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.

Determining a Spring Constant
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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 the situation or problem

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2.1.d: select mathematical information, methods, tools and models 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
Geometric Sequences

2.2.e: make and 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: identify a range of techniques that could be used to tackle a problem, appreciating that more than one approach may be necessary

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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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2.3: Interpreting and evaluating

2.3.a: form convincing arguments to justify findings and 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: appreciate the strength of empirical evidence and distinguish between evidence and proof

Biconditional Statements
Conditional Statements

2.3.e: relate their findings to the original question or conjecture, and indicate reliability

Polling: City

2.3.g: critically examine strategies adopted.

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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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3: Range and content

3.1: Number and algebra

3.1.c: proportional reasoning, direct and inverse proportion, proportional change and exponential growth

Compound Interest

3.1.e: linear, quadratic and other expressions and equations

Compound Interest

3.1.f: graphs of exponential and trigonometric functions

Compound Interest
Cosine Function
Exponential Functions
Introduction to Exponential Functions
Logarithmic Functions
Sine Function
Tangent Function
Translating and Scaling Functions
Translating and Scaling Sine and Cosine Functions

3.2: Geometry and measures

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

Classifying Quadrilaterals

3.2.b: circle theorems

Chords and Arcs
Inscribed Angles

3.2.c: trigonometrical relationships

Cosine Function
Sine Function
Sine, Cosine, and Tangent Ratios
Tangent Function

3.2.d: properties and combinations of transformations

Circles
Dilations
Reflections
Rotations, Reflections, and Translations
Translations

3.2.f: vectors in two dimensions

Adding Vectors
Vectors

3.2.g: conversions between measures and compound measures

Unit Conversions

3.3: Statistics

3.3.a: the handling data cycle

Box-and-Whisker Plots
Correlation
Describing Data Using Statistics
Polling: City
Real-Time Histogram
Stem-and-Leaf Plots

3.3.b: presentation and analysis of large sets of grouped and ungrouped data, including box plots and histograms, lines of best fit and their interpretation

Box-and-Whisker Plots
Correlation
Histograms
Least-Squares Best Fit Lines
Mean, Median, and Mode
Polling: City
Real-Time Histogram
Sight vs. Sound Reactions
Solving Using Trend Lines
Stem-and-Leaf Plots
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
Reaction Time 1 (Graphs and Statistics)
Real-Time Histogram
Stem-and-Leaf Plots

3.3.d: experimental and theoretical probabilities of single and combined events.

Binomial Probabilities
Geometric Probability
Independent and Dependent Events
Probability Simulations
Theoretical and Experimental Probability

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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Correlation last revised: 9/24/2019

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