New Century Maths Year 9 5.3 Teaching Program

Teaching program
New Century Maths Advanced 9 Stages 5.2/5.3

for the Australian Curriculum
Year 9 topics
Week Week
SEMESTER 1 SEMESTER 2
Term 1 1. Pythagoras’ theorem Term 3 7. Equations
1 and surds 1 (Number and Algebra)
2 (Measurement and Geometry) 2
3 3
4 2. Working with numbers 4 8. Earning money

(Number and Algebra) (Number and Algebra)
5 5
6 3. Products and factors 6 9. Investigating data

(Number and Algebra) (Statistics and Probability)
7 7
8 8
9 9 Lost time
10 Lost time 10 10. Surface area

and volume
Term 2 4. Trigonometry Term 4 (Measurement and Geometry)
1 (Measurement and Geometry) 1
2 2
3 3 11. Coordinate geometry

and graphs
4 5. Indices 4 (Number and Algebra)
(Number and Algebra)
5 5
6 6 12. Probability
(Statistics and Probability)
7 6. Geometry 7
(Measurement and Geometry)
8 8 13. Congruent and
similar figures
9 9 (Measurement and Geometry)
Lost time
10 10
CURRICULUM STRANDS
Number and Algebra Measurement and Geometry Statistics and Probability
New Century Maths Advanced 9 Stages 5.2/5.3 teaching program (p. 1)

Year 10 topics
Week Week
SEMESTER 1 SEMESTER 2
Term 1 1. Surds Term 3 9. Trigonometry
1 (Number and Algebra) 1 (Measurement and Geometry)
2 2
3 2. Interest and depreciation 3

4 4
5 3. Coordinate geometry 5 10. Simultaneous equations

(Number and Algebra) (Number and Algebra)
6 6 11. Quadratic equations
and the parabola
7 4. Surface area and volume 7 (Number and Algebra)
(Measurement and Geometry)
8 8
9 5. Products and factors 9 12. Probability

(Number and Algebra) (Statistics and Probability)
10 10
Term 2 Term 4
1 1
2 6. Investigating data 2 13. Geometry
(Statistics and Probability) (Measurement and Geometry)
3 3
4 4 OPTION TOPICS
5 7. Graphs 5 14. Polynomials

(Number and Algebra) 15. Circle geometry
6 6 16. Functions
7 7
8 8. Equations and logarithms 8

9 9 Lost time
10 10
CURRICULUM STRANDS
Number and Algebra Measurement and Geometry Statistics and Probability

1. PYTHAGORAS’ THEOREM AND SURDS
Time: 3 weeks (Term 1, Week 1) Text: New Century Maths 9 Stages 5.2/5.3, Chapter 1
NSW and Australian Curriculum references: Measurement and Geometry, Number and Algebra
Right-angled triangles (Pythagoras) / Pythagoras and trigonometry
• Investigate Pythagoras’ theorem and its application to solving simple problems involving right-angled triangles (NSW
Stage 4 / 9MG222)
Surds and indices / Real numbers
• Define rational and irrational numbers and perform operations with surds and fractional indices (10ANA264)
NSW Stages 4/5 outcomes
A student:
• MA4-1 WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols
• MA4-2 WM applies appropriate mathematical techniques to solve problems
• MA4-16 MG applies Pythagoras’ theorem to calculate side lengths in right-angled triangles and solves related problems
• MA5.3 NA performs operations with surds and indices
INTRODUCTION
This is actually the revision of a Stage 4 topic (NSW syllabus) introduced in Year 8, and the only Stage 5 work is on operations
with surds. Note, however, that in the national Australian curriculum Pythagoras’ theorem is introduced in Year 9, and surds in
Year 10. Emphasis should be placed upon understanding the theorem and using it to solve problems involving the sides of
right-angled triangles. Answers for unknown sides should be given as exact surds or decimal approximations.
CONTENT
1 Finding the hypotenuse 9MG222 U F
2 Finding a shorter side 9MG222 U F
• solve practical problems involving Pythagoras’ theorem, approximating the answer as a decimal and giving an exact
answer as a surd
3 Stage 5.3: Surds and irrational numbers 10ANA264 U F R C
• define rational and irrational numbers
4 Stage 5.3: Simplifying surds 10ANA264 U F R
• perform operations with surds
5 Stage 5.3: Adding and subtracting surds 10ANA264 U F R
6 Stage 5.3: Multiplying and dividing surds 10ANA264 U F R
7 Pythagoras’ theorem problems 9MG222 F PS C
8 Testing for right-angled triangles 9MG222 U F R C
• use the converse of Pythagoras’ theorem to establish whether a triangle has a right angle
9 Pythagorean triads 9MG222 U F C
• identify a Pythagorean triad as a set of three numbers such that the sum of the squares of the first two equals the square
of the third
10 Revision and mixed problems
RELATED TOPICS
Year 8: Pythagoras’ theorem, Geometry, Area and volume, Congruent figures
Year 9: Trigonometry, Coordinate geometry and graphs
Year 10: Surds, Coordinate geometry, Trigonometry, Quadratic equations and the parabola
PROFICIENCY STRANDS / WORKING MATHEMATICALLY

• U = Understanding (knowing and relating maths): Understanding how the sides of a right-angled triangle are related by
Pythagoras’ theorem
• F = Fluency (applying maths): Selecting appropriate techniques to find unknown sides, test right-angled triangles and
simplify expressions involving surds
• PS = Problem solving (modelling and investigating with maths): Using Pythagoras’ theorem to solve measurement
problems
• R = Reasoning (generalising and proving with maths): Proving that a triangle is right-angled given the lengths of its

sides
• C = Communicating (describing and representing maths): Describing and explaining Pythagoras’ theorem in words and
as a formula, understanding the concepts of surds and irrational numbers
EXTENSION IDEAS
• Perigal’s dissection and other formal proofs of Pythagoras’ theorem
• Pythagoras and the Pythagoreans, history of Pythagoras’ theorem
• Harder problems: two-stage or in three dimensions, for example, longest diagonal in a rectangular prism
• History of Pythagorean triads, properties of Pythagorean triads
• Length of an interval on the number plane (also in the Coordinate geometry and graphs topic)
• Irrational numbers, graphing surds on a number line
• The real number system and classifying types of numbers
• Newton’s method for calculating square roots. The cube root formula.
• Proof by contradiction that 2 is irrational.
TEACHING NOTES AND IDEAS

• Pythagoras’ theorem was actually discovered by others, centuries before Pythagoras was born around 580 BCE.
• Use knotted rope to show how ancient Egyptians builders made a 3-4-5 triangle to create a right angle.
• State Pythagoras’ theorem in words and as a formula. Stress that it works for right-angled triangles only. Emphasise correct
setting-out of solutions. Check answers. Obviously it’s wrong if the hypotenuse is shorter than one of the other sides.
• Ancient Greek mathematicians believed that all numbers were rational and the world could be explained by rational
numbers. Pythagoras proved this was false when calculating the diagonal of a square with sides 1 unit long.
• When simplifying surds, encourage students to find a factor that is a square number. List the first 10 square numbers on the
board for easy reference: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100.
• Demonstrate how surd arithmetic follows the rules of algebra (as it should), e.g. collecting like terms.
• Demonstrate that the length 2 can be constructed using a right-angled isosceles triangle.
n2 − 1 n2 + 1
• There are different formulas for creating Pythagorean triads, such as (p2 – q2, 2pq, p2 + q2), (n, , ) for odd n, (2n
2 2
+ 1, 2n2 + 2n, 2n2 + 2n + 1). Multiplying or dividing a triad by a constant gives another triad: we can use this to create
decimal triads such as (2.8, 9.6, 10).
• Pythagorean triads (useful for triangle problems): (3, 4, 5) (5, 12, 13) (6, 8, 10) (7, 24, 25) (8, 15, 17) (9, 12, 15) (9, 40, 41)
(10, 24, 26) (11, 60, 61) (12, 16, 20) (12, 35, 37) (13, 84, 85) (14, 48, 50) (15, 20, 25) (15, 36, 39) (16, 30, 34) (16, 63, 65)
(18, 24, 30) (18, 80, 82) (20, 21, 29) (20, 48, 52) (20, 99, 101) (21, 28, 35) (21, 72, 75) (24, 32, 40) (24, 45, 51) (24, 70, 74)
(25, 60, 65) (27, 36, 45) (28, 45, 53) (28, 96, 100) (30, 40, 50) (30, 72, 78) (32, 60, 68) (33, 44, 55) (33, 56, 65) (35, 84, 91)
(36, 48, 60) (36, 77, 85) (39, 52, 65) (39, 80, 89) (40, 42, 58) (40, 75, 85) (40, 96, 104) (42, 56, 70) (45, 60, 75) (48, 55, 73)
(48, 64, 80) (48, 90, 102) (51, 68, 85) (54, 72, 90) (56, 90, 106) (57, 76, 95) (60, 63, 87) (60, 80, 100) (60, 91, 109) (63, 84,
105) (65, 72, 97) (66, 88, 110) (69, 92, 115) (72, 96, 120) (80, 84, 116).
ASSESSMENT IDEAS
• Open-ended problems, for example, the length of the hypotenuse is 10 (or 10 ). What are the possible lengths of the other
two sides?
• Research assignment on Pythagoras and the discovery of surds, or the golden section.
• Matching activities: Pythagoras’ theorem to diagrams.
• Writing activity explaining Pythagoras’ theorem.
TECHNOLOGY
Spreadsheets can be used to find unknown sides, generate Pythagorean triads, approximate surds using the =SQRT formula, or
evaluate a square root using Newton’s formula. Use dynamic geometry software to explore and prove Pythagoras’ theorem.
Use the Internet to research the history of Pythagoras and surds. Use CAS (computer algebra system) software to manipulate
surds.
LANGUAGE
• Hypotenuse is an ancient Greek word: hypo means ‘under’ while teinousa means ‘stretching’ because the hypotenuse
‘stretches’ under a right angle.
• Explain and reinforce the logic behind the ‘converse’ of Pythagoras’ theorem.
New Century Maths 9 Stages 5.2/5.3 teaching program (p. 4)

