## Educators' Guide for Pedagogy and Assessment

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### Learning Area: Mathematics

# Mathematics > LEVEL 7

### Learning Area Outcome: I understand the structure of the number system and the relationship between numbers.

## Subject Focus: Number - The number system

1] I can read and write whole numbers to one billion in figures and words.

WRITING

2] I can recognise the place value of any digit in a whole number up to one billion.

3] I can compare and order whole numbers up to one billion and include symbols such as <, > or =.

4] I can identify common multiples of three numbers.

5] I can identify the least common multiple (LCM) of three numbers.

6] I can identify all factors of any two-digit number, e.g. factors of 24 are 1, 2, 3, 4, 6, 8, 12 , 24.

7] I can work out the square of a number and recall the first ten square numbers.

COGNITIVE LEARNING

8] I can deduce that squares and square roots are inverses of each other.

COGNITIVE LEARNING

9] I can work out the cube of a number and recall the first five cube numbers.

COGNITIVE LEARNING

10] I can deduce that cubes and cube roots are inverses of each other.

COGNITIVE LEARNING

11] I can define what a prime number is and can identify prime numbers up to hundred.

COGNITIVE LEARNING

12] I can use decimal notation for tenths, hundredths and thousandths and know what each digit represents.

13] From a two-digit number I can count forward and backwards in steps of 0.1, 0.2, 0.25 and 0.5.

14] I can recognise that particular fractions have specific recurring decimal patterns, e.g. 1/3 = 0.333...

COGNITIVE LEARNING

15] I can describe percentage as the number of parts in every hundred. Hence, I can represent 1% as a hundredth.

16] I can associate 25% with a quarter, 50% with one half and 75% with three quarters.

17] I can recognise the relationship between fractions, decimals and percentages.

18] I can relate fractions which have a denominator which is a factor of 100 to integral percentages.

19] I can state one fraction lying between two given fractions.

20] I can recognise, represent and use directed numbers in real life situations such as temperature, floor levels and debt. I can represent directed numbers on a number line.

WRITING

2] I can recognise the place value of any digit in a whole number up to one billion.

3] I can compare and order whole numbers up to one billion and include symbols such as <, > or =.

4] I can identify common multiples of three numbers.

5] I can identify the least common multiple (LCM) of three numbers.

6] I can identify all factors of any two-digit number, e.g. factors of 24 are 1, 2, 3, 4, 6, 8, 12 , 24.

7] I can work out the square of a number and recall the first ten square numbers.

COGNITIVE LEARNING

8] I can deduce that squares and square roots are inverses of each other.

COGNITIVE LEARNING

9] I can work out the cube of a number and recall the first five cube numbers.

COGNITIVE LEARNING

10] I can deduce that cubes and cube roots are inverses of each other.

COGNITIVE LEARNING

11] I can define what a prime number is and can identify prime numbers up to hundred.

COGNITIVE LEARNING

12] I can use decimal notation for tenths, hundredths and thousandths and know what each digit represents.

13] From a two-digit number I can count forward and backwards in steps of 0.1, 0.2, 0.25 and 0.5.

14] I can recognise that particular fractions have specific recurring decimal patterns, e.g. 1/3 = 0.333...

COGNITIVE LEARNING

15] I can describe percentage as the number of parts in every hundred. Hence, I can represent 1% as a hundredth.

16] I can associate 25% with a quarter, 50% with one half and 75% with three quarters.

17] I can recognise the relationship between fractions, decimals and percentages.

18] I can relate fractions which have a denominator which is a factor of 100 to integral percentages.

19] I can state one fraction lying between two given fractions.

20] I can recognise, represent and use directed numbers in real life situations such as temperature, floor levels and debt. I can represent directed numbers on a number line.

### Learning Area Outcome: I understand the structure of the number system and the relationship between numbers.

## Subject Focus: Number - The number system (Assistive Technology & Other Resources)

1] I can use assistive technology (

*e.g. tablets, computers & calculators)*and other learning resources (*e.g. Cuisenaire rods, Unifix cubes, base 10 blocks)*to learn about numbers and their properties.### Learning Area Outcome: I can calculate mentally and using pencil and paper and assistive technology. I can calculate to the most appropriate level of accuracy. I can check the reasonableness of the answers obtained in calculations by rounding numbers and making rough approximations.

