................................................................................................................................4
Hyperlinks.......................................................................................................................................4
Overview.........................................................................................................................................5
Topics, suggested time allocations and sequencing...................................................................5
Content descriptions coverage within each topic........................................................................6
Achievement standards (for three levels to support planning for a continuum of learning)........8
Learning in Mathematics...........................................................................................................10
Year 8 Semester 1........................................................................................................................11
......................................................................................................................................................11
Topic 8.1.1: Positive and negative integers..............................................................................12
Topic 8.1.2: The Cartesian plane.............................................................................................14
Topic 8.1.3: Properties of plane shapes..................................................................................16
Topic 8.1.4: Measurement: time and shapes...........................................................................19
Topic 8.1.5: Collecting and displaying data.............................................................................22
Topic 8.1.6: Money and percentages.......................................................................................25
Topic 8.1.7: Algebra: expressions............................................................................................27
Year 8 Semester 2........................................................................................................................29
......................................................................................................................................................29
Topic 8.2.1: Linear and non-linear functions and graphs........................................................30
Topic 8.2.2: Real numbers and indices....................................................................................33
Topic 8.2.3: Angles, polygons and solids.................................................................................35
Topic 8.2.4: Linear equations...................................................................................................37
Topic 8.2.5: Volume and surface area.....................................................................................39
Topic 8.2.6: Probability and simulation....................................................................................41
Topic 8.2.7: Ratios and rates...................................................................................................44

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Mathematics Sample Program: Year 8

Abbreviations

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

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

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

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 Mathematics Sample Program: Year 8

Overview
This Mathematics Sample Program: Year 8 is an example of how the Mathematics curriculum
could be organised into a teaching and learning program.
This sample program provides comprehensive coverage of content descriptions from the three
strands of the mathematics curriculum and is sequenced to develop knowledge and skills;
however, there are many other ways that the curriculum content can be arranged to suit the
learning needs of students.

Topics, suggested time allocations and sequencing

Week* Semester 1 Semester 2
1 8.1.1: Positive and negative integers 8.2.1: Linear and non-linear functions and graphs
2 Strand: Number and Algebra Strand: Number and Algebra
Sub-strand: Number and place value Sub-strand: Linear and non-linear relationships
3
Sub-strand: Patterns and algebra
4 8.1.2: The Cartesian plane 8.2.2: Real numbers and indices
5 Strand: Number and Algebra Strand: Number and Algebra
Sub-strand: Linear and non-linear relationships Sub-strand: Real numbers
6 8.1.3: Properties of plane shapes Sub-strand: Number and place value

7 Strand: Measurement and Geometry 8.2.3: Angles, polygons and solids

Sub-strand: Geometric reasoning Strand: Measurement and Geometry
8
Sub-strand: Geometric reasoning
9 8.1.4: Measurement: time and shapes 8.2.4: Linear equations
10 Strand: Measurement and Geometry Strand: Number and Algebra
Sub-strand: Using units of measurement Sub-strand: Patterns and algebra
11 Strand: Number and Algebra 8.2.5: Volume and surface area
Sub-strand: Patterns and algebra Strand: Measurement and Geometry
12 8.1.5: Collecting and displaying data Sub-strand: Using units of measurement
Strand: Statistics and Probability Strand: Number and Algebra
Sub-strand: Data representation and interpretation Sub-strand: Patterns and algebra
13 Strand: Number and Algebra 8.2.6: Probability and simulation
Sub-strand: Patterns and algebra Strand: Statistics and Probability
14
Sub-strand: Chance
15 8.1.6: Money and percentages
Strand: Number and Algebra
Strand: Number and Algebra
Sub-strand: Patterns and algebra
Sub-strand: Money and financial mathematics
16 Sub-strand: Real numbers 8.2.7: Ratio and rates
Sub-strand: Patterns and algebra Strand: Number and Algebra
Sub-strand: Real numbers
17 8.1.7: Algebra: expressions
18 Strand: Number and Algebra
Sub-strand: Patterns and algebra

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Mathematics Sample Program: Year 8
* Based on 3 hours teaching time per week

Content descriptions coverage within each topic

Level 8 content descriptions Topic/s

Strand: Number and Algebra

Sub-strand: Number and place value

Carry out the four operations with rational numbers and integers, using efficient mental and written strategies 8.1.1
and appropriate digital technologies and make estimates for these computations (VCMNA273)
Use index notation with numbers to establish the index laws with positive integral indices and the zero index 8.2.2
(VCMNA272)
Sub-strand: Linear and non-linear relationships
Plot linear relationships on the Cartesian plane with and without the use of digital technologies (VCMNA283) 8.1.2
8.2.1
Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (VCMNA284) 8.2.4
Plot graphs of non-linear real life data with and without the use of digital technologies, and interpret and 8.2.1
analyse these graphs (VCMNA285)
Sub-strand: Money and financial mathematics
Solve problems involving profit and loss, with and without digital technologies (VCMNA278) 8.1.6
Sub-strand: Real numbers
Solve problems involving the use of percentages, including percentage increases and decreases and 8.1.6
percentage error, with and without digital technologies (VCMNA276)
Investigate terminating and recurring decimals (VCMNA274) 8.2.2
Investigate the concept of irrational numbers, including  (VCMNA275) 8.2.2
Solve a range of problems involving rates and ratios, including distance-time problems for travel at a constant 8.2.7
speed, with and without digital technologies (VCMNA277)
Sub-strand: Patterns and algebra
Extend and apply the distributive law to the expansion of algebraic expressions (VCMNA279) 8.1.7
Factorise algebraic expressions by identifying numerical factors (VCMNA280) 8.1.7
Simplify algebraic expressions involving the four operations (VCMNA281) 8.1.7
Use algorithms and related testing procedures to identify and correct errors (VCMNA282) 8.1.4
8.1.5
8.2.1
8.2.5
8.2.6
Strand: Measurement and Geometry
Sub-strand: Geometric reasoning
Define congruence of plane shapes using transformations and use transformations of congruent shapes to 8.1.3
produce regular patterns in the plane including tessellations with and without the use of digital technology
(VCMMG291)
Develop the conditions for congruence of triangles (VCMMG292) 8.1.3
Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related 8.1.3
numerical problems using reasoning (VCMMG293) 8.2.3
Sub-strand: Using units of measurement

Solve problems involving duration, including 12 and 24-hour time within a single time zone (VCMMG290) 8.1.4

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Mathematics Sample Program: Year 8

Choose appropriate units of measurement for area and volume and convert from one unit to another 8.1.4
(VCMMG286)
Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites (VCMMG287) 8.1.4
Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use 8.1.4
formulas to solve problems involving determining radius, diameter, circumference and area from each other
(VCMMG288)
Develop the formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to 8.2.5
solve problems involving volume (VCMMG289)
Strand: Statistics and Probability
Sub-strand: Data representation and interpretation
Distinguish between a population and a sample and investigate techniques for collecting data, including 8.1.5
census, sampling and observation (VCMSP297)
Explore the practicalities and implications of obtaining data through sampling using a variety of investigative 8.1.5
processes (VCMSP298)
Explore the variation of means and proportions of random samples drawn from the same population 8.1.5
VCMSP298)
Investigate the effect of individual data values including outliers, on the range, mean and median (VCMSP300) 8.1.5
Sub-strand: Chance
Identify complementary events and use the sum of probabilities to solve problems (VCMSP294) 8.2.6
Describe events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) 8.2.6
and ‘and’ (VCMSP295)
Represent events in two-way tables and Venn diagrams and solve related problems (VCMSP296) 8.2.6

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Achievement standards (for three levels to support planning for a continuum of learning)
Level 7 Level 8 Level 9
Number and algebra Number and algebra Number and algebra

Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of written strategies to make estimates integer indices to variables and
integers. They make the connections and carry out the four operations with numbers, express numbers in
between whole numbers and index integers, and apply the index laws to scientific notation, solve problems
notation and the relationship between whole numbers. They identify and involving very small and very large
perfect squares and square roots. describe rational and irrational numbers, and check the order of
They solve problems involving all four numbers in context. Students estimate magnitude of calculations. They solve
operations with fractions, decimals, answers and solve everyday problems problems involving simple interest.
percentages and their equivalences, involving profit and loss rates, ratios Students use the distributive law to
and express fractions in their simplest and percentages, with and without the expand algebraic expressions,
form. Students compare the cost of use of digital technology. They including binomial expressions, and
items to make financial decisions, with simplify a variety of algebraic simplify a range of algebraic
and without the use of digital expressions and connect expansion expressions. They find the distance
technology. They make simple and factorisation of linear between two points on the Cartesian
estimates to judge the expressions. Students solve linear plane and the gradient and midpoint
reasonableness of results. Students equations and graph linear of a line segment using a range of
use variables to represent arbitrary relationships on the Cartesian plane. strategies including the use of digital
numbers and connect the laws and technology. Students sketch and draw
properties of number to algebra and linear and non-linear relations, solve
substitute numbers into algebraic simple related equations and explain
expressions. They assign ordered the relationship between the graphical
pairs to given points on the Cartesian and symbolic forms, with and without
plane and interpret and analyse the use of digital technology.
graphs of relations from real data.
Students develop simple linear
models for situations, make
predictions based on these models,
solve related equations and check
their solutions.
Measurement and geometry Measurement and geometry Measurement and geometry