• From the NSW syllabus: ‘The meaning of “exact” answer will need to be taught explicitly. Students may find some of the
terminology/vocabulary encountered in word problems involving Pythagoras’ theorem difficult to interpret, for example,
“foot of a ladder”, “inclined”, “guy wire”’.
• With surd terminology, the square root of x, written x , is read simply as ‘root x.’
a
• An irrational number cannot be expressed in the form where a and b are integers and b ≠ 0. As decimals, they do not
b
terminate, but they are not recurring either.
• A surd is a root of a number that is not a square or any other power. The Latin word surdus means ‘muffled or indistinct’.
• All surds are irrational, but not all irrational numbers are surds. For example, π is irrational but is not a surd.

2. WORKING WITH NUMBERS
NSW and Australian Curriculum references: Number and Algebra
Fractions, Decimals and Percentages / Real numbers
• Investigate terminating and recurring decimals (8NA184)
• Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital
technologies (8NA187)
Ratios and Rates / Real numbers
• Solve a range of problems involving rates and ratios, with and without digital technologies (8NA188)
• Solve problems involving direct proportion; explore the relationship between graphs and equations corresponding to
simple rate problems (9NA208)
Financial Mathematics / Money and financial mathematics
• Solve problems involving profit and loss, with and without digital technologies (8NA189)
• Solve problems involving simple interest (9NA211)
NSW Stage 5 outcomes

A student:
• MA5.1-1 WM uses appropriate terminology, diagrams and symbols in mathematical contexts
• MA5.1-2 WM selects and uses appropriate strategies to solve problems
• MA5.1-4 NA solves financial problems involving earning, spending and investing money
• MA5.2-1 WM selects appropriate notations and conventions to communicate mathematical ideas and solutions
• MA5.2-2 WM interprets mathematical or real-life situations, systematically applying appropriate strategies to solve
problems
INTRODUCTION
This topic reinforces mostly Stage 4 Number skills necessary for Year 9 and 10, with the only new concepts being converting
recurring decimals to fractions, simple interest and converting rates. This is a short refresher topic that revises mental, pen-and-
paper and calculator skills so don’t dwell too long on particulars. Keep it simple and make the lessons appropriate to the ability
of your class. You may even like to set part of this topic as a revision assignment rather than re-teach it all. Ensure that
estimating and checking of answers are reinforced during lessons. Also emphasise the importance of mental computation skills,
such as in increasing $140 by 20%.
CONTENT
1 Terminating and recurring decimals 8NA184 U F R C
• investigate terminating and recurring decimals
2 Stage 5.3: Converting recurring decimals to fractions NSW U F R C
• write recurring decimals in fraction form using calculator and non-calculator methods
3 Operations with percentages 8NA187 F PS C
• solve problems involving the use of percentages, including percentage increases and decreases
4 Percentages and money 8NA189 F PS C
• solve problems involving profit, loss, discounts and GST
5 Simple interest 9NA211 F PS C
• solve problems involving simple interest
6 Ratios and rates 8NA188 U F PS C
• solve a range of problems involving ratios and ratios, with and without digital technologies
7 Converting rates 9NA208 U F R C
• convert between units for rates, for example, kilometres per hour to metres per second
RELATED TOPICS
Year 8: Working with numbers, Fractions and percentages, Ratios, rates and time
Year 9: Indices
Year 10: Interest and depreciation

• U = Understanding (knowing and relating maths): Understanding operations with integers, decimals, percentages, ratios
and rates, and the relationships between them
• F = Fluency (applying maths): Using appropriate strategies for evaluating expressions: mental, pen-and-paper, calculator
• PS = Problem solving (modelling and investigating with maths): Solving problems using integers, decimals,
percentages, ratios and rates
• R = Reasoning (generalising and proving with maths): Finding patterns in terminating and recurring decimals,
converting recurring decimals to fractions, converting rates
• C = Communicating (describing and representing maths): Using correct notation for integers, decimals, percentages,
ratios and rates
EXTENSION IDEAS
• Investigate the history of calculation methods, for example, Italian multiplication
& . Is it really equal to 1?
• Investigate the value of 0.9
• Investigate unfamiliar calculator keys

• Encourage students to develop a number sense rather than rely on the calculator too often. Check that answers make sense.
Estimate first.
5 1 1
• Include open-ended questions such as finding two fractions that have a sum of or three fractions between and .
11 8 5
• Investigate patterns in the recurring decimals of the fraction families of the sixths, sevenths and ninths.
• Some decimals are neither terminating nor recurring. Their digits run endlessly, but without repeating, for example, 2 =
1.4142135 … and π = 3.1415926 …
2
• Investigate the percentage forms of ‘fraction families’ such as the eighths and the sixths. What are 16 % and 37.5% as
3
fractions?
• Students should learn calculator shortcuts for percentage calculations, such as multiplying by 1.15 to increase a number by
15%. Also investigate the [%] key if appropriate.
• Don’t round if an exact answer (fraction or surd) is required.
• For what type of problems is it appropriate to round? What is the difference between 7 cm and 7.0 cm?
• The unitary method is quite powerful and can be applied to percentages, fractions, decimals, ratios and rates.
ASSESSMENT IDEAS
• Non-calculator test.
• Revision assignment.
TECHNOLOGY
Use calculators to evaluate mixed expressions, including the use of the parentheses and ANS keys, but beware of cheap
calculators that do not follow ‘order of operations’ rules. Students can use the spreadsheet to round or order decimals, or
convert fractions to terminating and recurring decimals.
LANGUAGE
• Reinforce the language of approximation: ‘approximate’, ‘write correct to’, ‘round to’, ‘n decimal places’, ‘nearest tenth’.
Note that the NSW syllabus now prefers the term ‘rounding’ to ‘rounding off’.
• Terminating means ‘stopping’; recurring means ‘repeating’.
• When expressing quantities as percentages or fractions, reinforce the importance of the quantity that follows ‘of’ in the
question, such as ‘What percentage of the class are boys?’ This quantity appears in the denominator of the calculation. Also
differentiate between cost price and selling price.

3. PRODUCTS AND FACTORS
Algebraic Techniques 1 and 2 / Patterns and algebra
• Factorise algebraic expressions by identifying numerical factors (8NA191)
• Factorise algebraic expressions by identifying algebraic factors (NSW Stage 4)
• Simplify algebraic expressions involving the four operations (8NA192)
Algebraic Techniques / Patterns and algebra
• Apply the four operations to simple algebraic fractions with numerical denominators (10NA232)
• Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where
appropriate (9NA213)
• Expand binomial products and factorise monic algebraic expressions using a variety of techniques (10NA233)
Algebraic Techniques / Linear and non-linear relationships
• Expand binomial products and factorise algebraic expressions using a variety of techniques (10ANA269)
A student:
• MA5.2-3 WM constructs arguments to prove and justify results
• MA5.2-6 NA simplifies algebraic fractions
• MA5.3-1 WM uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures
• MA5.3-5 NA selects and applies appropriate algebraic techniques to operate with algebraic expressions
INTRODUCTION
This topic revises Stage 4 Algebra skills before introducing students to more complex algebraic operations involving algebraic
fractions and binomial products. The latter content is completely new to Year 9 students, so spend considerable time in class
examining the patterns found in expansions and practising the abstract algebraic manipulations. The aim is to develop a
systematic approach to expansion and factorisation. This is a fairly long topic, so it may be more practical to divide it into
separate ‘expanding’ and ‘factorising’ topics.
CONTENT
1 Adding and subtracting terms 8NA192 U F R C
2 Multiplying and dividing terms 8NA192 U F R C
• simplify algebraic expressions involving the four operations
3 Adding and subtracting algebraic fractions 10NA232 U F R C
4 Multiplying and dividing algebraic fractions 10NA232 U F R C
• apply the four operations to simple algebraic fractions
5 Expanding expressions 9NA213 U F R C
• apply the distributive law to the expansion of algebraic expressions and collect like terms where appropriate
6 Factorising expressions 8NA191 U F R C
• factorise algebraic expressions
7 Expanding binomial products 9NA213 U F R C
• apply the distributive law to the expansion of binomials
8 Stage 5.3: Perfect squares 10NA233 U F R C
9 Stage 5.3: Difference of two squares 10NA233 U F R C
10 Stage 5.3: Mixed expansions 10NA233 F R C
• expand binomial products and factorise algebraic expressions using a variety of techniques
11 Stage 5.3: Factorising special binomial products 10ANA269 U F R C
12 Stage 5.3: Factorising quadratic expressions 10ANA269 U F R C
13 Stage 5.3: Factorising quadratic expressions of the form ax2 + bx + c 10ANA269 U F R C