## Subject Focus: Number - Numerical calculations (Whole Numbers, Decimal Numbers & Fraction Numbers - The Four Operations)

1] I can use assistive technology to add and subtract numbers that involve four or more digits.

USE OF DIGITAL TECHNOLOGY

2] I can work through situations involving addition and subtraction with four or more digit numbers.

COGNITIVE LEARNING

3] I recognise unit fractions and use them to find fractions of shapes, numbers and quantities. I can interpret the relationship between division and fractions

4] I can find remainders after division and express the remainder as a a fraction and as a decimal rounded up to two decimal places.

COGNITIVE LEARNING

5] I can work through situations involving addition, subtraction, multiplication and/or division of integers. I can also give a rough estimate of the answer of such situations and I can check the reasonableness of the answer.

6] I can round any whole number to the nearest ten, hundred, thousand and ten thousand.

7] I can work out mentally the square root of squares up to 100 and the cube root of cubes up to 125 without a calculator and use a calculator for other values.

COGNITIVE LEARNING

8] I can use primes to write numbers as a product of prime factors.

9] I can work out problems involving least common multiples.

10] I can use column addition or subtraction methods using decimal numbers up to three decimal places.

COGNITIVE LEARNING

11] I can use written methods for multiplication and division of numbers by up to two digits.

e.g. 125 × 9 ; 256 ÷ 8 ; 54 × 36 ; 391 ÷ 23 ; 175 × 1.4 ; 18.6 × 2.7 ; 2.4 ÷ 0.6 ; 7.2 ÷ 0.16

12] I can add, subtract, multiply and divide directed numbers.

13] I can use the BIDMAS rule with both positive and negative numbers.

14] I can round any decimal number up to three decimal places.

15] I can find fractions of a number without using assistive technology.

16] I can change mixed numbers into decimals and vice versa.

17] I can read and interpret scales involving decimals.

READING AND UNDERSTANDING

18] I can find equivalent fractions of a given fraction.

19] I can add and subtract two fractions (including mixed numbers) with different denominators using equivalent fractions.

20] I can multiply and divide two fractions including mixed numbers.

21] I can work through situations involving the addition, subtraction, multiplication and division of fractions and mixed numbers.

USE OF DIGITAL TECHNOLOGY

2] I can work through situations involving addition and subtraction with four or more digit numbers.

COGNITIVE LEARNING

3] I recognise unit fractions and use them to find fractions of shapes, numbers and quantities. I can interpret the relationship between division and fractions

*e.g.*÷^{2}/_{3 }means 2*3 and vice versa.*4] I can find remainders after division and express the remainder as a a fraction and as a decimal rounded up to two decimal places.

COGNITIVE LEARNING

5] I can work through situations involving addition, subtraction, multiplication and/or division of integers. I can also give a rough estimate of the answer of such situations and I can check the reasonableness of the answer.

6] I can round any whole number to the nearest ten, hundred, thousand and ten thousand.

7] I can work out mentally the square root of squares up to 100 and the cube root of cubes up to 125 without a calculator and use a calculator for other values.

COGNITIVE LEARNING

8] I can use primes to write numbers as a product of prime factors.

9] I can work out problems involving least common multiples.

10] I can use column addition or subtraction methods using decimal numbers up to three decimal places.

COGNITIVE LEARNING

11] I can use written methods for multiplication and division of numbers by up to two digits.

e.g. 125 × 9 ; 256 ÷ 8 ; 54 × 36 ; 391 ÷ 23 ; 175 × 1.4 ; 18.6 × 2.7 ; 2.4 ÷ 0.6 ; 7.2 ÷ 0.16

12] I can add, subtract, multiply and divide directed numbers.

13] I can use the BIDMAS rule with both positive and negative numbers.

14] I can round any decimal number up to three decimal places.

15] I can find fractions of a number without using assistive technology.

16] I can change mixed numbers into decimals and vice versa.

17] I can read and interpret scales involving decimals.

READING AND UNDERSTANDING

18] I can find equivalent fractions of a given fraction.

19] I can add and subtract two fractions (including mixed numbers) with different denominators using equivalent fractions.

