### 1: Key concepts

#### 1.1: Competence

1.1.a: Applying suitable mathematics accurately within the classroom and beyond.

1.1.c: Selecting appropriate mathematical tools and methods, including ICT.

#### 1.3: Applications and implications of mathematics

1.3.a: Knowing that mathematics is a rigorous, coherent discipline.

1.3.b: Understanding that mathematics is used as a tool in a wide range of contexts.

1.3.c: Recognising the rich historical and cultural roots of mathematics.

1.3.d: Engaging in mathematics as an interesting and worthwhile activity.

#### 1.4: Critical understanding

1.4.a: Knowing that mathematics is essentially abstract and can be used to model, interpret or represent situations.

1.4.b: Recognising the limitations and scope of a model or representation.

### 2: Key processes

#### 2.1: Representing

2.1.a: identify the mathematical aspects of a situation or problem

2.1.d: select mathematical information, methods and tools to use.

#### 2.2: Analysing

2.2.a: make connections within mathematics

2.2.d: identify and classify patterns

2.2.e: make and begin to justify conjectures and generalisations, considering special cases and counter-examples

2.2.h: work logically towards results and solutions, recognising the impact of constraints and assumptions

2.2.i: appreciate that there are a number of different techniques that can be used to analyse a situation

2.2.o: record methods, solutions and conclusions

2.2.p: estimate, approximate and check working.

#### 2.3: Interpreting and evaluating

2.3.a: form convincing arguments based on findings and make general statements

2.3.b: consider the assumptions made and the appropriateness and accuracy of results and conclusions

2.3.c: be aware of the strength of empirical evidence and appreciate the difference between evidence and proof

2.3.e: relate findings to the original context, identifying whether they support or refute conjectures

2.3.g: consider the effectiveness of alternative strategies.

#### 2.4: Communicating and reflecting

2.4.c: consider the elegance and efficiency of alternative solutions

2.4.d: look for equivalence in relation to both the different approaches to the problem and different problems with similar structures

2.4.e: make connections between the current situation and outcomes, and situations and outcomes they have already encountered.

### 3: Range and content

#### 3.1: Number and algebra

3.1.a: rational numbers, their properties and their different representations

3.1.b: rules of arithmetic applied to calculations and manipulations with rational numbers

3.1.c: applications of ratio and proportion

3.1.d: accuracy and rounding

3.1.f: linear equations, formulae, expressions and identities

3.1.g: analytical, graphical and numerical methods for solving equations

3.1.h: polynomial graphs, sequences and functions

#### 3.2: Geometry and measures

3.2.a: properties of 2D and 3D shapes

3.2.b: constructions, loci and bearings

3.2.c: Pythagoras' theorem

3.2.d: transformations

3.2.e: similarity, including the use of scale

3.2.f: points, lines and shapes in 2D coordinate systems

3.2.h: perimeters, areas, surface areas and volumes

#### 3.3: Statistics

3.3.a: the handling data cycle

3.3.b: presentation and analysis of grouped and ungrouped data, including time series and lines of best fit

3.3.c: measures of central tendency and spread

3.3.d: experimental and theoretical probabilities, including those based on equally likely outcomes.

### 4: Curriculum opportunities

#### 4.g: become familiar with a range of resources, including ICT, so that they can select appropriately.

Correlation last revised: 9/16/2020

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.