14 Stage 5.3: Mixed factorisations 10ANA269 F R C
• factorise monic and non-monic quadratic expressions
15 Stage 5.3: Factorising algebraic fractions NSW U F R C
• factorise and simplify complex algebraic expressions involving algebraic fractions
RELATED TOPICS
Year 8: Algebra, Equations
Year 9: Indices, Equations
Year 10: Surds, Products and factors, Equations and logarithms, Quadratic equations and the parabola

• U = Understanding (knowing and relating maths): Knowing how the processes of expanding and factorizing algebraic
expressions are related
• F = Fluency (applying maths): Interpreting and writing ‘algebra’ fluently and selecting the right strategy to simplify,
expand and factorise expressions
• R = Reasoning (generalising and proving with maths): Using algebra to represent, generalise and simplify number
patterns and rules
• C = Communicating (describing and representing maths): Describing number patterns and rules algebraically
EXTENSION IDEAS
• More challenging problems involving expanding and factorising

• Demonstrate adding algebraic terms in constructing perimeter formulas and multiplying terms in constructing area formulas.
• Demonstrate operations with numerical fractions before moving onto algebraic fractions. Adding and subtracting problems
may be restricted to fractions with numerical denominators and monomial (one-term) numerators only.
• NSW syllabus: ‘Check expansions and factorisations by performing the reverse process’. Include examples involving
negative terms.
• Describe the process involved when expanding a binomial product. There are many approaches: distributive law, long
multiplication, areas of rectangles. Encourage students to look for patterns in their expanded results.
• Encourage students to look for patterns in their expanded results. This will prove handy when factorising perfect squares
and differences of two squares.
• Demonstrate the equivalence of expansions and factorisations, for example (x + 2)(x – 2) = x2 – 4 by substituting a value for
x in both sides of the identity. Use a spreadsheet or graphics calculator.
• Include open-ended questions such as (x …)(x …) = x2 … 5x ... or what two terms could be multiplied to give 4a2 + 8a?
• Evaluate 982 by expanding (100 – 92)2. Evaluate 19 x 21 by expanding (20 – 1)(20 + 1). Investigate the mental calculation
trick for squaring a 2-digit number ending in 5, found in Mental Skills 2A in Chapter 2.
• Students will use factorising strategies again in Year 10 when they solve quadratic equations. The quadratic formula will
also be introduced then.
• Factorising ax2 + bx + c by grouping in pairs is a powerful method because it can be applied to problems where a is
negative.
• With the many types of factorisation, students need to use a systematic approach to decide which method to use. Have them
design a poster on this.
• Encourage students to check that an expression is fully factorised. Include quadratic trinomials where a simple numerical
factor can be taken out first, eg 2x2 – 10x + 12 = 2(x2 – 5x + 6).
ASSESSMENT IDEAS
• Writing activity on the use of variables and simplifying algebraic expressions
• Research assignment or poster on the algebraic rules or the history/meaning of algebra
• Vocabulary test
TECHNOLOGY
CAS (Computer Algebra Systems) can be used to simplify, expand or evaluate algebraic expressions.

LANGUAGE
• Reinforce the meanings of variable, term, expression, simplify, evaluate, substitute, expand and factorise.
• An algebraic term consists of a number and/or a variable, for example, 4p2. An algebraic expression is a ‘phrase’ containing
terms and one or more arithmetic operation, for example, 5x + 6. An equation is a ‘sentence’ containing an expression, an
‘=’ sign and an ‘answer,’ for example, 5x + 6 = 26.
• The word expand comes from writing out an expression ‘the long way’ without brackets. Draw a diagram using rectangles
and an array of dots to show equivalences such as 3(n + 2) = 3n + 6.
• Emphasise the difference between expand and factorise, as students will often do the opposite of what is requested.
• binomial = algebraic expression with two terms, for example 2ab – b2 or x + 5, from the Latin bi nomen, ‘two names’.
• trinomial = algebraic expression with three terms, for example x2 – x + 4.
• monomial = algebraic expression with one term, for example 5b3.
• quadratic = algebraic expression in which the highest power of x is 2, for example 5x2 – 3x + 4.
• From NSW syllabus: ‘When factorising (or expanding) algebraic expressions, students should be encouraged to describe the
given expression (or expansion) using the appropriate terminology (for example, “difference of two squares”, “monic
quadratic trinomial”) to assist them in learning the concepts and identifying the appropriate process’.

4. TRIGONOMETRY
NSW and Australian Curriculum references: Measurement and Geometry
Right-angled triangles (Pythagoras) / Pythagoras and trigonometry
• Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled
triangles (9MG223)
• Apply trigonometry to solve right-angled triangle problems (9MG224)
• Solve right-angled triangle problems, including those involving direction and angles of elevation and depression
(10MG245)
A student:
• MA5.1-3 WM provides reasoning to support conclusions that are appropriate to the context
• MA5.1-10 MG applies trigonometry, given diagrams, to solve problems, including problems involving angles of
elevation and depression
problems
• MA5.2-13 MG applies trigonometry to solve problems, including problems involving bearings
INTRODUCTION
This Stage 5 Measurement topic is entirely new to students, but they have met related areas such as geometry, scale drawings,
Pythagoras’ theorem, ratios and equations at Stage 4. Do not rush through this topic—spend some time investigating right-
angled triangles and the sine, cosine and tangent ratios before applying them to solve problems. Ensure that students receive
plenty of practice in setting out their work correctly.
CONTENT
1 The sides of a right-angled triangle 9MG223 U C
2 The trigonometric ratios 9MG223 U C
3 Similar right-angled triangles 9MG223 U R C
• use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles
4 Trigonometry on a calculator 9MG223 U F
5 Finding an unknown side 9MG224 U F PS
• find the lengths of unknown sides in right-angled triangles where the given angle is measured in degrees and minutes
• apply trigonometry to solve right-angled triangle problems
6 Finding more unknown sides 9MG224 U F PS
• select and use appropriate trigonometric ratios in right-angled triangles to find the hypotenuse
7 Finding an unknown angle 9MG224 U F PS
• find the size in degrees and minutes of unknown angles in right-angled triangles
8 Angles of elevation and depression 10MG245 U F PS R C
• solve a variety of practical problems involving angles of elevation and depression, including problems for which a
diagram is not provided
9 Bearings 10MG245 U F R C
• interpret three-figure bearings (for example, 035°, 225°) and compass bearings (for example, SSW)
10 Problems involving bearings 10MG245 F PS R C
• solve a variety of practical problems involving bearings, including problems for which a diagram is not provided
RELATED TOPICS
Year 8: Pythagoras’ theorem

Year 9: Pythagoras’ theorem, Geometry, Congruent and similar figures
Year 10: Trigonometry

• U = Understanding (knowing and relating maths): Learning basic trigonometry concepts and using them to find
unknown sides and angles in right-angled triangles
• F = Fluency (applying maths): Applying appropriate methods to find unknown sides and angles
• PS = Problem solving (modelling and investigating with maths): Apply trigonometric methods to real-life problems
• R = Reasoning (generalising and proving with maths): Using angle and triangle geometry to determine unknown angles
in problems involving angles of elevation/depression and bearings
• C = Communicating (describing and representing maths): Using the terminology of trigonometry to describe the sides
and ratios of lengths in right-angled triangles, describing angles of elevation/depression and bearings
EXTENSION IDEAS
• The exact ratios, complementary relations such as cos 25° = sin 65°, trigonometry of obtuse angles (Year 10)
• The sine, cosine and tangent graphs (Year 10)

• Resources: clinometer, graph paper, directional compass, old book of trigonometric tables.
• Note that you may need to give a brief explanation of similar triangles when introducing trigonometry, now that similar
figures are no longer taught in Stage 4.
• Make a clinometer. Calculate the heights of trees, flagpoles and buildings using trigonometry.
• Investigate the history of the Babylonian base 60 system used in measuring angle size (and time). Students have already
used the degrees-minutes-seconds button on the calculator for time calculations in Stage 4.
• The trigonometric ratios are constant for a particular angle size, no matter how large the (similar) right-angled triangle.
Compare measured values with calculator values. See NelsonNet worksheet Investigating the tangent ratio.
• Students could verify their answers to trigonometric problems using scale drawings.
• Students should set out their solutions properly and use correct trigonometric terminology. Encourage them to check the
reasonableness of answers to trigonometric problems by making a rough scale drawing. Students need practice in drawing
diagrams for a given problem. Have students devise a problem for a given diagram and swap problems.
• Include open-ended problems: find out everything you can about this triangle.
1
• Stage 5.3 students learn about exact ratios, the sine and cosine rules and A = ab sin C in Year 10.
2
ASSESSMENT IDEAS
• Practical test involving clinometers
• Research project on the history or applications of trigonometry or bearings
TECHNOLOGY
Make sure that students have set their calculators in degrees mode. Display an old book of trigonometric tables to show what
students used before calculators became widely available. Use a spreadsheet to compare the ratios of the sides of similar right-
angled triangles. The trigonometric ratios can be calculated on a spreadsheet but the angle sizes must be converted from degrees
to radians first.
LANGUAGE
• From the NSW syllabus: ‘The word “trigonometry” is derived from two Greek words meaning “triangle” and
“measurement”’.
• Stress that the hypotenuse is a fixed side in a right-angled triangle, while the opposite and adjacent sides depend upon the
angle quoted. Students already know the hypotenuse from Pythagoras’ theorem.
• From the NSW syllabus: ‘Emphasis should be placed on correct pronunciation of sin as “sine”.’ The origin of the word
cosine is from complements sine, so that cos 40° = sin 50°.
• Encourage students to devise mnemonics for the trigonometric ratios and the four compass points.
• The word minute comes from the Latin pars minuta prima, meaning the first (prima) division of a degree or hour. The
word second comes from pars minuta secunda, meaning the second (secunda) division of a degree or hour.
• With compass bearings, stress the terminology: ‘the bearing of P from O.’ See syllabus Language notes for more details.
• Elevated = feeling happy = looking up, Depressed = feeling sad = looking down.