Students use formulas for the area Students convert between units of Students solve measurement
and perimeter of rectangles. They measurement for area and for volume. problems involving perimeter and area
classify triangles and quadrilaterals They find the perimeter and area of of composite shapes, surface area
and represent transformations of parallelograms, rhombuses and kites. and volume of rectangular prisms and
these shapes on the Cartesian plane, Students name the features of circles, cylinders, with and without the use of
with and without the use of digital calculate circumference and area, and digital technology. They relate three-
technology. Students name the types solve problems relating to the volume dimensional objects to two-
of angles formed by a transversal of prisms. They make sense of time dimensional representations. Students
crossing parallel lines and solve duration in real applications, including explain similarity of triangles, interpret
simple numerical problems involving the use of 24-hour time. Students ratios and scale factors in similar
these lines and angles. They describe identify conditions for the congruence figures, and apply Pythagoras's
different views of three-dimensional of triangles and deduce the properties theorem and trigonometry to solve
objects, and use models, sketches of quadrilaterals. They use tools, problems involving angles and lengths
and digital technology to represent including digital technology, to in right-angled triangles.
these views. Students calculate construct congruent shapes.
volumes of rectangular prisms.

Level 7 Level 8 Level 9

Statistics and probability Statistics and probability Statistics and probability

Students identify issues involving the Students explain issues related to the Students compare techniques for

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Mathematics Sample Program: Year 8

collection of discrete and continuous collection of sample data and discuss collecting data from primary and
data from primary and secondary the effect of outliers on means and secondary sources, and identify
sources. They construct stem-and-leaf medians of the data. They use various questions and issues involving
plots and dot-plots. Students identify approaches, including the use of different data types. They construct
or calculate mean, mode, median and digital technology, to generate simple histograms and back-to-back stem-
range for data sets, using digital random samples from a population. and-leaf plots with and without the use
technology for larger data sets. They Students model situations with Venn of digital technology. Students identify
describe the relationship between the diagrams and two-way tables and mean and median in skewed,
median and mean in data displays. explain the use of 'not', 'and' and 'or'. symmetric and bi-modal displays and
Students determine the sample space Students choose appropriate use these to describe and interpret
for simple experiments with equally language to describe events and the distribution of the data. They
likely outcomes, and assign experiments. They determine calculate relative frequencies to
probabilities outcomes. complementary events and calculate estimate probabilities. Students list
the sum of probabilities. outcomes for two-step experiments
and assign probabilities for those
outcomes and related events.

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Mathematics Sample Program: Year 8

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

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

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

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

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

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Mathematics Sample Program: Year 8

Year 8 Semester 1

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Mathematics Sample Program: Year 8

Topic 8.1.1: Positive and negative integers

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and
appropriate digital technologies and make estimates for these computations (VCMNA273)
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of written strategies to make integer indices to variables and
integers. They make the connections estimates and carry out the four numbers, express numbers in
between whole numbers and index operations with integers, and apply scientific notation, solve problems
notation and the relationship between the index laws to whole numbers. involving very small and very large
perfect squares and square roots. They identify and describe rational numbers, and check the order of
They solve problems involving all four and irrational numbers in context. magnitude of calculations. They solve
operations with fractions, decimals, Students estimate answers and solve problems involving simple interest.
percentages and their equivalences, everyday problems involving profit Students use the distributive law to
and express fractions in their simplest and loss rates, ratios and expand algebraic expressions,
form. Students compare the cost of percentages, with and without the use including binomial expressions, and
items to make financial decisions, with of digital technology. They simplify a simplify a range of algebraic
and without the use of digital variety of algebraic expressions and expressions. They find the distance
technology. They make simple connect expansion and factorisation between two points on the Cartesian
estimates to judge the of linear expressions. Students solve plane and the gradient and midpoint
reasonableness of results. Students linear equations and graph linear of a line segment using a range of
use variables to represent arbitrary relationships on the Cartesian plane. strategies including the use of digital
numbers and connect the laws and technology. Students sketch and draw
properties of number to algebra and linear and non-linear relations, solve
substitute numbers into algebraic simple related equations and explain
expressions. They assign ordered the relationship between the graphical
pairs to given points on the Cartesian and symbolic forms, with and without
plane and interpret and analyse the use of digital technology.
graphs of relations from real data.
Students develop simple linear
models for situations, make
predictions based on these models,
solve related equations and check
their solutions.

Activities Proficiencies
 Comparing and ordering negative integers and quantities  Understanding through representing
involving negative numbers. operations on integers in different ways, and
 Representing integers on a number line. connecting addition and subtraction of integers
to authentic contexts.
 Counting forwards and backwards by fixed amounts.
 Fluency through selecting appropriate
 Addition and subtraction of integers, using the number line to strategies to carry out operations on integers,
develop strategies. and applying them flexibly.
 Applying addition and subtraction of positive and negative  Problem solving through identifying patterns
integers in context (e.g. temperature change), change in to assist in multiplication and division of
elevation above/below sea level, change in debt level, integers and modelling addition and subtraction

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Mathematics Sample Program: Year 8

change in location in a multi-storey building with an of integers.

underground car park (Zip, zilch, zero game).  Reasoning through interpreting and explaining
 Using patterns to assist in finding rules for the multiplication models and patterns to assist with operations
and division of integers. on integers.
 Multiplication and division of positive and negative integers.
 Order of operations with positive and negative integers.
 Substituting of negative as well as positive values in formulas.
 Equivalent expressions involving operations with negative
coefficients.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Use red and black counters and manipulations of these to model integers and integer arithmetic
Level 9
Students who are working at this level could:
 Investigate the ordered pair and vector representation of integers and their arithmetic (e.g. The Integers )

Assessment ideas
 Students carry out an investigation involving integers in context (e.g. temperature change PDF).
 Assessments of procedural fluency can include questions such as: ‘in the number , what does the () sign
represent?’; ‘in the expression , what does the middle () sign represent?’; ‘tell a story that matches the
expression ’.

Resources
AMSI
The Integers
NCTM Illuminations
Zip, zilch, zero
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Circle zero
Colour chip
Diffy
FUSE: Discover resources aligned to the Victorian Curriculum
Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and
appropriate digital technologies and make estimates for these computations

Notes

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Mathematics Sample Program: Year 8

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Mathematics Sample Program: Year 8

Topic 8.1.2: The Cartesian plane

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Plot linear relationships on the Cartesian plane with and without the use of digital technologies (VCMNA283).
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of written strategies to make estimates integer indices to variables and
integers. They make the connections and carry out the four operations with numbers, express numbers in
between whole numbers and index integers, and apply the index laws to scientific notation, solve problems
notation and the relationship between whole numbers. They identify and involving very small and very large
perfect squares and square roots. describe rational and irrational numbers, and check the order of
They solve problems involving all four numbers in context. Students estimate magnitude of calculations. They solve
operations with fractions, decimals, answers and solve everyday problems problems involving simple interest.
percentages and their equivalences, involving profit and loss rates, ratios Students use the distributive law to
and express fractions in their simplest and percentages, with and without the expand algebraic expressions,
form. Students compare the cost of use of digital technology. They including binomial expressions, and
items to make financial decisions, with simplify a variety of algebraic simplify a range of algebraic
and without the use of digital expressions and connect expansion expressions. They find the distance
technology. They make simple and factorisation of linear between two points on the Cartesian
estimates to judge the expressions. Students solve linear plane and the gradient and midpoint
reasonableness of results. Students equations and graph linear of a line segment using a range of
use variables to represent arbitrary relationships on the Cartesian strategies including the use of digital
numbers and connect the laws and plane. technology. Students sketch and draw
properties of number to algebra and linear and non-linear relations, solve
substitute numbers into algebraic simple related equations and explain
expressions. They assign ordered the relationship between the graphical
pairs to given points on the Cartesian and symbolic forms, with and without
plane and interpret and analyse the use of digital technology.
graphs of relations from real data.
Students develop simple linear
models for situations, make
predictions based on these models,
solve related equations and check
their solutions.