20] I can multiply and divide two fractions including mixed numbers.

21] I can work through situations involving the addition, subtraction, multiplication and division of fractions and mixed numbers.

### Learning Area Outcome: I can calculate mentally and using pencil and paper and assistive technology. I can calculate to the most appropriate level of accuracy. I can check the reasonableness of the answers obtained in calculations by rounding numbers and making rough approximations.

## Subject Focus: Number - Numerical calculations (Percentages)

1] I can convert percentages to fractions and vice versa.

2] I can convert percentages to decimals and vice versa.

3] I can find percentages of quantities.

COGNITIVE LEARNING

4] I can express a quantity as a percentage of another.

5] I can find percentage increase and percentage decrease.

2] I can convert percentages to decimals and vice versa.

3] I can find percentages of quantities.

COGNITIVE LEARNING

4] I can express a quantity as a percentage of another.

5] I can find percentage increase and percentage decrease.

### Learning Area Outcome: I can calculate mentally and using pencil and paper and assistive technology. I can calculate to the most appropriate level of accuracy. I can check the reasonableness of the answers obtained in calculations by rounding numbers and making rough approximations.

## Subject Focus: Number - Numerical calculations (Money & Consumer Mathematics)

1] I can use published exchange rates to convert from one currency to another.

2] I can work through simple situations involving directed numbers, personal and household finance (

2] I can work through simple situations involving directed numbers, personal and household finance (

*e.g. pocket money invested in a bank account, finding out how much it will cost to prepare a meal, calculating which item is the best buy when items come in various sizes e.g. oil in one litre bottles vs oil in two litre bottles)*.## Subject Focus: Number - Numerical calculations (Ratio & Proportion)

1] I can write ratios in their simplest form, (including decimal numbers and numbers with different units).

COGNITIVE LEARNING

2] I can find one quantity of a ratio given the other and divide a quantity in a given ratio.

3] I can use ratio to solve problems.

4] I can use simple map ratios.

5] I can use simple proportion (using ratio notation) to solve simple problems.

6] I can work through simple situations that involve direct proportion using the unitary method, (including price, distance, time, mass and capacity).

COGNITIVE LEARNING

2] I can find one quantity of a ratio given the other and divide a quantity in a given ratio.

3] I can use ratio to solve problems.

4] I can use simple map ratios.

5] I can use simple proportion (using ratio notation) to solve simple problems.

*e.g. What is the value of**□ in 1:3 = □:6?*6] I can work through simple situations that involve direct proportion using the unitary method, (including price, distance, time, mass and capacity).

## Subject Focus: Number - Numerical calculations (Assistive Technology & Other Resources)

1] I can use assistive technology

*e.g. (tablets, computers and calculators)*and other resources, (*e.g. Cuisenaire rods, Unifix cubes, base 10 blocks),*appropriate to this level to calculate and to learn about numerical calculations.### Learning Area Outcome: I can recognise and describe patterns and relationships in various mathematical ways and can use algebraic manipulations.

## Subject Focus: Algebra – Fundamentals of Algebra

1] I can write a sequence given the first term and the rule. I can recognise and extend pictorial patterns and number sequences. I can tabulate the terms corresponding to the first few stages of a pictorial pattern and determine the terms in the next stages.

2] I can use algebraic notation to represent two or more unknown values in expressions involving +, −, x and ÷.

WRITING

3] I can derive a formula from a situation involving two or more unknown values with positive and negative inputs.

4] I can simplify linear algebraic expressions by collecting like terms.

5] I can simplify algebraic expressions by multiplying linear terms, e.g. -4 × 5

e.g. -2(

6] I can evaluate linear expressions by substituting directed numbers .

7] I can change the subject of a formula that uses one or two operations.

8] I can write down and solve an equation using the balancing method involving unknown and whole numbers on both sides.

9] I can use and solve simple linear equations involving brackets, e.g. solve for

10] I can work through situations leading to solution of linear equations in one unknown, e.g. mystery numbers, geometric shapes, etc.

11] I can plot points and read coordinates from a grid in all four quadrants.

READING AND UNDERSTANDING

12] I can write the coordinates of a set of points for equations of the form:

WRITING

13] I can construct tables of values for linear functions.