5. INDICES
NSW and Australian Curriculum references: Number and Algebra / Measurement and Geometry
Indices / Patterns and algebra
• Extend and apply the index laws to variables, using positive-integer indices and the zero index (9NA212)
• Simplify algebraic products and quotients using index laws (9NA231)
Indices / Real numbers
• Apply index laws to numerical expressions with integer indices (9NA209)
• Apply index laws to algebraic expressions involving integer indices (NSW Stage 5.2)
• Define rational and irrational numbers and perform operations with surds and fractional indices (10ANA264)
Numbers of any magnitude / Real numbers
• Express numbers in scientific notation (9NA210)
A student:
• MA5.1-5 NA operates with algebraic expressions involving positive-integer and zero indices, and establishes the
meaning of negative indices for numerical bases
• MA5.1-9 MG interprets very small and very large units of measurement, uses scientific notation, and rounds to
significant figures
• MA5.2-7 NA applies index laws to operate with algebraic expressions involving integer indices
• MA5.3-6 NA performs operations with surds and indices
INTRODUCTION
In this topic, students are introduced to the index laws and negative and fractional indices. It examines indices both numerically
and algebraically, applying them so that students won’t make mistakes such as 52 × 56 = 108. More time should be spent on
examining the number patterns generated by repeated multiplication so that the different types of powers are more readily
understood, especially the negative and fractional indices. Scientific notation is also introduced for writing large and small
numbers using powers of ten.
CONTENT
1 Multiplying and dividing terms with the same base 9NA212 U F R C
2 Power of a power 9NA212 U F R C
• extend and apply the index laws to variables, using positive-integer indices
3 Powers of products and quotients 9NA231 U F R C
• simplify algebraic products and quotients using index laws
4 The zero index 9NA212 U F R C
• extend and apply the index laws to variables, using the zero index
5 Negative indices 9NA209 U F R C
• apply index laws to numerical expressions with integer indices
• (NSW, STAGE 5.2) apply index laws to algebraic expressions involving integer indices
1
6 Stage 5.3: Fractional indices 10NA264 U F R C
n
m
7 Stage 5.3: Fractional indices 10NA264 U F R C
n
• apply index laws to demonstrate the appropriateness of the definitions for fractional indices
8 Summary of the index laws 9NA209 U F R C
7 Significant figures NSW U F R C
• identify significant figures and round numbers to a specified number of significant figures
10 Scientific notation 9NA210 U F R C
• express numbers in scientific notation
• order numbers expressed in scientific notation

11 Scientific notation on a calculator 9NA210 U F PS R C
• enter and read scientific notation on a calculator
• solve problems involving scientific notation
RELATED TOPICS
Year 8: Working with numbers, Algebra
Year 9: Products and factors, Surface area and volume
Year 10: Products and factors

• U = Understanding (knowing and relating maths): Relating the index laws, zero, negative and fractional indices and
scientific notation
• F = Fluency (applying maths): Using the correct method for simplifying algebraic expressions involving indices, reading
and writing scientific notation
• PS = Problem solving (modelling and investigating with maths): Solving problems involving scientific notation
• R = Reasoning (generalising and proving with maths): Using index laws to generalise rules about operating on terms
with indices
• C = Communicating (describing and representing maths): Writing the index laws, significant figures and scientific
notation competently
EXTENSION IDEAS
• Engineering notation, a form of scientific notation

• Begin with a numerical approach to the index laws. Demonstrate zero and negative powers by extending the repeated
multiplication pattern backwards.
• Open-ended question: find two terms that can be divided to give 27.
• Verify the index laws by using a calculator. Explain why a particular algebraic sentence, for example, a3 × a2 = a6, is
incorrect.
1
• Common student errors: 5x0 = 1, 9x5 ÷ 3x5 = 3x, 2c-4 = , 2a2 = 4a2, (3b)2 = 3b2.
2c 4
• Use scientific notation to express and rank astronomical distances (such as planets), populations and areas of countries.
ASSESSMENT IDEAS
• Assignment: Research the names of the big numbers or metric prefixes.
TECHNOLOGY
3 y
Investigate the following calculator keys: [xy], , x . Examine their counterparts on a graphics calculator or spreadsheet.
LANGUAGE
• For 24, 2 is called the base and 4 is called the power, index or exponent.
• From the NSW syllabus: ‘Teachers should use fuller expressions before shortening them, for example, 24 should be
expressed as “2 raised to the power of 4”, before “2 to the power of 4” and finally “2 to the 4”.

6. GEOMETRY
Properties of Geometrical Figures 1 / Geometric reasoning
• Classify triangles according to their side and angle properties and describe quadrilaterals (7MG165)
• Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral (7MG166)
Properties of Geometrical Figures
• Apply the result for the interior angle sum of a triangle to find, by dissection, the interior angle sum of polygons with
more than three sides (NSW Stage 5.2)
• Establish that the sum of the exterior angles of any convex polygon is 360° (NSW Stage 5.2)

A student:
• MA5.2-14 MG calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent
or similar
INTRODUCTION
This short topic revises Stage 4 geometry concepts with triangles and quadrilaterals before turning to the interior and exterior
angle sums of polygons for Stage 5.2 students. Although Year 9 marks the start of more formal geometry, the emphasis is still
upon discovering properties informally through construction and measurement rather than by deductive proofs using congruent
triangles. Promote the language of geometry and the correct use of reasoning, with attention given to drawing clear diagrams
and setting out proofs and solutions carefully.
CONTENT
1 Triangle geometry 7MG165, 166 U F R C
• classify triangles according to their side and angle properties and solve related numerical problems using reasoning
• apply the angle sum of a triangle and that any exterior angle of a triangle equals the sum of the two interior opposite
angles
2 Quadrilateral geometry 7MG165, 166 U F R C
• classify quadrilaterals according to their side and angle properties and solve related numerical problems using reasoning
• apply the angle sum of a quadrilateral
3 Angle sum of a polygon NSW U F R C
• apply the result for the interior angle sum of a triangle to find, by dissection, the interior angle sum of polygons with
more than three sides
4 Exterior angle sum of a convex polygon NSW U F R C
• establish that the sum of the exterior angles of any convex polygon is 360°
RELATED TOPICS
Year 8: Geometry, Area and volume
Year 9: Surface area and volume, Congruent and similar figures
Year 10: Surface area and volume, Geometry

• U = Understanding (knowing and relating maths): Learning geometrical concepts, definitions, terminology and notation
• F = Fluency (applying maths): Applying correct procedures, rules and notation to solve find unknown angles
• R = Reasoning (generalising and proving with maths): Using logic and reasoning to find unknown angles
• C = Communicating (describing and representing maths): Classifying triangles, quadrilaterals and polygons and using
correct geometrical terminology
EXTENSION IDEAS
• Investigate the history of geometry and Euclid.

• From NSW syllabus: ‘Students who recognise class inclusivity and minimum requirements for definitions may address this
Stage 4 content concurrently with content in Stage 5 Properties of Geometrical Figures where properties of triangles and
quadrilaterals are deduced from formal definitions’. For example, is a parallelogram a trapezium?’
• The formal definitions and tests for special quadrilaterals. See the NSW syllabus (Stage 5.3 Properties of Geometrical
Figures) on introducing more formal definitions of the special triangles and quadrilaterals.
• Formal proofs in deductive geometry.

• Resources: geometrical instruments, paper and scissors, charts and posters, geometry and drawing software.
• From NSW syllabus: ‘Students should give reasons when finding unknown angles. For some students, formal setting-out
could be introduced. For example, ∠PQR = 70° (corresponding angles, PQ || SR)’.
• Properties of triangles and quadrilaterals should be demonstrated informally (by symmetry, paper-folding, protractor and
ruler measurement), rather than by congruent triangle proofs.
• Students should have experience in classifying triangles and quadrilaterals using their properties and minimal conditions,
for example, which quadrilateral’s diagonals bisect each other?
• From NSW syllabus: ‘A range of examples of the various triangles and quadrilaterals should be given, including
quadrilaterals containing a reflex angle and figures presented in different orientations’.
• The properties of special quadrilaterals allow us to develop formulas for finding their areas in the topic Surface area and
volume, for example, the diagonal properties of the kite and rhombus.
• In how many different ways can you demonstrate the angle sum of a triangle (or quadrilateral)?
• Proving properties of quadrilaterals by congruent triangles will be covered in the topic Congruent and similar figures.
• The exterior angle sum of a convex polygon is 360°: if you walk around the perimeter of a closed figure, the total of your
turns should be a revolution.
ASSESSMENT IDEAS
• Writing activity or poster summary on the properties of triangles, quadrilaterals and polygons
• Vocabulary test
• ‘What shape am I?’ puzzles
• Research/investigation assignment on properties of triangles, quadrilaterals or polygons
• Assignment on setting out a geometry proof
TECHNOLOGY
There is much scope in this topic to use dynamic geometry software such as GeoGebra. The Internet is full of dynamic
geometry animations and applets that demonstrate the properties of triangles, quadrilaterals and polygons shown in this topic.
LANGUAGE
• Students need practice in interpreting geometrical descriptions. Work in pairs, with one student describing a figure while the
other tries to draw it.
• Avoid using the term ‘base angles’ for isosceles triangles because it may be misleading, depending upon the orientation of
the triangle. Instead, use ‘the angles opposite the equal sides’ or ‘the two angles next to the uneven side’.
• From the NSW syllabus: ‘The diagonals of a convex quadrilateral lie inside the figure’.