Activities Proficiencies
 Cartesian coordinates in four quadrants.  Understanding through interpreting
 Using coordinates in four quadrants to specify points. information on maps and plans.
 Formulating rules for linear growing patterns (e.g. Chairs,  Fluency through obtaining actual distances
garden beds) and write tables of coordinates from the rules. from maps and scale drawings and accurately
plotting points from a table of coordinates.
 Introducing variables, e.g. through rule for growing pattern
and simple formulas such taxi-fare charges.  Problem solving through applying the ‘draw a
diagram’ strategy to formulate and solve
 Obtaining number pairs for two related variables and plotting authentic problems, and communicate the

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Mathematics Sample Program: Year 8

the relation on simple scaled axes. result effectively.

 Using spreadsheets or other technology to generate  Reasoning through evaluating the
tables/lists of coordinates from rules, and generate a plot. reasonableness of answers related to actual
 Scale and proportion related to enlargements or reductions of distances calculated from maps and scale
shapes in the Cartesian plane, scale plans and maps. drawings.
 Calculating and estimating distances from scale plans and
maps.
 Using Information on a map or scale plan to obtain actual
distances, checking reasonableness of answers.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Use coordinates and match-the-dot activities to draw various objects, shapes and images across all four quadrants
in the Cartesian plane
Level 9
Students who are working at this level could:
 Investigate the exact construction of complete graphs by regular polygons and their diagonals with coordinates on
the circumference of a circle centred at the original in the Cartesian plane (e.g. Polygon vertex calculator )

Assessment ideas
Students:
 formulate rules for linear growing patterns (e.g. chairs, garden beds) in terms of a variable, generate a table of
coordinates from the rules and plot the coordinates on the Cartesian plane.

Resources
AMSI
Plotting linear relationships
NCTM Illuminations
Chairs
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Point plotter
Function machine
FUSE: Discover resouces aligned to the Victorian Curriculum
Plot linear relationships on the Cartesian plane with and without the use of digital technologies

Notes

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Mathematics Sample Program: Year 8

Topic 8.1.3: Properties of plane shapes

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Define congruence of plane shapes using transformations and use transformations of congruent shapes to produce
regular patterns in the plane including tessellations with and without the use of digital technology (VCMMG291)
 Develop the conditions for congruence of triangles (VCMMG292).
 Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical
problems using reasoning (VCMMG293).
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students use formulas for the area Students convert between units of Students solve measurement
and perimeter of rectangles. They measurement for area and for volume. problems involving perimeter and area
classify triangles and quadrilaterals They find the perimeter and area of of composite shapes, surface area
and represent transformations of parallelograms, rhombuses and kites. and volume of rectangular prisms and
these shapes on the Cartesian plane, Students name the features of circles, cylinders, with and without the use of
with and without the use of digital calculate circumference and area, and digital technology. They relate three-
technology. Students name the types solve problems relating to the volume dimensional objects to two-
of angles formed by a transversal of prisms. They make sense of time dimensional representations. Students
crossing parallel lines and solve duration in real applications, including explain similarity of triangles, interpret
simple numerical problems involving the use of 24-hour time. Students ratios and scale factors in similar
these lines and angles. They describe identify conditions for the figures, and apply Pythagoras's
different views of three-dimensional congruence of triangles and theorem and trigonometry to solve
objects, and use models, sketches deduce the properties of problems involving angles and lengths
and digital technology to represent quadrilaterals. They use tools, in right-angled triangles.
these views. Students calculate including digital technology, to
volumes of rectangular prisms. construct congruent shapes.

Activities Proficiencies
 Review of classification and hierarchy of triangles by angle  Understanding through recognising how
and side properties. geometric properties are related and how some
properties are dependent on others.
 Establishing the properties of squares, rectangles,  Fluency through choosing and accurately
parallelograms, rhombuses, trapeziums and kites and applying conditions for congruency.
classifying quadrilaterals by their properties.  Problem solving through using knowledge of
 Hierarchy of quadrilaterals and the relationship between transformations and conditions for congruence
properties (e.g. every rhombus and rectangle is a to solve problems related to congruent figures,
parallelogram). and justifying the method of solution.
 Reasoning through the ability to demonstrate if-
 Using dynamic geometry software, such as GeoGebra, to
explore properties of trapeziums, kites and parallelograms, then deductive thinking (e.g. by considering
and investigate special cases (e.g. can a trapezium have 3 minimal defining properties, if it is a rhombus
equal sides? Can a trapezium be a parallelogram? Can a kite then it is a parallelogram and a kite).
be a concave polygon? Can a kite be a rhombus?)
 Transformations of the plane: translation, reflection, rotation

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Mathematics Sample Program: Year 8

(e.g. AMSI’s Transformations of the plane)

 Understanding the properties that determine congruence of
triangles and recognising which transformations create
congruent figures.
 Establishing that two figures are congruent if one shape lies
exactly on top of the other after one or more transformations
(translation, reflection, rotation), and recognising that the
matching sides and the matching angles are equal.
 Investigating the minimal conditions needed for the unique
construction of triangles, leading to the establishment of the
conditions for congruence (SSS, SAS, ASA and RHS).
 Constructing triangles using the conditions for congruence
(e.g. AMSI’s Congruence module 14, Ex. 1–4).
 Solving problems using the properties of congruent figures
(e.g. AMSI’s Congruence Ex. 5–14).
 Creating tessellations of congruent shapes using dynamic
geometry software, or other technologies.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Use software to identify congruent shapes by interactive transformations (e.g. Try It Yourself: Congruent Shapes )
Level 9
Students who are working at this level could:
 Explore which geometric properties are conserved or not under different types of map projections from a sphere
onto the plane (e.g. Map Projection Transitions )

Assessment ideas
Students:
 carry out an investigation using dynamic geometry software, such as GeoGebra, and they report their findings. For
example, they explore properties of trapeziums, kites and parallelograms, and investigate special cases (e.g. can a
trapezium have 3 equal sides? Can a kite be a rhombus?).
 use conditions for congruence to solve a series of short problems related to congruent figures, such as those in
AMSI’s Congruence.

Resources
AMSI
Geometric reasoning – congruence
Congruence
Transformations of the plane
NCTM Illuminations
Tessellation creator
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Congruent triangles

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Mathematics Sample Program: Year 8

Transformations - composite
FUSE: Discover resources aligned to the Victorian Curriculum
Define congruence of plane shapes using transformations and use transformations of congruent shapes to produce
regular patterns in the plane including tessellations with and without the use of digital technology
Develop the conditions for congruence of triangles
Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical
problems using reasoning

Notes

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Mathematics Sample Program: Year 8

Topic 8.1.4: Measurement: time and shapes

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Solve problems involving duration, including 12 and 24-hour time within a single time zone (VCMMG290).
 Choose appropriate units of measurement for area and volume and convert from one unit to another (VCMMG286).
 Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites (VCMMG287).
 Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use
formulas to solve problems involving determining radius, diameter, circumference and area from each other
(VCMMG288).
 Use algorithms and related testing procedures to identify and correct errors (VCMNA282)
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students use formulas for the area Students convert between units of Students solve measurement
and perimeter of rectangles. They measurement for area and for problems involving perimeter and area
classify triangles and quadrilaterals volume. They find the perimeter of composite shapes, surface area
and represent transformations of and area of parallelograms, and volume of rectangular prisms and
these shapes on the Cartesian plane, rhombuses and kites. Students cylinders, with and without the use of
with and without the use of digital name the features of circles, digital technology. They relate three-
technology. Students name the types calculate circumference and area, dimensional objects to two-
of angles formed by a transversal and solve problems relating to the dimensional representations. Students
crossing parallel lines and solve volume of prisms. They make sense explain similarity of triangles, interpret
simple numerical problems involving of time duration in real ratios and scale factors in similar
these lines and angles. They describe applications, including the use of figures, and apply Pythagoras's
different views of three-dimensional 24-hour time. Students identify theorem and trigonometry to solve
objects, and use models, sketches conditions for the congruence of problems involving angles and lengths
and digital technology to represent triangles and deduce the properties of in right-angled triangles.
these views. Students calculate quadrilaterals. They use tools,
volumes of rectangular prisms. including digital technology, to
construct congruent shapes.

