### 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 the situation or problem

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

#### 2.2: Analysing

2.2.a: make connections within mathematics

2.2.d: identify and classify patterns

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

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 to justify findings and general statements

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

2.3.c: appreciate the strength of empirical evidence and distinguish between evidence and proof

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

#### 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

### 3: Range and content

#### 3.1: Number and algebra

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

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

3.1.f: graphs of exponential and trigonometric functions

#### 3.2: Geometry and measures

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

3.2.b: circle theorems

3.2.c: trigonometrical relationships

3.2.d: properties and combinations of transformations

3.2.f: vectors in two dimensions

3.2.g: conversions between measures and compound measures

#### 3.3: Statistics

3.3.a: the handling data cycle

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

3.3.c: measures of central tendency and spread

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

### 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.