7. EQUATIONS
Equations / Linear and non-linear relationships
• Solve linear equations using algebraic and graphical techniques, and verify solutions by substitution (8NA194)
• Solve linear equations (9NA215)
• Substitute values into formulas to determine an unknown (10NA234)
• Solve problems involving linear equations, including those derived from formulas (10NA235)
• Solve linear equations involving simple algebraic fractions (10NA240)
• Solve complex linear equations involving algebraic fractions (NSW Stage 5.3)
• Solve simple quadratic equations using a range of strategies (10NA241)
• Solve simple cubic equations (NSW Stage 5.3)
• Rearrange literal equations (NSW Stage 5.3)
A student:
problems
• MA5.2-8 NA solves linear and simple quadratic equations
• MA5.3-7 NA solves complex linear, quadratic, simple cubic and simultaneous equations, and rearranges literal
equations
INTRODUCTION
This topic revises and builds upon the Stage 4 concept of equations and the formal methods for solving them. Like many
algebra skills, the process of equation-solving is detailed and technical, requiring careful and precise understanding and
practice, so don’t rush through this topic. The second half of this topic introduces more complex equations, namely equations
with algebraic fractions, simple quadratic equations, and solving equations after substitution into formulas. Stage 5.3 students
are introduced to simple cubic equations and changing the subject of a formula.
CONTENT
1 Equations with variables on both sides 8NA194 U F R
• solve linear equations using algebraic techniques
2 Equations with brackets 8NA194, 9NA215 U F R
• solve linear equations involving grouping symbols
3 Equation problems 8NA194 U F PS R C
• solve real-life problems by using pronumerals to represent unknowns
4 Equations with algebraic fractions 10NA240 U F R
• solve linear equations involving simple algebraic fractions
• (STAGE 5.3) solve complex linear equations involving algebraic fractions
5 Simple quadratic equations ax2 = c 10NA241 U F R C
• solve simple quadratic equations of the form ax2 = c
6 Stage 5.3: Simple cubic equations ax3 = c NSW U F R C
• solve simple cubic equations of the form ax3 = c
7 Equations and formulas 10NA234, 235 U F PS R C
• substitute values into formulas to determine an unknown
• solve problems involving linear equations, including those derived from formulas
8 Stage 5.3: Changing the subject of a formula NSW U F R C
• rearrange literal equations (change the subject of formulas)
RELATED TOPICS
Year 8: Algebra, Equations, Graphing linear equations
Year 9: Products and factors, Coordinate geometry and graphs

Year 10: Coordinate geometry, Products and factors, Equations and logarithms, Simultaneous equations

• U = Understanding (knowing and relating maths): Understanding the steps for solving equations
• F = Fluency (applying maths): Selecting correct techniques for solving equations
• PS = Problem solving (modelling and investigating with maths): Solving real-life problems using equations and
formulas
• R = Reasoning (generalising and proving with maths): Using algebraic operations to solve equations
• C = Communicating (describing and representing maths): Describing the solution to real-life problems in words after
solving an equation
EXTENSION IDEAS
• Harder formulas and word problems, constructing formulas
• Equations with the unknown in the denominator
• Inequalities (Year 10)
• Harder quadratic equations (Stage 5.3)
• Simultaneous equations

• Stress that the goal of solving an equation is to have the variable on its own on the left side of the equation and the value on
the right side.
• Examples of Stage 5.2 equations with algebraic fractions from NSW syllabus:
(denominators should be numerical).
• Examples of Stage 5.3 equations with algebraic fractions from NSW syllabus: , .
• When solving a word problem, identify the unknown quantity and call it x, say. After solving, check that its solution sounds
reasonable.
• For quadratic and cubic equations, solutions can be written in exact form (surds) or decimal approximations.
• Examples of formulas: perimeter and area, circle formulas, speed, metric conversions (for example, Celsisus to Fahrenheit),
Pythagoras’ theorem, angle sum of a polygon, E = mc2.
ASSESSMENT IDEAS
• Writing activity comparing and evaluating the different methods of solving an equation.
TECHNOLOGY
CAS calculators and the WolframAlpha website can be used to solve equations.
LANGUAGE
• An algebraic expression refers to a ‘phrase’ containing terms and arithmetic operations, such as 2a + 5, while an algebraic
equation refers to a ‘sentence’ involving an expression and an equals sign, such as 2a + 5 = 13.
• Encourage students to set out their solutions to equations neatly with equals signs aligned in the same column.
• quadratic = algebraic expression in which the highest power of x is 2, eg 5x2 – 3x + 4.

8. EARNING MONEY
NSW Curriculum reference: Number and Algebra
Financial mathematics
• Solve problems involving earning money (NSW Stage 5.1)
A student:
• MA5.1-4 NA solves financial problems involving earning, spending and investing money
INTRODUCTION
In this short practical topic, students apply their Number skills to situations involving earning money and paying income tax.
This topic is actually unique to the NSW syllabus and does not appear in the national Australian curriculum, but it has been
retained so that Year 9 students can be more financially literate with their income and tax calculations. Attention should be
given towards making examples as realistic as possible, with current wage and tax rates being found on the Internet.
CONTENT
1 Wages and salaries NSW U F PS C
• solve problems involving earning money
• calculate weekly, fortnightly, monthly and yearly earnings
2 Overtime pay NSW U F PS R C
3 Commission, piecework and leave loading NSW U F PS C
• calculate earnings from wages, overtime, commission and piecework
• calculate annual leave loading
4 Income tax NSW U F C
• determine annual taxable income using current tax rates
5 PAYG and net pay NSW U F C
• use published tables or online calculators to determine the weekly, fortnightly or monthly tax to be deducted from a
worker’s pay under the Australian ‘pay-as-you-go’ (PAYG) taxation system
• calculate net earnings after deductions and taxation are taken into account
RELATED TOPICS
Year 8: Fractions and percentages, Ratios, rates and time
Year 9: Working with numbers
Year 10: Interest and depreciation

• U = Understanding (knowing and relating maths): Learning about the different types of income and their associated
calculations
• F = Fluency (applying maths): Applying appropriate calculations for income and taxation problems
• PS = Problem solving (modelling and investigating with maths): Solving a variety of real-life problems involving
earning an income
• R = Reasoning (generalising and proving with maths): Understanding the logic and reasoning behind calculating
overtime pay
• C = Communicating (describing and representing maths): Interpreting and using the terminology of earning and
taxation
EXTENSION IDEAS
• Back-to-front problems, for example, given the final pay after annual leave loading or overtime pay was added, find the
original pay

• Calculating tax refunds or debts

• Resources: job advertisements in newspapers and on websites, tax tables, payslips.
• Use employment sections of newspapers to compare current wages and salaries of occupations.
• Liaise with the HSIE faculty or the school’s careers adviser for resources.
• Discuss types of jobs where overtime, commission and piecework occur. Investigate the advantages and disadvantages of
each type of income.
ASSESSMENT IDEAS
• Practical or problem-solving test/assignment
• Collage/poster/case study on the different ways of earning money.
TECHNOLOGY
Use spreadsheets to calculate pays, net incomes and income tax.
LANGUAGE
• The abbreviation K comes from the Greek word khilioi meaning thousand. It is used in many job advertisements, for
example, a salary of $80K.’