Activities Proficiencies
 Estimating and calculating duration of events and checking  Understanding through recognising and
the reasonableness of answers. connecting other area formulas, including area
 Use of and interpretation of clocks, calendars, timetables, of circle, to the formula of a rectangle.
schedules and timelines.  Fluency through choosing efficient methods of
 Identifying regions in Australia and countries in Asia that are calculating duration of events and by choosing
in the same time zone. and applying appropriate formulas to solve
area and circumference problems.
 Choosing appropriate units of area, recognising that the
conversion factors for area units are the squares of those for  Problem solving through using knowledge of
the corresponding linear units. formulas to solve unfamiliar area and
circumference problems and evaluating the
 Establishing formulas for areas of parallelograms and

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Mathematics Sample Program: Year 8

trapeziums using decomposition and rearrangement (cut-out reasonableness of answers.

shapes) to relate base (or ‘average base’ for trapezium) and  Reasoning through rearranging formulas and
height to area. applying their knowledge to solve ‘reverse’
 Establishing the ‘half the product of diagonals’ formula for the cases, and explain their thinking.
area of kites, including rhombuses.
 Using formulas to solve area problems for parallelograms,
trapeziums, kites and rhombuses, including some ‘reverse’
cases.
 Defining parts of a circle: diameter, radius circumference, arc,
chord, sector and segment.
 Investigate the circumference and area of circles with
materials, by measuring common circular objects and using
dynamic geometry software measuring tools, to establish a
relationship with the radius and diameter.
 Introduce pi as a constant  that cannot be expressed
exactly as a finite or infinite recurring decimal.
 Applying circumference and area formulas to solve problems
involving circumference and area of circles, including
composite shapes and some ‘reverse’ cases.
 Algorithms and coding:
 Developing a program to calculate the circumferences of
circles from a list of radii. Modifying the program so that it
will alternatively calculate radii from a list of
circumferences, perhaps using a structure such as ‘If
then else’ to decide whether to apply or
.
 Validating the program and identifying the source of error
if a test fails. Dealing with invalid inputs, such as a
negative radius or circumference.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Investigate historical approximations to pi for quick and easy calculations of circumference and area of circles
Level 9
Students who are working at this level could:
 Use an informal limit approach based on the subdivision of a circle into triangular segments of a regular polygon to
form estimates for pi, and derive the area of a circle formula (e.g. Area of a Circle by Cutting into Sectors )

Assessment ideas
Students:
 solve duration of event problems involving clocks (including 24-hour time), timetables, calendars and timelines
 carry out an investigation involving areas and circumference. For example, the cost of paving and fencing a semi-
circular driveway and adjoining picnic area of different shapes
 solve a set of application problems related to area and circumference, including composite shapes and some
‘reverse’ cases.

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Mathematics Sample Program: Year 8

Resources
AMSI
Circles
Time
NCTM Illuminations
Area tool
Area formulas
Circle tool
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Congruent triangles
Transformations - composite
FUSE: Discover resources aligned to the Victorian Curriculum
Solve problems involving duration, including 12 and 24-hour time within a single time zone
Choose appropriate units of measurement for area and volume and convert from one unit to another
Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites
Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas
to solve problems involving determining radius, diameter, circumference and area from each other

Notes

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Mathematics Sample Program: Year 8

Topic 8.1.5: Collecting and displaying data

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Distinguish between a population and a sample and investigate techniques for collecting data, including census,
sampling and observation (VCMSP297).
 Explore the practicalities and implications of obtaining data through sampling using a variety of investigative
processes (VCMSP298).
 Explore the variation of means and proportions of random samples drawn from the same population VCMSP298).
 Investigate the effect of individual data values including outliers, on the range, mean and median (VCMSP300).
 Use algorithms and related testing procedures to identify and correct errors (VCMNA282)
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students identify issues involving the Students explain issues related to Students compare techniques for
collection of discrete and continuous the collection of sample data and collecting data from primary and
data from primary and secondary discuss the effect of outliers on secondary sources, and identify
sources. They construct stem-and-leaf means and medians of the data. questions and issues involving
plots and dot-plots. Students identify They use various approaches, different data types. They construct
or calculate mean, mode, median and including the use of digital histograms and back-to-back stem-
range for data sets, using digital technology, to generate simple and-leaf plots with and without the use
technology for larger data sets. They random samples from a population. of digital technology. Students identify
describe the relationship between the Students model situations with Venn mean and median in skewed,
median and mean in data displays. diagrams and two-way tables and symmetric and bi-modal displays and
Students determine the sample space explain the use of 'not', 'and' and 'or'. use these to describe and interpret
for simple experiments with equally Students choose appropriate the distribution of the data. They
likely outcomes, and assign language to describe events and calculate relative frequencies to
probabilities outcomes. experiments. They determine estimate probabilities. Students list
complementary events and calculate outcomes for two-step experiments
the sum of probabilities. and assign probabilities for those
outcomes and related events.

Activities Proficiencies
 Types of data: categorical and numerical data that can be  Understanding through recognising that
discrete (from counting) or continuous (from measuring) (see, different data representations provide different
for example, the ABS modules on types of data). snapshots of the data and influence audience
 Statistical enquiry cycle: posing and answering questions; interpretation.
gathering, sorting, and displaying categorical and numerical  Fluency through calculating and creating
data; communicating findings based on the data. appropriate summary statistics and data
 Methods of data collection and issues associated with these displays for categorical and numerical data.
methods, including size and randomness of samples to  Problem solving through using the statistical
obtain representative data through sampling from a larger enquiry cycle to investigate a characteristic of a
population. population from samples.

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Mathematics Sample Program: Year 8

 Sample data and variability in sampling for categorical and  Reasoning through evaluating the
numerical variables. For example: representativeness of samples and making
 Students investigate the proportion of people in the inferences about a population from sample
population who can curl the sides of their tongues by data.
surveying samples of 20 people. Sample variability is
explored by comparing the sample proportions for data
collected by different class members.
 Students use the Census at School Random Sampler tool to
obtain random samples, which can be downloaded as a
spreadsheet. Students calculate mean of, say, arm-span for
their sample, and analyse variations in sample means and
proportions by comparing results with other class members.
 Making sense of data by calculating summary statistics and
displaying the data graphically, with the aid of digital
technologies.
 Algorithms and coding:
 Developing a program to draw random samples from a
larger set, being the population for the context. Observe
the variation from sample to sample.
 Validating the program and identifying the source of error
if a test fails. Dealing with invalid inputs, such as a
sample size which is too large.
 Investigating the different snapshots of data given by different
representations.
 Comparison of mean and median for different data sets,
including the effect of outliers.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Explore the effect on the mean and median of a set of data by adding new data elements including outliers.
Level 9
Students who are working at this level could:
 Use technology to produce many samples of a given size from a population and explore the variation in proportions
for a given property

Assessment ideas
Students use the statistical enquiry cycle to investigate characteristics of a population from samples, and analyse sample
variability. For example, students use the Census at School Random Sampler tool to obtain random samples, which can
be downloaded as a spreadsheet. Students calculate means and proportions of, say, arm-span and eye colour for their
sample. They make inferences about the population from the sample data, and analyse variations in sample means and
proportions by comparing results with other class members.

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Mathematics Sample Program: Year 8

Resources
ABS
Census at School
AMSI
Sampling from a population
Data investigation and interpretation
NCTM Illuminations
Advanced data grapher: numerical data
Data grapher: categorical data
Mean and median
FUSE: Discover resources aligned to the Victorian Curriculum
Distinguish between a population and a sample and investigate techniques for collecting data, including census,
sampling and observation
Investigate the effect of individual data values including outliers, on the range, mean and median

Notes

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Mathematics Sample Program: Year 8

Topic 8.1.6: Money and percentages

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Solve problems involving profit and loss, with and without digital technologies (VCMNA278).
 Solve problems involving the use of percentages, including percentage increases and decreases and percentage
error, with and without digital technologies (VCMNA276).
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of written strategies to make estimates integer indices to variables and
integers. They make the connections and carry out the four operations with numbers, express numbers in
between whole numbers and index integers, and apply the index laws to scientific notation, solve problems
notation and the relationship between whole numbers. They identify and involving very small and very large
perfect squares and square roots. describe rational and irrational numbers, and check the order of
They solve problems involving all four numbers in context. Students magnitude of calculations. They solve
operations with fractions, decimals, estimate answers and solve problems involving simple interest.
percentages and their equivalences, everyday problems involving profit Students use the distributive law to
and express fractions in their simplest and loss rates, ratios and expand algebraic expressions,
form. Students compare the cost of percentages, with and without the including binomial expressions, and
items to make financial decisions, with use of digital technology. They simplify a range of algebraic
and without the use of digital simplify a variety of algebraic expressions. They find the distance
technology. They make simple expressions and connect expansion between two points on the Cartesian
estimates to judge the and factorisation of linear plane and the gradient and midpoint
reasonableness of results. Students expressions. Students solve linear of a line segment using a range of
use variables to represent arbitrary equations and graph linear strategies including the use of digital
numbers and connect the laws and relationships on the Cartesian plane. technology. Students sketch and draw
properties of number to algebra and linear and non-linear relations, solve
substitute numbers into algebraic simple related equations and explain
expressions. They assign ordered the relationship between the graphical
pairs to given points on the Cartesian and symbolic forms, with and without
plane and interpret and analyse the use of digital technology.
graphs of relations from real data.
Students develop simple linear
models for situations, make
predictions based on these models,
solve related equations and check
their solutions.

