WIP.
AC9 Mathematics Content
The AC9 curriculum provided below is separated by various achievement standard aspects with both embedded content descriptors and an example of evidence in an itemised list.
AC9 Year 7 Mathematics
Students represent natural numbers in expanded form and as products of prime factors, using exponent notation
- AC9M7N02
- AC9M7N03
- representing natural numbers
- in expanded form
- as products of prime factors, using exponent notation
They solve problems involving squares of numbers and square roots of perfect square numbers.
- ACM7N01
- solving problems involving squares of numbers and square roots of perfect square numbers
Students solve problems involving addition and subtraction of integers
They use all 4 operations in calculations involving positive fractions and decimals, choosing efficient calculation strategies.
- AC9M7N05
- AC9M7N06
- Using all four operations in calculations involving positive fractions and decimals, choosing efficient calculation strategies
Students choose between equivalent representations of rational numbers and percentages to assist in calculations.
They use mathematical modelling to solve practical problems involving rational numbers, percentages and ratios, in financial and other applied contexts, justifying choices of representation.
Students use algebraic expressions to represent situations, describe the relationships between variables from authentic data and substitute values into formulas to determine unknown values.
They solve linear equations with natural number solutions.
Students create tables of values related to algebraic expressions and formulas, and describe the effect of variation.
They apply knowledge of angle relationships and the sum of angles in a triangle to solve problems, giving reasons.
Students use formulas for the areas of triangles and parallelograms and the volumes of rectangular and triangular prisms to solve problems.
They describe the relationships between the radius, diameter and circumference of a circle.
Students classify polygons according to their features and create an algorithm designed to sort and classify shapes.
They represent objects two-dimensionally in different ways, describing the usefulness of these representations.
Students use coordinates to describe transformations of points in the plane.
They plan and conduct statistical investigations involving discrete and continuous numerical data, using appropriate displays.
Students interpret data in terms of the shape of distribution and summary statistics, identifying possible outliers.
They decide which measure of central tendency is most suitable and explain their reasoning.
Students list sample spaces for single step experiments, assign probabilities to outcomes and predict relative frequencies for related events.
They conduct repeated single-step chance experiments and run simulations using digital tools, giving reasons for differences between predicted and observed results.
AC9 Year 8 Mathematics Content
AC9 Year 9 Mathematics Content
AC9 Year 10 Mathematics Content
Difficulty
Simple Familiar
In questions of this degree of difficulty, students respond to situations where:
- relationships and interactions are obvious and have few elements; and
- all of the information to solve the problem is identifiable, that is
- the required procedure is clear from the way the problem is posed, or
- in a context that has been a focus of prior learning.
Students are not required to interpret, clarify and analyse problems to develop responses.
Complex Familiar
In questions of this degree of difficulty, students respond to situations where:
- relationships and interactions have a number of elements, such that connections are made with subject matter within and/or across the strands of mathematics; and
- all of the information to solve the problem is identifiable, that is
- the required procedure is clear from the way the problem is posed, or
- in a context that has been a focus of prior learning.
Some interpretation, clarification and analysis will be required to develop responses.
Shifting the level of complexity may include making changes to the: - amount of scaffolding - number of steps required to solve the problem/situation - changes to increments, benchmarks or scales on axes - number of attributes considered.
Complex Unfamiliar
In questions of this degree of difficulty, students respond to situations where:
- relationships and interactions have a number of elements, such that connections are made with subject matter within and/or across the strands of mathematics; and
- all the information to solve the problem is not immediately identifiable, that is
- the required procedure is not clear from the way the problem is posed, and
- in a context in which students have had limited prior experience.
Students interpret, clarify and analyse problems to develop responses.
Shifting the level of familiarity may include making changes to the:
- context for application, e.g. financial, measurement, spatial or statistical
- type of representation, e.g. physical, visual or symbolic
- orientation of representation, e.g. horizontal or vertical
- merge of subject matter/concepts from across different strands.
Proficiencies
Understanding
-
accurate and consistent identification, representation, description and connection of mathematical concepts and relationships
-
in complex unfamiliar, complex familiar, and simple familiar situations, identification, representation, description and connection of mathematical concepts and relationships
Fluency
- choice, use and application of comprehensive facts, definitions, and procedures to find solutions
- in complex unfamiliar, complex familiar, and simple familiar situations, choice, use and application of facts, definitions, and procedures to find solutions
Reasoning
- comprehensive explanation of mathematical thinking, strategies used, and conclusions reached
- in complex unfamiliar, complex familiar, and simple familiar situations, explanation of mathematical thinking, strategies used, and conclusions reached
Problem-solving
- purposeful use of problem-solving approaches to find solutions to problems.
Attribution
Modified from resources contained copyright with © State of Queensland (QCAA) 2025
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence.
Attribution: © State of Queensland (QCAA) 2025
Unless otherwise indicated material from Australian Curriculum is © ACARA 2010–present, licensed under CC BY 4.0. For the latest information and additional terms of use, please check the Australian Curriculum website and its copyright notice.