9. INVESTIGATING DATA
NSW and Australian Curriculum references: Statistics and Probability
Single Variable Data Analysis / Data representation and interpretation
• Calculate mean, median, mode and range for sets of data, and interpret these statistics in the context of data (7SP171)
• Investigate the effect of individual data values, including outliers, on the mean and median (8SP207)
• Investigate reports of surveys in digital media and elsewhere for information on how data was obtained to estimate
population means and medians (9SP227)
• Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect
data directly from secondary sources (9SP228)
• Construct back-to-back stem-and-leaf plots and histograms and describe data using terms, using terms including
‘skewed’, ‘symmetric’ and ‘bi-modal’ (9SP282)
• Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location
(centre) and spread (SP283)
Data Collection and Representation / Data representation and interpretation
• Investigate techniques for collecting data, including census, sampling and observation (8SP284)
A student:
• MA5.1-12 SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media
INTRODUCTION
In this Statistics topic, students begin to look at data sets as a whole, analysing the shape of a distribution and comparing the
statistical measures for two data sets. This unit builds upon concepts learned in Stage 4 such as histograms, stem-and-leaf plots,
types of data and samples vs census. Stage 5.2 students also examine bias in sampling, surveys and questionnaires.
CONTENT
1 The mean, median, mode and range 7SP171, 8SP207 U F PS R C
• calculate mean, median, mode and range for sets of data, and interpret these statistics in the context of data
• investigate the effect of individual data values, including outliers, on the mean and median
2 Histograms and stem-and-leaf plots 9SP282, 228 U F PS R C
• construct back-to-back stem-and-leaf plots and histograms
• identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect
data directly from secondary sources
3 The shape of a distribution 9SP282 U F PS R C
• describe data using terms, including ‘skewed’, ‘symmetric’ and ‘bi-modal’
4 Comparing data sets 9SP283 F PS R C
• compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location
(centre) and spread
5 Sampling and types of data 8SP284, 9SP228 U F R C
• investigate techniques for collecting data, including census, sampling and observation
6 Bias and questionnaires 9SP227 F PS R C
• investigate reports of surveys in digital media and elsewhere for information on how data was obtained to estimate
population means and medians
RELATED TOPICS
Year 8: Investigating data
Year 10: Investigating data

• U = Understanding (knowing and relating maths): Knowing the various types of data displays and statistical measures
• F = Fluency (applying maths): Interpreting data sets through their graphs and statistical measures
• PS = Problem solving (modelling and investigating with maths): Analysing data to solve problems and draw conclusions
• R = Reasoning (generalising and proving with maths): Making generalisations and drawing conclusions from statistical
displays and measures
• C = Communicating (describing and representing maths): Classifying, representing and interpreting data in different
forms and using correct statistical terminology
EXTENSION IDEAS
• Interquartile range, box-and-whisker plots (Year 10)
• Grouped data, class intervals, median class (no longer part of syllabus)
• Replicate or implement a major statistical investigation.

• This topic lends itself to investigation projects, The class may be surveyed on a number of characteristics: height, arm span,
shoe size, heartbeat rate, reaction time, number of children in family, number of people living at home, hours slept last
night, number of letters in first name, number of cars or mobile phones owned at home, reaction time.
• Examples of surveys: TV/radio ratings, opinion polls, phone polls, CD sales, quality control. Survey the number of left-
handed or blue-eyed students in the class or Year group and use this to estimate the number with the same feature in the
school or whole of Australia.
• Survey the number of left-handed or blue-eyed students in the class or Year 9 and use this to estimate the number with the
same feature in the school or whole of Australia.
• Question when it is more appropriate to use the mode or median, rather than the mean, when analysing data. Which is
higher, the mean or median price of Australian homes?
• Sometimes, a sample is biased because it is too small or does not represent the population accurately, for example, men
only, adults only.
ASSESSMENT IDEAS
• Include open-ended questions: The range of a set of eight scores is 10 and the mode is 3. What might the scores be?
• Plan, implement and report on a statistical investigation.
• Vocabulary test.
• Investigate the use and abuse of statistics and statistical graphs in the media.
• Research the role of the Australian Bureau of Statistics.
TECHNOLOGY
Explore the statistical and graphing features of a spreadsheet, GeoGebra, Fx-Stat, graphics/CAS calculators or software. Use a
spreadsheet to examine the effects of altering data, for example, outliers. Visit the CensusAtSchool website
www.abs.gov.au/censusatschool.
LANGUAGE
• This topic contains much statistical jargon, so a student-created glossary may be useful.
• Reinforce the terminology measures of location and measures of spread.
• Population may refer to a collection of items as well as people.
• Spend considerable time explaining the difference between discrete and continuous data.
• Strictly speaking, the term bi-modal does not mean ‘two modes’. A bi-modal distribution actually has two ‘peaks’, with the
higher one being the mode. However, in this context, ‘mode’ has the same meaning as ‘peak’.

10. SURFACE AREA AND VOLUME
Numbers of any magnitude / Using units of measurement
• Investigate very small and very large time scales and intervals (9MG219)
Area and surface area, Volume / Using units of measurement
• Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites (8MG196)
• Develop the formulas for volumes of rectangular and triangular prisms and prisms in general; use formulas to solve
problems involving volume (8MG198)
• Calculate the areas of composite shapes (9MG216)
• Calculate the surface area and volume of cylinders and solve related problems (9MG217)
• Solve problems involving the surface area and volume of right prisms (9MG218)
• Solve problems involving the volumes of right pyramids and right cones, spheres and related composite solids
(10AMG271)
A student:
• MA5.1-8 MG calculate the areas of composite shapes, and the surface areas of rectangular and triangular prisms
• MA5.1-9 MG interprets very small and very large units of measurement, uses scientific notation, and rounds to
significant figures
• MA5.2-2 WM interpret mathematical or real-life situations, systematically applying appropriate strategies to solve
problems
• MA5.2-11 MG calculates the surface areas of right prisms, cylinders and related composite solids
• MA5.2-12 MG applies formulas to calculate the volumes of composite solids composed of right prisms and cylinders
• MA5.3-14 MG applies formulas to find the volumes of right pyramids, right cones, spheres and related composite
solids
INTRODUCTION
This Measurement topic builds upon and extends concepts and skills learned in Stage 4, particularly in area and volume, before
introducing surface area. Rather than learn a set of facts and formulas, the emphasis is upon understanding each idea met in this
topic. This is achieved by applying the skills to a variety of real problems. Practice in estimating, the correct setting-out of
solutions and the rounding of answers should feature prominently in the teaching of this topic.
CONTENT
1 The metric system 9MG219 U F R C
• interpret the meanings of prefixes for very small and very large units of measurement, such as ‘nano’, ‘micro’, ‘mega’,
‘giga’ and ‘tera’
• convert between units of measurement of digital information, for example, gigabytes to terabytes, megabytes to
kilobytes
• investigate very small and very large time scales and intervals
2 Limits of accuracy of measuring instruments NSW U R C
• describe the limits of accuracy of measuring instruments (±0.5 unit of measurement)
3 Perimeters and areas of composite shapes 9MG216 U F R
• calculate the perimeters and areas of composite shapes
4 Areas of quadrilaterals 8MG196 U F PS R
• find areas of parallelograms, trapeziums, rhombuses and kites
5 Circumferences and areas of circular shapes 9MG216 U F PS R
• calculate the areas of composite figures by dissection into quadrants, semi-circles and sectors
6 Surface area of a prism 9MG218 U F PS R
• solve problems involving the surface areas of right prisms
7 Surface area of a cylinder 9MG217 U F PS R

• calculate the surface areas of cylinders and solve related problems
8 Volumes of prisms and cylinders 8MG198 U F PS R
• solve problems involving volume and capacity of right prisms and cylinders
9 Stage 5.3: Volumes of pyramids and cones 10AMG271 U F PS R
• solve problems involving the volumes of right pyramids and right cones
RELATED TOPICS
Year 8: Pythagoras’ theorem, Geometry, Area and volume
Year 9: Pythagoras’ theorem and surds, Geometry, Congruent and similar figures
Year 10: Surface area and volume

• U = Understanding (knowing and relating maths): Knowing the concepts of area, surface area and volume, and their
formulas
• F = Fluency (applying maths): Selecting correct strategies to convert between metric units and calculate areas and
volumes
• PS = Problem solving (modelling and investigating with maths): Solving problems involving area, surface area and
volume
• R = Reasoning (generalising and proving with maths): Using and adapting formulas for calculating perimeters, areas and
volumes
• C = Communicating (describing and representing maths): Understanding the metric prefixes and the terminology of
measurement error
EXTENSION IDEAS
• Percentage error.
• Investigate unusual units of measurement such as nautical mile, Richter scale, decibel, light year.
• Heron’s formula for the area of a triangle with sides of length a, b and c.
• Areas of irregular figures: traverse surveys, Simpson’s rule.
• Volume of a sphere (Year 10).
• Volumes of oblique solids (see NSW syllabus).
• Circumference of the Earth, latitude and longitude (small and great circles) on the Earth’s surface.

• Resources: measuring instruments such as stopwatches, nets of solid shapes, paper, scissors.
• There should be some discussion on the accuracy of measuring instruments. A good starting point is the electronic timing of
track and swimming events.
• Investigate the measurement of very small objects and very large objects. How thin is a sheet of paper?
• Include perimeter and area problems where extra information is given or Pythagoras’ theorem must be used. Investigate
maximum area problems.
• The area of a rhombus or kite can be cut up and rearranged into two congruent triangles or one rectangle. This method
actually works for any quadrilateral with diagonals that are perpendicular.
• The area of a trapezium can be cut up and rearranged into two triangles or one rectangle.
• Emphasise how area involves multiplying two dimensions or powers of 2 while volume involves three dimensions or
powers of 3. Compare the area formula for a circle to that of a square: both involve powers of 2.
• With composite area problems, encourage students to look for opportunities for combining two semi-circles.
• Demonstrate that the formulas for surface area have two dimensions while the formulas for volume have three dimensions.
• Find the surface area of the ‘best’ can. Design a carton to hold a litre of milk, considering ease of packing, storage, stacking,
minimum surface area, convenience of use, attractive design.
• From the NSW syllabus: ‘(The volume of a pyramid can be demonstrated by) filling a pyramid with sand and pouring the
sand into a prism with the same base and perpendicular height, and repeating until the prism is filled … (or) visualise a cube
of side length 2a dissected into six congruent pyramids with a common vertex at the centre of the cube, and then prove that
each of these pyramids has volume , which is of the enclosing rectangular prism’.