14] I can plot the graph of a linear function from a table of values.

15] I can explain what the gradient of a line represents.

16] I know that parallel lines have equal gradients.

17] I can explain what the y-intercept represents.

18] I can indicate that for the equation y = m

19] I can write the equation of a straight line given the gradient and the y-intercept.

20] I can verify whether a line passes through a point.

21] I can use straight line graphs to find the value of one coordinate given the other.

22] I can interpret straight line graphs in real life situations, e.g. conversion graphs, distance-time graphs, etc.

23] I can work out the input/output of number (function) machines involving up to two operations and can find the rule for a number machine involving up to two operations given a set of input and output values. I can build and use number machines from real life situations.

LEARNING TO DO

2] I can use algebraic notation to represent two or more unknown values in expressions involving +, −, x and ÷.

WRITING

3] I can derive a formula from a situation involving two or more unknown values with positive and negative inputs.

4] I can simplify linear algebraic expressions by collecting like terms.

5] I can simplify algebraic expressions by multiplying linear terms, e.g. -4 × 5

*b,*-2*a*× -3*b*and*x*× (-3*x*) and can multiply a single term over a bracket,e.g. -2(

*a*+ 3), 3(*x*+ 4) + 2(*x*- 1), 2(1 -*x*) - 3(*x*+ 2).6] I can evaluate linear expressions by substituting directed numbers .

7] I can change the subject of a formula that uses one or two operations.

8] I can write down and solve an equation using the balancing method involving unknown and whole numbers on both sides.

9] I can use and solve simple linear equations involving brackets, e.g. solve for

*x*: 4(*x*- 1) = 2*x*+ 610] I can work through situations leading to solution of linear equations in one unknown, e.g. mystery numbers, geometric shapes, etc.

11] I can plot points and read coordinates from a grid in all four quadrants.

READING AND UNDERSTANDING

12] I can write the coordinates of a set of points for equations of the form:

*y = ±m**x*± cWRITING

13] I can construct tables of values for linear functions.

14] I can plot the graph of a linear function from a table of values.

15] I can explain what the gradient of a line represents.

16] I know that parallel lines have equal gradients.

17] I can explain what the y-intercept represents.

18] I can indicate that for the equation y = m

*x*+ c the value of m determines the gradient of the graph and the value of c determines the y-intercept.19] I can write the equation of a straight line given the gradient and the y-intercept.

20] I can verify whether a line passes through a point.

21] I can use straight line graphs to find the value of one coordinate given the other.

22] I can interpret straight line graphs in real life situations, e.g. conversion graphs, distance-time graphs, etc.

23] I can work out the input/output of number (function) machines involving up to two operations and can find the rule for a number machine involving up to two operations given a set of input and output values. I can build and use number machines from real life situations.

LEARNING TO DO

### Learning Area Outcome: I can recognise and describe patterns and relationships in various mathematical ways and can use algebraic manipulations.

## Subject Focus: Algebra – Fundamentals of Algebra (Assistive Technology & Other Resources)

1] I can use assistive technology, (

*e.g. tablets and computers)*and other resources, (e.g. algebra blocks) appropriate to this level to learn about the fundamentals of algebra.### Learning Area Outcome: I understand and can use forms of measurement and can make reasonable estimations.

## Subject Focus: Shape, space and measures – Measures (Angles)

1] I can estimate, measure and draw angles up to 360° with a protractor.

COGNITIVE LEARNING

2] I can identify and distinguish between right, acute, obtuse and reflex angles.

COGNITIVE LEARNING

2] I can identify and distinguish between right, acute, obtuse and reflex angles.

### Learning Area Outcome: I understand and can use forms of measurement and can make reasonable estimations.

## Subject Focus: Shape, space and measures – Measures (Length, Area, Volume, Mass & Capacity)

1] I can define the volume of a solid shape as the measure of the amount of material that makes up that shape.

2] I can convert larger to smaller standard metric units of mass (kg, g), length (km, m, cm, mm) and capacity (l, ml) and vice versa.

3] I can work out the areas of irregular and regular shapes by counting squares on a grid.

COGNITIVE LEARNING

4] I can derive and use formulae to find the area of a square and a rectangle.

