1: Key concepts

1.1: Competence

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

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

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1.3: Applications and implications of mathematics

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

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

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

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

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1.4: Critical understanding

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

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

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2: Key processes

2.1: Representing

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

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

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2.2: Analysing

2.2.a: make connections within mathematics

Unit Conversions

2.2.d: identify and classify patterns

Arithmetic Sequences
Arithmetic and Geometric Sequences
Finding Patterns
Function Machines 2 (Functions, Tables, and Graphs)
Geometric Sequences
Pattern Finder

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

Biconditional Statements
Conditional Statements
Geometric Probability
Polling: Neighborhood
Reaction Time 1 (Graphs and Statistics)

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

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

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2.2.o: record methods, solutions and conclusions

Biconditional Statements
Reaction Time 1 (Graphs and Statistics)

2.2.p: estimate, approximate and check working.

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Estimating Sums and Differences
Multiplying Decimals (Area Model)

2.3: Interpreting and evaluating

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

Biconditional Statements

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

Polling: Neighborhood

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

Biconditional Statements
Conditional Statements

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

Polling: City

2.3.g: consider the effectiveness of alternative strategies.

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2.4: Communicating and reflecting

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

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

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

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3: Range and content

3.1: Number and algebra

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

Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Rational Numbers, Opposites, and Absolute Values
Solving Algebraic Equations II

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

Order of Operations

3.1.c: applications of ratio and proportion

Beam to Moon (Ratios and Proportions)
Direct and Inverse Variation
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Geometric Probability
Part-to-part and Part-to-whole Ratios
Proportions and Common Multipliers
Road Trip (Problem Solving)

3.1.d: accuracy and rounding

Polling: Neighborhood

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

Compound Interest

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

Absolute Value Equations and Inequalities
Absolute Value with Linear Functions
Circles
Modeling One-Step Equations
Modeling and Solving Two-Step Equations
Order of Operations
Parabolas
Point-Slope Form of a Line
Points, Lines, and Equations
Quadratics in Polynomial Form
Radical Functions
Solving Algebraic Equations II
Solving Equations on the Number Line
Standard Form of a Line

3.1.h: polynomial graphs, sequences and functions

Graphs of Polynomial Functions
Polynomials and Linear Factors
Quadratics in Factored Form

3.2: Geometry and measures

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

Classifying Quadrilaterals

3.2.b: constructions, loci and bearings

Segment and Angle Bisectors

3.2.c: Pythagoras' theorem

Circles
Surface and Lateral Areas of Pyramids and Cones

3.2.d: transformations

Circles
Dilations
Reflections
Rotations, Reflections, and Translations
Translations

3.2.e: similarity, including the use of scale

Perimeters and Areas of Similar Figures

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

Points in the Coordinate Plane

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

Chocomatic (Multiplication, Arrays, and Area)
Perimeters and Areas of Similar Figures

3.3: Statistics

3.3.a: the handling data cycle

Box-and-Whisker Plots
Correlation
Describing Data Using Statistics
Graphing Skills
Movie Reviewer (Mean and Median)
Polling: City
Reaction Time 2 (Graphs and Statistics)
Real-Time Histogram
Stem-and-Leaf Plots

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

Correlation
Least-Squares Best Fit Lines
Solving Using Trend Lines
Trends in Scatter Plots

3.3.c: measures of central tendency and spread

Box-and-Whisker Plots
Describing Data Using Statistics
Mean, Median, and Mode
Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)
Real-Time Histogram
Stem-and-Leaf Plots

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

Probability Simulations

4: Curriculum opportunities

4.c: work on open and closed tasks in a variety of real and abstract contexts that allow them to select the mathematics to use

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4.d: work on problems that arise in other subjects and in contexts beyond the school

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4.e: work on tasks that bring together different aspects of concepts, processes and mathematical content

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4.f: work collaboratively as well as independently in a range of contexts

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

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