ASSESSMENT IDEAS
• Investigate paper and envelope sizes, the legal size of an envelope, history of π, areas of countries or Australian states, the
Imperial system of measurement, digital memory sizes.
• Practical activity/assignment/test on area, surface area and volume.
• Open-ended and back-to-front questions: ‘A triangular prism has a volume of 36 cm3. What could its dimensions be?’
TECHNOLOGY
Drawing and animation software may be used to demonstrate area and volumes of geometrical figures. Also search for
animations and applets from the Internet.
LANGUAGE
• See the NSW syllabus for the Latin and Greek meanings of the metric prefixes.
• From NSW syllabus: ‘Students are expected to be able to determine whether the prisms and cylinders referred to in practical
problems are closed or open (one end only or both ends)’.
• From NSW syllabus: ‘The abbreviation m2 is read as 'square metre(s)' and not 'metre(s) squared' or 'metre(s) square'.

11. COORDINATE GEOMETRY AND GRAPHS
Linear relationships / Linear and non-linear relationships
• Find the distance between two points located on the Cartesian plane using a range of strategies, including graphing
software (9NA214)
• Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including
graphing software (9NA294)
• Sketch linear graphs using the coordinates of two points (9NA215)
• Interpret and graph linear relationships using the gradient-intercept form of the equation of a straight line (NSW Stage
5.2)
• Solve linear equations using graphical techniques (8NA194)
Ratios and rates / Real numbers
• Solve problems involving direct proportion; explore the relationship between graphs and equations corresponding to
simple rate problems (9NA208)
Non-linear relationships / Linear and non-linear relationships
• Graph simple non-linear relations, with and without the use of digital technologies (9NA296)
• Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles
and exponentials using digital technology as appropriate (10NA239)
A student:
• MA5.1-6 NA determines the midpoint, gradient and length of an interval, and graphs linear relationships
problems
• MA5.2-5 NA recognises direct and direct proportion, and solves problems involving direct proportion
• MA5.2-9 NA uses the gradient-intercept form to interpret and graph linear relationships
• MA5.2-10 NA connects algebraic and graphical representations of simple non-linear relationships
• MA5.3-2 WM generalises mathematical ideas and techniques to analyse and solve problems efficiently
• MA5.3-8 NA uses formulas to find midpoint, gradient and distance on the number plane, and applies standard forms of
the equation of a straight line
INTRODUCTION
This topic marks the start of formal coordinate geometry. Students have already graphed linear equations in Year 8 but this
Stage 5 topic extends their knowledge to the methods of finding the length, midpoint and gradient of an interval, with Stage 5.3
students being introduced to the formulas for doing so. The rest of the topic involves the gradient-intercept equation of a line,
direct proportion, and graphing parabolas and circles. There is much scope for using graphing software such as GeoGebra in
this topic.
CONTENT
1 The length of an interval 9NA214 U F R C
• find the distance between two points located on the Cartesian plane using a range of strategies, including graphing
software
• (STAGE 5.3) use the formula to find the distance between two points on the Cartesian plane
2 The midpoint of an interval 9NA294 U R C
3 The gradient of a line 9NA294 U F R C
• find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including
graphing software
• (STAGE 5.3) use the formulas to find the midpoint and gradient of the interval joining two points on the Cartesian plane
4 Graphing linear equations 9NA215 U F R C
• sketch linear graphs using the coordinates of two points
• (STAGE 5.3) sketch the graph of a line by using its equation to find the x- and y-intercepts
• determine whether a point lies on a line by substitution

5 The gradient-intercept formula y = mx + b NSW U F R C
• interpret and graph linear relationships using the gradient-intercept form of the equation of a straight line
6 Finding the equation of a line y = mx + b NSW U F R C
• find the gradient and y-intercept of a straight line from its graph and use these to determine the equation of the line
7 Solving linear equations graphically 8NA194 U F R C
• solve linear equations using graphical techniques
8 Direct proportion 9NA208 U F PS R C
• solve problems involving direct proportion and explore the relationship between graphs and equations corresponding to
simple rate problems
9 Graphing quadratic equations 9NA296, 10NA239 U F R C
• graph simple non-linear relations, with and without the use of digital technologies
• graph parabolic relationships of the form y = ax2 and y = ax2 + c
10 Graphing circles 9NA296, 10NA239 U F R C
• sketch circles of the form x2 + y2 = r2
• explore the connection between algebraic and graphical representations of relations such as simple quadratics and circles
using digital technology as appropriate
RELATED TOPICS
Year 8: Graphing linear equations
Year 10: Coordinate geometry, Graphs, Simultaneous equations

• U = Understanding (knowing and relating maths): Relating linear and non-linear equations to their graphs
• F = Fluency (applying maths): Using appropriate techniques to graph equations and to find the length, midpoint and
gradient of an interval
• PS = Problem solving (modelling and investigating with maths): Solving problems involving direct proportion
• R = Reasoning (generalising and proving with maths): Generalising how the variables in an equation affect its graph’s
shape and other features, and the logic behind the distance, midpoint and gradient formulas
• C = Communicating (describing and representing maths): Describing and interpreting relationships using equations and
graphs.
EXTENSION IDEAS
• Gradients of parallel and perpendicular lines (Year 10)
• Inverse proportion, graphing hyperbolas and exponential curves (Year 10)

• Resources: number plane grid paper, graphics calculator, graphics software.
• Investigate large, small, positive, negative, zero and fractional gradients. Demonstrate how a negative gradient has a
‘negative run’. Show that the gradient ratio is constant for a straight line.
• Gradient is also used to describe land, roads and hills in construction and hiking.
• With the distance, midpoint and gradient formulas, does swapping x1 with x2 make any difference? What about swapping x1
with y1?
• The general form of the linear equation ax + by + c = 0 and the point-gradient form y – y1 = m(x – x1) will be introduced in
the Year 10 topic, Coordinate geometry.
• All points that lie on the line have coordinates that satisfy the linear equation. Points that don’t lie on the line do not satisfy
the equation.
• When graphing, remind students to label the axes and graph, and to show the scale on both axes.
• The parabola is a conic section formed by the intersection of a cone by a plane that cuts it at a steeper angle to its base than
its axis. The path of a projectile (object thrown) is a parabola, as is the shape of a satellite dish, concave lens or car
headlight.
ASSESSMENT IDEAS
• Practical graphing test using pen-and-paper or technology.

• Open-ended questions, for example, find two points that are 2 units apart, if the midpoint of an interval is (1, 4), what
could the endpoints of the interval be?
TECHNOLOGY
Use a graphics calculator, graphing software or spreadsheets to complete tables of values and graph linear and non-linear
equations.
LANGUAGE
• Develop the idea of the midpoint as an average. Remind students that the midpoint is a point, so the answer should be a pair
of coordinates.
• Why does the gradient-intercept equation have that name?
• The Cartesian plane is another name for the number plane, named after the French philosopher and mathematician René
Descartes.

12. PROBABILITY
NSW and Australian Curriculum references: Statistics and Probability
Probability 1 / Chance
• Identify complementary events and use the sum of probabilities to solve problems (8SP204)
Probability / Chance
• List all outcomes for two-step chance experiments, with and without replacement, using tree diagrams or arrays;
assign probabilities to outcomes and determine probabilities for events (9SP225)
• calculate relative frequencies from given or collected data to estimate probabilities of events involving ‘and’ or ‘or’
(9SP226)
A student:
• MA5.1-13 SP calculates relative frequencies to estimate probabilities of simple and compound events
problems
• MA5.2-17 SP describes and calculates probabilities in multi-step chance experiments
INTRODUCTION
This short topic revises and extends probability concepts introduced in Year 8, especially Venn diagrams and two-way tables.
The focus is upon interpreting descriptions of events using the words ‘and’, ‘or’, ‘at least’ and ‘not’, so there are many
opportunities for class discussion and language activities. Tree diagrams to represent the sample space of two-step experiments
are introduced for Stage 5.2 students, so spend considerable time teaching and practising drawing these as students often have
difficulty understanding them.
CONTENT
1 Probability 8SP204 U F PS R C
• identify complementary events and use the sum of probabilities to solve problems
2 Relative frequency 9SP226 U F PS R C
• calculate relative frequencies from given or collected data to estimate probabilities of events involving ‘and’ or ‘or’
3 Venn diagrams 9SP226 U F PS R C
•represent events in Venn diagrams and solve related problems
•describe events using language of ‘at least,’ exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and
‘and’
• calculate probabilities of events from data contained in Venn diagrams
4 Two-way tables 9SP226 U F PS R C
• represent events in two-way tables and solve related problems
• calculate probabilities of events from data contained in two-way tables
5 Two-step experiments 9SP225 U F PS R C
• list all outcomes for two-step chance experiments, with and without replacement, using tree diagrams or arrays, and
assign probabilities to outcomes and determine probabilities for events
RELATED TOPICS
Year 8: Probability
Year 10: Probability