Activities Proficiencies
 Expressing one quantity as a percentage of another.  Understanding through recognising similarities
 Using the unitary method to find a percentage of a quantity. and differences in the various strategies used
to compute financial and percentage problems.
 Using the unitary method in reverse to find the whole from a
percentage of the whole (e.g. Jan paid a deposit of $2400 on  Fluency through selecting and applying
a new car, which was 8% of the purchase price of the car. efficient procedures to carry out financial and
percentage calculations mentally, by hand and

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Mathematics Sample Program: Year 8

What was the total price of the car?) aided by technology.

 Calculating percentage increase and decrease.  Problem solving through applying existing
 Using percentages to solve problems, including those knowledge to solve unfamiliar financial and
involving mark-ups, discounts, GST and population increases percentage problems.
and decreases.  Reasoning through estimating answers and
 Expressing profit and loss as a percentage of cost or selling assessing and justifying their reasonableness.
price, comparing the difference.
 Investigating the methods used in retail stores to express
discounts.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Use straight line graphs as simple percentage calculators
Level 9
Students who are working at this level could:
 Investigate percentage change trend graphs in different contexts

Assessment ideas
Students solve a set of realistic problems that relate to financial mathematics and percentages. Some questions could
ask students to explain why they think their answer makes sense, thereby awarding credit for reasons and justification.

Resources
AMSI
Percentages
NCTM Illuminations
Hay bale farmer
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Percent grids
FUSE: Discover resources aligned to the Victorian Curriculum
Solve problems involving profit and loss, with and without digital technologies
Solve problems involving the use of percentages, including percentage increases and decreases and percentage error,
with and without digital technologies

Notes

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Mathematics Sample Program: Year 8

Topic 8.1.7: Algebra: expressions

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Extend and apply the distributive law to the expansion of algebraic expressions (VCMNA279).
 Factorise algebraic expressions by identifying numerical factors (VCMNA280).
 Simplify algebraic expressions involving the four operations (VCMNA281).
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of written strategies to make estimates integer indices to variables and
integers. They make the connections and carry out the four operations with numbers, express numbers in
between whole numbers and index integers, and apply the index laws to scientific notation, solve problems
notation and the relationship between whole numbers. They identify and involving very small and very large
perfect squares and square roots. describe rational and irrational numbers, and check the order of
They solve problems involving all four numbers in context. Students estimate magnitude of calculations. They solve
operations with fractions, decimals, answers and solve everyday problems problems involving simple interest.
percentages and their equivalences, involving profit and loss rates, ratios Students use the distributive law to
and express fractions in their simplest and percentages, with and without the expand algebraic expressions,
form. Students compare the cost of use of digital technology. They including binomial expressions, and
items to make financial decisions, with simplify a variety of algebraic simplify a range of algebraic
and without the use of digital expressions and connect expressions. They find the distance
technology. They make simple expansion and factorisation of between two points on the Cartesian
estimates to judge the linear expressions. Students solve plane and the gradient and midpoint
reasonableness of results. Students linear equations and graph linear of a line segment using a range of
use variables to represent arbitrary relationships on the Cartesian plane. strategies including the use of digital
numbers and connect the laws and technology. Students sketch and draw
properties of number to algebra and linear and non-linear relations, solve
substitute numbers into algebraic simple related equations and explain
expressions. They assign ordered the relationship between the graphical
pairs to given points on the Cartesian and symbolic forms, with and without
plane and interpret and analyse the use of digital technology.
graphs of relations from real data.
Students develop simple linear
models for situations, make
predictions based on these models,
solve related equations and check
their solutions.

Activities Proficiencies
 Modelling algebraic expressions with area tiles, such as the  Understanding through connecting expansion
interactive NCTM’s Algebra tiles, includes modelling and factorisation, and recognising

© VCAA Page 28
Mathematics Sample Program: Year 8

substitution, expansion, factorisation and simplification. commutativity of multiplication in identifying like

 Substituting values in algebraic expressions. terms (e.g. recognising 2xy = 2yx).
 Applying the distributive law to the expansion of algebraic  Fluency through using the distributive law to
expressions using strategies such as the area model. expand brackets, identifying HCF to factorise
expressions and collecting like terms to
 Recognising the relationship between factorising and simplify expressions.
expanding.
 Problem solving through modelling algebraic
 Identifying the (HCF) highest common factor of numeric and expressions and related manipulations of
algebraic expressions and using a range of strategies to expressions using area tiles.
factorise algebraic expressions.
 Reasoning through generalising laws used
 Understanding that the laws used with numbers can also be with numbers to algebraic expressions.
used with algebra.
 Simplifying algebraic expressions by collecting like terms,
including cases requiring the expanding brackets prior to
collecting like terms.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Use area tiles to represent simple linear expressions geometrically by rectangles
Level 9
Students who are working at this level could:
 Simplify multivariable linear expressions

Assessment ideas
Students complete a set of algebraic expression problems, which may include expansion, factorisation and simplification
using a range of strategies, including modelling with area tiles.

Resources
AMSI
Algebraic expressions
NCTM Illuminations
Algebra tiles
NLVM
Algebra tiles
FUSE: Discover resources aligned to the Victorian Curriculum
Extend and apply the distributive law to the expansion of algebraic expressions
Factorise algebraic expressions by identifying numerical factors
Simplify algebraic expressions involving the four operations

Notes

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Mathematics Sample Program: Year 8

Year 8 Semester 2

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Mathematics Sample Program: Year 8

Topic 8.2.1: Linear and non-linear functions and graphs

Strand: Sub-strands: Recommended teaching time:
Number and Algebra Linear and non-linear relationships 3 weeks (approximately 9 hours)
Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
 Plot linear relationships on the Cartesian plane with and without the use of digital technologies (VCMNA283)
 Plot graphs of non-linear real life data with and without the use of digital technologies, and interpret and analyse
these graphs (VCMNA285)
 Use algorithms and related testing procedures to identify and correct errors (VCMNA282)
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of written strategies to make estimates integer indices to variables and
integers. They make the connections and carry out the four operations with numbers, express numbers in
between whole numbers and index integers, and apply the index laws to scientific notation, solve problems
notation and the relationship between whole numbers. They identify and involving very small and very large
perfect squares and square roots. describe rational and irrational numbers, and check the order of
They solve problems involving all four numbers in context. Students estimate magnitude of calculations. They solve
operations with fractions, decimals, answers and solve everyday problems problems involving simple interest.
percentages and their equivalences, involving profit and loss rates, ratios Students use the distributive law to
and express fractions in their simplest and percentages, with and without the expand algebraic expressions,
form. Students compare the cost of use of digital technology. They including binomial expressions, and
items to make financial decisions, with simplify a variety of algebraic simplify a range of algebraic
and without the use of digital expressions and connect expansion expressions. They find the distance
technology. They make simple and factorisation of linear between two points on the Cartesian
estimates to judge the expressions. Students solve linear plane and the gradient and midpoint
reasonableness of results. Students equations and graph linear of a line segment using a range of
use variables to represent arbitrary relationships on the Cartesian strategies including the use of digital
numbers and connect the laws and plane. technology. Students sketch and draw
properties of number to algebra and linear and non-linear relations, solve
substitute numbers into algebraic simple related equations and explain
expressions. They assign ordered the relationship between the graphical
pairs to given points on the Cartesian and symbolic forms, with and without
plane and interpret and analyse the use of digital technology.
graphs of relations from real data.
Students develop simple linear
models for situations, make
predictions based on these models,
solve related equations and check
their solutions.

