7 Maths
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Achievement Standard
From 2025, the school uses Version 9 of the Australian Curriculum: Mathematics. You can find more info than necessary here. You can find the list version I changed up below because three paragraphs is silly.
By the end of Year 7, students:
- Represent natural numbers in expanded form and as products of prime factors, using exponent notation.
- Solve problems involving squares of numbers and square roots of perfect square numbers.
- Solve problems involving addition and subtraction of integers.
- Use all 4 operations in calculations involving positive fractions and decimals, choosing efficient calculation strategies.
- Choose between equivalent representations of rational numbers and percentages to assist in calculations.
- Use mathematical modelling to solve practical problems involving rational numbers, percentages and ratios, in financial and other applied contexts, justifying choices of representation.
- Use algebraic expressions to represent situations, describe the relationships between variables from authentic data and substitute values into formulas to determine unknown values.
- Solve linear equations with natural number solutions.
- Create tables of values related to algebraic expressions and formulas, and describe the effect of variation.
- Apply knowledge of angle relationships and the sum of angles in a triangle to solve problems, giving reasons.
- Use formulas for the areas of triangles and parallelograms and the volumes of rectangular and triangular prisms to solve problems.
- Describe the relationships between the radius, diameter and circumference of a circle.
- Classify polygons according to their features and create an algorithm designed to sort and classify shapes.
- Represent objects two-dimensionally in different ways, describing the usefulness of these representations. Use coordinates to describe transformations of points in the plane.
- Plan and conduct statistical investigations involving discrete and continuous numerical data, using appropriate displays.
- Interpret data in terms of the shape of distribution and summary statistics, identifying possible outliers.
- 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.
- Conduct repeated single-step chance experiments and run simulations using digital tools, giving reasons for differences between predicted and observed results.
From the content above, the list of cognitive verbs in year 7 maths are below. Click on the words if you are unsure what they mean in the context of the curriculum. I threw mathematical modelling in too because it is a can of worms.
| Represent | Solve | Use | Choose |
|---|---|---|---|
| Plan | Conduct | Interpret | Decide |
| Create | APply | Describe | Classify |
Cross-curriculum Priorities
The following are a list of priorities identified by the Australian Curriculum to keep the syllabus relevant, contemporary and engaging; And reflect national, regional and global contexts. The following opportunities are incorporated (not separate learning areas) and are used to provide opportunities for students to engage. See Content Descriptors.
Aboriginal and Torres Strait Islander Histories and Cultures
In Mathematics, students can engage with and value the histories and cultures of Australian First Nations Peoples in relation to mathematics. First Nations Australians have complex kinship systems that connect all people to environmental systems, which is the hallmark of sustainability. Many First Nations Australians are adept at pattern recognition and algebraic thinking, which informs their cultural expressions, ways of caring for Country/Place and the development of material culture.
Content elaborations in Mathematics have been structured around identified themes in Australian First Nations Peoples’ mathematical thinking, understandings and processes, in contexts that can be taught across the content strands and through the year levels. They provide a rich, connected narrative by identifying contextual examples from around Australia.
Asia, and Australia’s Engagement with Asia
Mathematics provides opportunities to promote students’ awareness of the significant contributions of Asian culture to the historical development and application of mathematical ideas and approaches. This is demonstrated in the use of mathematics in a range of contemporary contexts related to Asia, including art, design, trade and travel.
Mathematics provides content that builds understanding of Asia’s global significance; for example, the development of the Hindu-Arabic and Chinese numerals, number systems and related algorithms, and the use of tools such as abacuses and counting boards for calculation and solving equations. Asian architecture, art and design include key aspects of spatial reasoning and geometry, including symmetry, transformation, recurrence and tessellation.
Sustainability
Mathematics, students develop skills in mathematical modelling, statistical investigation and analysis, which are essential for identifying and exploring sustainability issues and proposed solutions. Students can apply spatial reasoning, measurement, estimation, calculation and comparison to gauge the health of local ecosystems and to cost proposed actions for sustainability.
Mathematical understandings and skills are necessary to model, measure, monitor and quantify change in social, economic and ecological systems over time. Statistical analysis enables the prediction of probable futures based on findings and helps inform decision-making and actions that lead to preferred futures.
Rubrics
I teach content in things called Units to organise content. Since I also have to assess learning, for each unit there also exists a specific rubric. I like to jumble content between years, so pick a year level to get specific rubric links.