• U = Understanding (knowing and relating maths): Relating the ways of listing sample spaces to calculating probabilities
of events, including two-step events
• F = Fluency (applying maths): Interpreting and drawing Venn diagrams, two-way tables, lists and tree diagrams
competently
• PS = Problem solving (modelling and investigating with maths): Solving problems involving overlapping categories and
two-stage experiments
• R = Reasoning (generalising and proving with maths): Interpreting situations involving multiple categories and using
logic to interpret statements involving ‘and’, ‘or’, ‘at least’ and ‘not’
• C = Communicating (describing and representing maths): Representing events using Venn diagrams, two-way tables,
lists and tree diagrams
EXTENSION IDEAS
• Three-step experiments (Year 10)
• Probability tree diagrams that have probability values listed on branches, addition and product rules
• Probability simulations using technology
• More complex Venn diagrams, set notation (union vs intersection)
• Investigate probability expressed as odds (ratio), for example, 10 to 1
• Counting techniques, the birthday problem
• Investigating the probability of winning games of chance and gambling
• Investigate the use of probability in insurance, for example, life expectancy

• Resources: Dice, coins, counters, spinners, playing cards, probability simulation software.
• Students were introduced to Venn diagrams and two-way tables in Year 8.
• Do not assume that all students have had experience with the properties of playing cards: suits, colours, deck of 52. Be
sensitive to religious and cultural differences in attitudes towards gambling.
• Graph the results of a probability experiment on a dot plot or histogram.
• What happens to relative frequencies as the number of experimental trials increases?
• If a coin is tossed seven times and comes up heads each time, what is the probability that the next toss is also a head?
ASSESSMENT IDEAS
• Writing and comprehension activities on describing events involving mutually exclusive and overlapping activities
• Experimental probability investigation or simulation
• Research project on the applications or history of probability, for example, insurance premiums, planning for roads and new
communities
TECHNOLOGY
Random numbers can be generated on the calculator, graphics calculator and spreadsheet. Spreadsheets and other software may
be used to simulate a chance situation. The Internet is also a rich source for probability simulations.
LANGUAGE
• Students should know the difference between an outcome and an event: an event contains one or more outcomes of an
experiment.
• Inclusive ‘or’ = A or B or both, exclusive ‘or’ = A or B but not both, mutually exclusive means A and B are not overlapping
and cannot both happen
• What is the difference between ‘at least 4’ and ‘4 or more’? Students (even in Year 12) often think that the two phrases
mean the same thing.
• Note that in the new syllabus the term ‘two-step experiment’ replaces ‘two-stage experiment’. Clearly explain the difference
between ‘with replacement’ and ‘without replacement’.

13. CONGRUENT AND SIMILAR FIGURES
Properties of Geometrical Figures 2 / Geometric reasoning
• Develop the conditions for congruence of triangles (8MG201)
Properties of Geometrical Figures / Geometric reasoning
• Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar
(9MG220)
• Solve problems using ratio and scale factors in similar figures (9MG221)
• Formulate proofs involving congruent triangles and angle properties (10MG243)
• Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving
plane shapes (10MG244)

A student:
• MA5.1-11 MG describes and applied the properties of similar figures and scale drawings
problems
• MA5.3-2 WM uses deductive reasoning in presenting arguments and formal proofs
• MA5.3-16 MG proves triangles are similar, and uses formal geometric reasoning to establish properties of triangles and
quadrilaterals
INTRODUCTION
This Geometry topic revises the concept of congruence met in Year 8 and contrasts it with similarity introduced here. Geometrical
properties are meant to be discovered through construction and measurement (including the use of technology) rather than formal
deductive reasoning, which is often beyond the grasp of Year 9 students. The tests for congruent and similar triangles are covered,
with formal proofs for them being learned by Stage 5.3 students. There is much scope in this topic for practical activities, reasoning
tasks and class discussions.
CONTENT
1 Tests for congruent triangles 8MG201 U F PS R C
• develop the conditions for congruence of triangles
2 Stage 5.3: Congruent triangle proofs 10MG243 U F PS R C
• formulate proofs involving congruent triangles and angle properties
3 Using congruence to prove geometrical properties 10MG243 U F PS R C
• establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems
using reasoning
4 Similar figures 9MG220 U F R C
• use the enlargement transformation to explain similarity
5 Properties of similar figures 9MG220, 221 U F R C
6 Scale diagrams 9MG221 U F PS C
• solve problems using ratio and scale factors in similar figures
7 Stage 5.3: Areas of similar figures 10MG244 U F R
• establish and apply for two similar figures with similarity ratio 1 : k that matching areas are in the ratio 1 : k2
8 Tests for similar triangles 9MG220 U F PS R C
• investigate the minimum conditions needed, and establish the four tests, for two triangles to be similar
9 Stage 5.3: Similar triangle proofs 10MG244 U F PS R C
• write formal proofs of the similarity of triangles

RELATED TOPICS
Year 8: Geometry, Congruent figures
Year 9: Trigonometry, Geometry
Year 10: Trigonometry, Geometry

• U = Understanding (knowing and relating maths): Connecting together the properties of congruent and similar figures
• F = Fluency (applying maths): Selecting appropriate tests and strategies for identifying similar triangles and applying similar
figures
• PS = Problem solving (modelling and investigating with maths): Using similar figures and scale factors to interpret scale
diagrams
• R = Reasoning (generalising and proving with maths): Using congruence to prove properties of triangles and quadrilaterals,
prove formally that two triangles are congruent or similar
• C = Communicating (describing and representing maths): Describing and identifying the tests for congruent and similar
triangles, interpreting the scale on a diagram
EXTENSION IDEAS
• History of deductive geometry, including mathematicians Euclid and Gauss. Book I of The Elements of Euclid.
• Investigate why the geometrical constructions work by analysing the properties of the bisected isosceles triangle and the
rhombus.
• The golden ratio, the A series of paper sizes
• Tessellations, including semi-regular tessellations

• Resources: paper, scissors, dynamic geometry software such as GeoGebra, scale diagrams, maps and plans, summary charts.
• Students should be encouraged to prove results orally before writing them up. Introduce scaffolds of proofs where students fill
in the blanks.
• Are all equilateral triangles similar? Are all rectangles similar? Are all isosceles triangles similar?
• When forming a proportion equation involving similar triangles, make x appear in the numerator.
• Trigonometry is based on similar right-angled triangles.
• From the NSW syllabus: ‘Similarity of triangles is used in Circle Geometry to prove further theorems on intersecting chords,
secants and tangents’.
ASSESSMENT IDEAS
• Writing activities, especially in identifying congruent and similar triangles or in writing a proof
• Practical test, including interpreting scale diagrams and identifying similar figures.
• Test or assignment on setting out a geometrical proof correctly. Proving properties of geometrical figures by congruent
triangles.
• Practical activities/projects using similar triangles.
TECHNOLOGY
Use dynamic geometry to investigate the properties of congruent and similar figures. The Math Open Reference website
www.mathopenref.com contains animations demonstrating the tests for congruent and similar triangles.
LANGUAGE
• Use matching angles rather than corresponding to avoid confusion with corresponding angles found when a transversal crosses
two lines. From the NSW syllabus: ‘This syllabus has used “matching” to describe angles and sides in the same position:
however, the use of the word “corresponding” is not incorrect.’
• Encourage students to set out their geometrical answers logically, step-by-step and giving reasons.
• From the NSW syllabus: ‘If students abbreviate geometrical reasons that they use in deductive geometry, they must take care
not to abbreviate the reasons to such an extent that the meaning is lost’.
• The mathematical symbol ‘≡’ means ‘is identical to’ in algebra and ‘is congruent to’ in geometry.
• In geometry, the word similar has a different meaning to its everyday one.
• Remember to name the vertices of congruent and similar figures in matching order.

• Be wary that in NSW, there is a continual debate on whether the tests for similar triangles can be abbreviated by initials in the
same way as the tests for congruent triangles. The Australian curriculum lists these abbreviations in its glossary (using AAA for
‘equiangular’), but the NSW syllabus does not formally acknowledge them.


New Century Maths Year 9 5.3 Teaching Program

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New Century Maths Year 9 5.3 Teaching Program

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Teaching program

New Century Maths Advanced 9 Stages 5.2/5.3

4 2. Working with numbers 4 8. Earning money

6 3. Products and factors 6 9. Investigating data

10 Lost time 10 10. Surface area

3 3 11. Coordinate geometry

New Century Maths Advanced 9 Stages 5.2/5.3 teaching program (p. 1)

3 2. Interest and depreciation 3

5 3. Coordinate geometry 5 10. Simultaneous equations

9 5. Products and factors 9 12. Probability

5 7. Graphs 5 14. Polynomials

8 8. Equations and logarithms 8

New Century Maths Advanced 9 Stages 5.2/5.3 teaching program (p. 2)

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

New Century Maths Advanced 9 Stages 5.2/5.3 teaching program (p. 3)

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 4)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 5)

NSW Stage 5 outcomes

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 6)

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 7)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 8)

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 9)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 10)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 11)

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 12)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 13)

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 14)

NSW Stage 5 outcomes

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 15)

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 16)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 17)

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

TEACHING NOTES AND IDEAS

(denominators should be numerical).

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 18)

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 19)

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 20)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 21)

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 22)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 23)

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 24)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 25)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 26)

PROFICIENCY STRANDS / WORKING MATHEMATICALLY

TEACHING NOTES AND IDEAS

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 27)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 28)

New Century Maths 9 Stages 5.2/5.3 teaching program (p. 29)

TEACHING NOTES AND IDEAS