Activities Proficiencies
 Defining variables and exploring functional relationships  Understanding through representing
between the variables related to simple formulas such as functional relationships in different ways: as
distance-time and growing patterns. pattern, rules, tables and graphs.
 Completing a table of values from rules of functional  Fluency through generating tables of values

© VCAA Page 31
Mathematics Sample Program: Year 8

relationships. from rules, plotting points resultant coordinates

 Plotting the points from table of values and determining and determining gradients and other features.
whether the functional relationship is linear or non-linear,  Problem solving through deducing rules of
using various methods, including digital technologies such as linear relationships (equation of a line) from
spreadsheets and graphing software. tables of values and graph properties such as
 Algorithms and coding activities could include: gradient and coordinates of points.
 Using a loop structures to develop algorithms to  Reasoning through generalising the equation
generate recursive non-linear patterns, such as the of a straight line and through making
number of handshakes or the number of moves in the connections between different representations
Tower of Hanoi puzzle. of functional relationships.
 Validating these algorithms and programs, and
identifying the source if a test fails.
 Modifying programs to deal with, for example, invalid
inputs, and avoid program errors or invalid output.
 Drawing a line on the plane defined by two points; generating
a table of values from other points on the line to determine
the rule from the resultant pattern of values.
 Investigating the gradient of a line on the plane and the effect
of changing the ratio of the x and y values.
 Investigating the x and y intercepts of a line on the plane.
 Investigating special cases: the gradients and rules of
horizontal and vertical lines.
 Generalising the rule of a straight line.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Plot graphs of linear functions with integer coefficients on 1 cm square grid graph paper and determine the gradient
and vertical axis intercept from the graph
Level 9
Students who are working at this level could:
 Determine the gradient, intercepts and rules of a range of linear modelling functions with decimal coefficients

Assessment ideas
Students carry out an investigation of a linear or non-linear relationship arising from a context such as relationships from:
 growing patterns
 real-world situations (e.g. litres of fuel remaining if a car is using fuel at a constant rate during a long journey)
 formulas and proportional situations (e.g. relationship between radius and circumference or area of circles).
Students create different representations and communicate findings.

© VCAA Page 32
Mathematics Sample Program: Year 8

Resources
AMSI
Plotting linear relationships and examples of linear relations
NCTM Illuminations
Number of handshakes
Tower of Hanoi
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Line plotter
FUSE: Discover resources aligned to the Victorian Curriculum
Plot linear relationships on the Cartesian plane with and without the use of digital technologies

Notes

© VCAA Page 33
Mathematics Sample Program: Year 8

Topic 8.2.2: Real numbers and indices

Strand: Sub-strands: Recommended teaching time:
Number and Algebra Number and place value 3 weeks (approximately 9 hours)
Real number

Mapping to F–10 curriculum in Victoria

Content descriptions
 Use index notation with numbers to establish the index laws with positive integral indices and the zero index
(VCMNA272).
 Investigate terminating and recurring decimals (VCMNA274).
 Investigate the concept of irrational numbers, including  (VCMNA275).
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of integers. written strategies to make estimates integer indices to variables and
They make the connections between and carry out the four operations numbers, express numbers in
whole numbers and index notation and the with integers, and apply the index scientific notation, solve problems
relationship between perfect squares and laws to whole numbers. They involving very small and very large
square roots. They solve problems identify and describe rational and numbers, and check the order of
involving all four operations with fractions, irrational numbers in context. magnitude of calculations. They
decimals, percentages and their Students estimate answers and solve problems involving simple
equivalences, and express fractions in solve everyday problems involving interest. Students use the
their simplest form. Students compare the profit and loss rates, ratios and distributive law to expand algebraic
cost of items to make financial decisions, percentages, with and without the expressions, including binomial
with and without the use of digital use of digital technology. They expressions, and simplify a range
technology. They make simple estimates simplify a variety of algebraic of algebraic expressions. They find
to judge the reasonableness of results. expressions and connect expansion the distance between two points on
Students use variables to represent and factorisation of linear the Cartesian plane and the
arbitrary numbers and connect the laws expressions. Students solve linear gradient and midpoint of a line
and properties of number to algebra and equations and graph linear segment using a range of
substitute numbers into algebraic relationships on the Cartesian strategies including the use of
expressions. They assign ordered pairs to plane. digital technology. Students sketch
given points on the Cartesian plane and and draw linear and non-linear
interpret and analyse graphs of relations relations, solve simple related
from real data. Students develop simple equations and explain the
linear models for situations, make relationship between the graphical
predictions based on these models, solve and symbolic forms, with and
related equations and check their without the use of digital
solutions. technology.

Activities Proficiencies
 Reviewing operations with decimal fractions, including  Understanding through recognising
rounding of decimals to a specified degree of accuracy. terminating and recurring decimals and
 Investigating and recognising terminating and recurring representing exponential expressions in
decimals through division (examples in AMSI’s investigating different ways.
terminating and recurring decimals).  Fluency through evaluating numbers
 Understanding the hierarchy of the real number system, expressed as powers of non-negative indices
including irrational numbers. and applying index laws in straight-forward
cases.
 Exploring the value of  (e.g. Computing Pi)
 Problem solving through investigating an
 Investigating irrational numbers including  (examples in

© VCAA Page 34
Mathematics Sample Program: Year 8

AMSI’s investigating terminating and recurring decimals). application of exponents and communicating
 Evaluating numbers expressed as powers of positive the results.
integers.  Reasoning through making generalisations
 Establishing and applying the index laws with positive indices from specific cases to establish the index laws.
and the zero index.
 Modelling with indices (e.g. population growth and radioactive
decay, Tower of Hanoi).

Considering different levels of student ability

Level 7
Students who are working at this level could:
 List fraction equivalences for each stage in the decimal expansion of fractions with simple infinite recurring decimals,
for example: 0.1, 0.11, 0.111 …
Level 9
Students who are working at this level could:
 Investigate the distribution of digits in the decimal expansion of  (e.g. Pi Digits )

Assessment ideas
Students:
 carry out an investigation involving modelling with exponents, such as population growth or radioactive decay and
communicate results and conclusions.
 solve sets of problems on applications of terminating and recurring decimals, and index laws.

Resources
AMSI
Investigating terminating and recurring decimals
Investigating irrational numbers including 
Negatives and the index laws in algebra
NCTM Illuminations
Computing 
Tower of Hanoi
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Block patterns
FUSE: Discover resources aligned to the Victorian Curriculum
Use index notation with numbers to establish the index laws with positive integral indices and the zero index
Investigate terminating and recurring decimals

Notes

© VCAA Page 35
Mathematics Sample Program: Year 8

Topic 8.2.3: Angles, polygons and solids

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Geometric reasoning 2 weeks (approximately 6 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical
problems using reasoning (VCMMG293).
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students use formulas for the area Students convert between units of Students solve measurement
and perimeter of rectangles. They measurement for area and for volume. problems involving perimeter and area
classify triangles and quadrilaterals They find the perimeter and area of of composite shapes, surface area
and represent transformations of parallelograms, rhombuses and kites. and volume of rectangular prisms and
these shapes on the Cartesian plane, Students name the features of circles, cylinders, with and without the use of
with and without the use of digital calculate circumference and area, and digital technology. They relate three-
technology. Students name the types solve problems relating to the volume dimensional objects to two-
of angles formed by a transversal of prisms. They make sense of time dimensional representations. Students
crossing parallel lines and solve duration in real applications, including explain similarity of triangles, interpret
simple numerical problems involving the use of 24-hour time. Students ratios and scale factors in similar
these lines and angles. They describe identify conditions for the figures, and apply Pythagoras's
different views of three-dimensional congruence of triangles and theorem and trigonometry to solve
objects, and use models, sketches deduce the properties of problems involving angles and lengths
and digital technology to represent quadrilaterals. They use tools, in right-angled triangles.
these views. Students calculate including digital technology, to
volumes of rectangular prisms. construct congruent shapes.

Activities Proficiencies
 Drawing and analysing regular and irregular polygons.  Understanding through connecting related
 Identifying properties related to side lengths, parallel sides, geometrical ideas.
angles, diagonals and symmetry.  Fluency through accurately carrying out
 Establishing the sum of interior angles of polygons. calculations involving angles associated with
polygons.
 Constructing and analysing nets of polyhedra, cylinders and
cones.  Problem solving through applying knowledge
of angle properties to solve unfamiliar
 Using correct geometrical language in descriptions (e.g. problems.
closed cylinder, right cone).
 Reasoning through presenting a short chain of
 Describing the effects of transformations (translations, geometric reasoning to explain solutions.
rotations and reflections).
 Presenting and following a short geometrical chain of
reasoning, e.g. verifying that a shape is a kite, analysing
angle properties of polygons using constituent triangles.
 Geometrical constructions (with ruler and compasses):
bisecting line segment and angle; using appropriate language
to describe procedures.
 Using dynamic geometry or other computer software to
produce geometrical designs.

© VCAA Page 36
Mathematics Sample Program: Year 8

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Use dynamic geometry software to calculate the interior angle sums for polygons
Level 9
Students who are working at this level could:
 Investigate and carry out compass and straight edge constructions for regular polygons, and compare these with
dynamic geometry constructions

Assessment ideas
Students:
 construct nets of polyhedra and other solids, and describe the solids using appropriate language: faces, edges and
vertices. They investigate relationships between numbers of faces, edges and vertices.
 solve sets of problems involving polygons and parallel lines, using angle relations and giving a chain of reasoning to
explain solutions.

Resources
AMSI
Construction
Introduction to measurement
Transformations of the plane
Geometric drawing including simple solids
NCTM Illuminations
Geometric solids
Cube nets
Tessellation creator
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Platonic solids
FUSE: Discover resources aligned with the Victorian Curriculum
Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical
problems using reasoning

Notes

© VCAA Page 37
Mathematics Sample Program: Year 8

Topic 8.2.4: Linear equations

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (VCMNA284).
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of written strategies to make estimates integer indices to variables and
integers. They make the connections and carry out the four operations with numbers, express numbers in
between whole numbers and index integers, and apply the index laws to scientific notation, solve problems
notation and the relationship between whole numbers. They identify and involving very small and very large
perfect squares and square roots. describe rational and irrational numbers, and check the order of
They solve problems involving all four numbers in context. Students estimate magnitude of calculations. They solve
operations with fractions, decimals, answers and solve everyday problems problems involving simple interest.
percentages and their equivalences, involving profit and loss rates, ratios Students use the distributive law to
and express fractions in their simplest and percentages, with and without the expand algebraic expressions,
form. Students compare the cost of use of digital technology. They including binomial expressions, and
items to make financial decisions, with simplify a variety of algebraic simplify a range of algebraic
and without the use of digital expressions and connect expressions. They find the distance
technology. They make simple expansion and factorisation of between two points on the Cartesian
estimates to judge the linear expressions. Students solve plane and the gradient and midpoint
reasonableness of results. Students linear equations and graph linear of a line segment using a range of
use variables to represent arbitrary relationships on the Cartesian plane. strategies including the use of digital
numbers and connect the laws and technology. Students sketch and draw
properties of number to algebra and linear and non-linear relations, solve
substitute numbers into algebraic simple related equations and explain
expressions. They assign ordered the relationship between the graphical
pairs to given points on the Cartesian and symbolic forms, with and without
plane and interpret and analyse the use of digital technology.
graphs of relations from real data.
Students develop simple linear
models for situations, make
predictions based on these models,
solve related equations and check
their solutions.

Activities Proficiencies
 Identifying similarities and differences between expressions,  Understanding through connecting the
equations and identities. backtracking and balance approaches to
 Using a balance concept to solve one step equations, and solving equations, and verifying answers by
relating the balance and backtracking concepts; checking the substitution.
answer by substitution.  Fluency through finding solutions to straight-
 Using a balance concept to solve equations involving more forward linear equations using the ‘balance’
than one step, and relating the balance and backtracking concept.
concepts for multi-step solutions; checking the answer by  Problem solving through formulating
substitution. appropriate equations from worded problems.

© VCAA Page 38
Mathematics Sample Program: Year 8

 Simplifying and solving equations where the variable appears  Reasoning through finding the set of possible
more than once; checking the answer by substitution. solutions to simple Diophantine equations, and
 Proving identities. justifying that all possible solutions have been
found.
 Solving worded problems that lead to linear equations.
 Finding all possible solutions to Diophantine equations (e.g.
find all possible solutions to the equation if a
and b are positive integers, and how will you know when you
have found all solutions? See AMSI Linear equations: Times
module 26.)

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Use the scale balance model to solve simple linear equations (e.g. Model Algebra )
Level 9
Students who are working at this level could:
 Use tables to solve linear Diophantine equations, plot corresponding graphs and investigate a general method

Assessment ideas
Students respond to a set of problems which lead to linear equations (such as those in the AMSI linear equations
module). They solve the equation and interpret the answer in words. For example: ‘I bought a TV and PVR. The price of
the TV is times the price of the PVR. The sum of the price of both items is $750 more than the price of two PVRs.
What is the price of the TV?’

Resources
AMSI
Linear equations
DEECD
Linear and non-linear functions: Level 8 eBookbox
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
Algebra balance scales
Algebra balance scales - negatives
FUSE: Discover resources aligned to the Victorian Curriculum
Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution

Notes

© VCAA Page 39
Mathematics Sample Program: Year 8

© VCAA Page 40
Mathematics Sample Program: Year 8

Topic 8.2.5: Volume and surface area

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Using units of measurement 2 weeks (approximately 6 hours)
Strand: Sub-strand:
Number and algebra Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
 Develop the formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve
problems involving volume (VCMMG289)
 Use algorithms and related testing procedures to identify and correct errors (VCMNA282)
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students use formulas for the area Students convert between units of Students solve measurement
and perimeter of rectangles. They measurement for area and for volume. problems involving perimeter and area
classify triangles and quadrilaterals They find the perimeter and area of of composite shapes, surface area
and represent transformations of parallelograms, rhombuses and kites. and volume of rectangular prisms and
these shapes on the Cartesian plane, Students name the features of cylinders, with and without the use of
with and without the use of digital circles, calculate circumference and digital technology. They relate three-
technology. Students name the types area, and solve problems relating to dimensional objects to two-
of angles formed by a transversal the volume of prisms. They make dimensional representations. Students
crossing parallel lines and solve sense of time duration in real explain similarity of triangles, interpret
simple numerical problems involving applications, including the use of 24- ratios and scale factors in similar
these lines and angles. They describe hour time. Students identify conditions figures, and apply Pythagoras's
different views of three-dimensional for the congruence of triangles and theorem and trigonometry to solve
objects, and use models, sketches deduce the properties of problems involving angles and lengths
and digital technology to represent quadrilaterals. They use tools, in right-angled triangles.
these views. Students calculate including digital technology, to
volumes of rectangular prisms. construct congruent shapes.

Activities Proficiencies
 Developing and using rules to calculate volume and surface areas of  Understanding through
rectangular prisms, including some ‘reverse cases’ (e.g. finding area of connecting cubic units to units of
cross-section from volume and height). area and length.
 Calculating volumes of shapes based on rectangular prisms.  Fluency through accurately
 Developing and using rules to calculate volume of triangular prisms. applying rules to calculate
volumes of rectangular and
 Investigating the relationship between volumes of rectangular and triangular triangular prisms.
prisms.
 Problem solving through
 Understanding and using cubic units when interpreting and finding volumes generalising volume concepts to
of cubes and rectangular prisms. solve problems of prisms of
 Investigating volumes of right prisms in general, when the area of cross- known cross-sectional area.
section and height are known.  Reasoning through comparing
 Devising ways of measuring very large and very small quantities (e.g. and contrasting volumes and
volume of water (litres) in a fish tank where sides are measured in cm; surface areas of rectangular
volume of water drop). prisms.
 Reading and writing sentences involving the use of numbers and units to
express areas and volumes.

© VCAA Page 41
Mathematics Sample Program: Year 8

 Algorithms and coding:

 Modifying the program described in Topic 8.1.4 to calculate the volume
of a square-base prism from a list of side lengths and a list of
corresponding heights. Modify the program further so that it will
alternatively calculate the surface area, perhaps using a structure such
as ‘If then else’ to decide whether to apply the volume or surface area
formula.
 Validating the program and identifying the source of error if a test fails.
Dealing with invalid inputs, such as a negative length or height.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Calculate the volumes of various boxes and rectangular prism containers by measuring dimensions and applying the
volume formula sections (e.g. Volume Worksheets )
Level 9
Students who are working at this level could:
 Investigate formulas for the volume of right prisms with regular polygon end sections (e.g. Volume Worksheets )

Assessment ideas
Students:
 carry out an investigation where they build rectangular prisms of fixed volume and compare dimensions and surface
areas, using, for example, 64 multilink or wooden cubes. They record their findings systematically and report on
their observations.
 solve sets of problems involving volume of rectangular and triangular prisms, including some ‘reverse’ cases.

Resources
AMSI
Volume of prisms
NCTM Illuminations
Hay bale farmer
Cubes
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)
How high?
FUSE: Discover resources aligned to the Victorian Curriculum
Develop the formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve
problems involving volume

Notes

© VCAA Page 42
Mathematics Sample Program: Year 8

© VCAA Page 43
Mathematics Sample Program: Year 8

Topic 8.2.6: Probability and simulation

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Identify complementary events and use the sum of probabilities to solve problems (VCMSP294).
 Describe events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and
‘and’ (VCMSP295).
 Represent events in two-way tables and Venn diagrams and solve related problems (VCMSP296)
 Use algorithms and related testing procedures to identify and correct errors (VCMNA282)
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students identify issues involving the Students explain issues related to the Students compare techniques for
collection of discrete and continuous collection of sample data and discuss collecting data from primary and
data from primary and secondary the effect of outliers on means and secondary sources, and identify
sources. They construct stem-and-leaf medians of the data. They use questions and issues involving
plots and dot-plots. Students identify various approaches, including the different data types. They construct
or calculate mean, mode, median and use of digital technology, to histograms and back-to-back stem-
range for data sets, using digital generate simple random samples and-leaf plots with and without the use
technology for larger data sets. They from a population. Students model of digital technology. Students identify
describe the relationship between the situations with Venn diagrams and mean and median in skewed,
median and mean in data displays. two-way tables and explain the use symmetric and bi-modal displays and
Students determine the sample space of 'not', 'and' and 'or'. Students use these to describe and interpret
for simple experiments with equally choose appropriate language to the distribution of the data. They
likely outcomes, and assign describe events and experiments. calculate relative frequencies to
probabilities outcomes. They determine complementary estimate probabilities. Students list
events and calculate the sum of outcomes for two-step experiments
probabilities. and assign probabilities for those
outcomes and related events.

Activities Proficiencies
 Review of introductory probability; identifying the complement  Understanding through demonstrating an
of familiar events. appreciation that the outcome of an individual
 Understanding that probabilities range between 0 to 1 and chance process is uncertain, but the long-run
that calculating the probability of an event allows the outcome is highly predictable.
probability of its complement to be found.  Fluency through using Venn diagrams and
 Relative probability and theoretical probability involving dice, two-way tables to represent chance data.
spinners, cards and coins.  Problem solving through using the key steps
 Using long-run relative frequency to estimate probability: of simulation to collect data and find estimated
practical exercise involving repeated trials of simple probabilities.
experiment; application to other cases (e.g., published data).  Reasoning through interpreting data from
Venn diagrams, two-way tables and simulation

© VCAA Page 44
Mathematics Sample Program: Year 8

 Using a random device to simulate a real-world situation (e.g. results.

birth month paradox, Stick or switch?); repeated trials and
probability estimates based on simulation.
 Predicting estimated proportion/probability based on samples.
 Posing 'and', 'or' and 'not' probability questions about objects
or people.
 Using Venn diagrams and two-way tables to calculate
probabilities for events, satisfying 'and', 'or' and 'not'
conditions.
 Understanding that representing data in Venn diagrams or
two-way tables facilitates the calculation of probabilities.
 Collecting data to answer the questions using Venn diagrams
or two-way tables.
 Activities involving multiple simulations (e.g. from different
groups within a class). Discussion of computer simulations.
 Algorithms and coding:
 Develop an algorithm that uses the inbuilt pseudo-
random number generator of a device or spreadsheet to
simulate events such as the flipping two coin or the sum
of the outcomes from rolling two dice.
 Validating the algorithm and identifying the source of
error if a test fails.

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Investigate probabilities from experiments conducted with biased objects , e.g. a biased coin or die
Level 9
Students who are working at this level could:
 Investigate length of runs for a particular event in experiments or games

Assessment ideas
Students:
 plan and carry out a probability simulation of an authentic situation (e.g. Stick or switch?, birth month paradox),
including a statement of the problem, assumptions made, the random device used, what a single trial consists of and
the number of trials carried out. They display the data sensibly and draw appropriate conclusions.
 respond to sets of problems requiring them to represent and interpret data in Venn diagrams and two-way tables.

Resources
AMSI
Chance
NCTM Illuminations
Stick or switch?
Adjustable spinner

© VCAA Page 45
Mathematics Sample Program: Year 8

NZ Maths
Probability units of work
FUSE: Discover resources aligned to the Victorian Curriculum
Identify complementary events and use the sum of probabilities to solve problems
Describe events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and ‘and’
Represent events in two-way tables and Venn diagrams and solve related problems

Notes

© VCAA Page 46
Mathematics Sample Program: Year 8

Topic 8.2.7: Ratios and rates

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

Mapping to F–10 curriculum in Victoria

Content descriptions
 Solve a range of problems involving rates and ratios, including distance-time problems for travel at a constant
speed, with and without digital technologies (VCMNA277)
Achievement standard (excerpt in bold)
Level 7 Level 8 Level 9
Students solve problems involving the Students use efficient mental and Students apply the index laws using
order, addition and subtraction of written strategies to make estimates integer indices to variables and
integers. They make the connections and carry out the four operations with numbers, express numbers in
between whole numbers and index integers, and apply the index laws to scientific notation, solve problems
notation and the relationship between whole numbers. They identify and involving very small and very large
perfect squares and square roots. describe rational and irrational numbers, and check the order of
They solve problems involving all four numbers in context. Students magnitude of calculations. They solve
operations with fractions, decimals, estimate answers and solve problems involving simple interest.
percentages and their equivalences, everyday problems involving profit Students use the distributive law to
and express fractions in their simplest and loss rates, ratios and expand algebraic expressions,
form. Students compare the cost of percentages, with and without the including binomial expressions, and
items to make financial decisions, with use of digital technology. They simplify a range of algebraic
and without the use of digital simplify a variety of algebraic expressions. They find the distance
technology. They make simple expressions and connect expansion between two points on the Cartesian
estimates to judge the and factorisation of linear plane and the gradient and midpoint
reasonableness of results. Students expressions. Students solve linear of a line segment using a range of
use variables to represent arbitrary equations and graph linear strategies including the use of digital
numbers and connect the laws and relationships on the Cartesian plane. technology. Students sketch and draw
properties of number to algebra and linear and non-linear relations, solve
substitute numbers into algebraic simple related equations and explain
expressions. They assign ordered the relationship between the graphical
pairs to given points on the Cartesian and symbolic forms, with and without
plane and interpret and analyse the use of digital technology.
graphs of relations from real data.
Students develop simple linear
models for situations, make
predictions based on these models,
solve related equations and check
their solutions.

Activities Proficiencies
 Understanding that rate and ratio problems can be solved  Understanding through making connections
using fractions or percentages and choosing the most between ratio, rates, fractions and
efficient form to solve a particular problem. percentages.

© VCAA Page 47
Mathematics Sample Program: Year 8

 Applying ratios (e.g. sharing in a given ratio).  Fluency through selecting and using
 Using multipliers for proportional increase and decrease; appropriate procedures to solve problems
scale factors. involving rate and ratio.
 Reading, interpreting and writing sentences involving symbols  Problem solving through planning an
for ratios and rates. investigation involving a practical application of
ratio and rates, and communicating the results.
 Calculations (e.g. costs) involving areas and rates (e.g.
advertising rates for a local newspaper).  Reasoning through interpreting and writing
sentences involving symbols for ratios and
 Simple time rates: rates.
 simple derived units; average speed in kilometres per
hour (km/h), metres per second (m/s)
 calculations involving time, distance and speed
 calculations involving quantities such as water flow rate
and capacity.
 Checking reasonableness and completeness of results;
communicating results.
 Investigative project and/or extended problem solving activity
(e.g. budget for interior decoration of house or design and
costing of garden; scheduling journey, calculating population
growth rates in Australia and Asia and explaining their
difference).

Considering different levels of student ability

Level 7
Students who are working at this level could:
 Compare distances travelled at different average speeds over the same time interval
Level 9
Students who are working at this level could:
 Investigate travel problems involving time, distance travelled and average speed, where the average speed takes
different values over sections of the journey, including rest stops (e.g. train control graphs)

Assessment ideas
Students:
 plan and carry out an investigative project and/or extended problem solving activity (e.g. budget for interior
decoration of house or design and costing of garden; scheduling journey, calculating population growth rates in
Australia and Asia and explaining their difference).
 select the most efficient form of expression to solve sets of ratio and rates problems.

© VCAA Page 48
Mathematics Sample Program: Year 8

Resources
AMSI
Rates and ratios
NCTM Illuminations
Scale factor
Constant cost per minute
NRICH Maths
Ratio and proportion challenges
FUSE: Discover resources aligned to the Victorian Curriculum
Solve a range of problems involving rates and ratios, including distance-time problems for travel at a constant speed,
with and without digital technologies
Notes

© VCAA Page 49