5] I can derive and use formulae to find the area of a parallelogram, a triangle and a trapezium.

6] I can calculate the area of compound shapes that include right-angled triangles, parallelograms and trapezia.

7] I can define the notion of pi as the ratio of the circumference to the diameter.

8] I can use formulae to find the circumference and area of a circle.

9] I can define the surface area of a solid shape as the total amount of surface of the shape.

10] I can calculate the surface area of cubes and cuboids. I can use formulae to calculate the volume of cubes and cuboids, including compound shapes made up of cubes and cuboids.

2] I can convert larger to smaller standard metric units of mass (kg, g), length (km, m, cm, mm) and capacity (l, ml) and vice versa.

3] I can work out the areas of irregular and regular shapes by counting squares on a grid.

COGNITIVE LEARNING

4] I can derive and use formulae to find the area of a square and a rectangle.

5] I can derive and use formulae to find the area of a parallelogram, a triangle and a trapezium.

6] I can calculate the area of compound shapes that include right-angled triangles, parallelograms and trapezia.

7] I can define the notion of pi as the ratio of the circumference to the diameter.

8] I can use formulae to find the circumference and area of a circle.

9] I can define the surface area of a solid shape as the total amount of surface of the shape.

10] I can calculate the surface area of cubes and cuboids. I can use formulae to calculate the volume of cubes and cuboids, including compound shapes made up of cubes and cuboids.

### Learning Area Outcome: I understand and can use forms of measurement and can make reasonable estimations.

## Subject Focus: Shape, space and measures – Measures (Time)

1] I can read and write vocabulary related to time.

WRITING

2] I can convert and use larger to smaller standard units of time (days, hours, minutes and seconds) and vice versa. e.g. 2.4 hours = 144 minutes.

3] I can read and use the 12-hour and the 24-hour digital and analogue clock.

WRITING

4] I can read and use a calendar, a timetable and a timeline.

READING AND UNDERSTANDING

5] I can determine time intervals in days, hours and minutes.

WRITING

2] I can convert and use larger to smaller standard units of time (days, hours, minutes and seconds) and vice versa. e.g. 2.4 hours = 144 minutes.

3] I can read and use the 12-hour and the 24-hour digital and analogue clock.

WRITING

4] I can read and use a calendar, a timetable and a timeline.

READING AND UNDERSTANDING

5] I can determine time intervals in days, hours and minutes.

## Subject Focus: Shape, space and measures – Measures (Assistive Technology & Other Resources)

1] I can use assistive technology (

*e.g. tablets computers and calculators)*and other resources (*e.g. plastic money, cardboard clocks, 2D and 3D plastic shapes, measuring instruments)*appropriate to this level to learn about measures.### Learning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.

## Subject Focus: Shape, space and measures – Euclidean geometry (Lines & Lines Segments)

1] I can recognise and draw examples of parallel lines and transversals.

2] I can recognise vertically opposite angles, alternate angles, corresponding angles and interior angles within sets of parallel lines and transversals.

2] I can recognise vertically opposite angles, alternate angles, corresponding angles and interior angles within sets of parallel lines and transversals.

### Learning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.

## Subject Focus: Shape, space and measures – Euclidean geometry (Angles)

1] I can work out the size of missing angles in situations involving vertically opposite angles, alternate angles, corresponding and interior angles within sets of parallel lines and transversals.

### Learning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.

## Subject Focus: Shape, space and measures – Euclidean geometry (Triangles)

1] I can follow a proof that the angle sum of a triangle is 180˚. I can apply and follow a proof that the exterior angle of a triangle is equal to the sum of the interior angles at the other two vertices.

2] I can use the properties of triangles (equilateral, isosceles, scalene and right-angled triangle) in order to solve problems involving missing angles.

COGNITIVE LEARNING

2] I can use the properties of triangles (equilateral, isosceles, scalene and right-angled triangle) in order to solve problems involving missing angles.

COGNITIVE LEARNING

## Subject Focus: Shape, space and measures – Euclidean geometry (Quadrilaterals)

1] I can classify quadrilaterals (square, rectangle, rhombus, parallelogram, trapezium and kite) according to the length of their sides and the size of their angles.

COGNITIVE LEARNING

2] I can deduce that the sum of the angles of a quadrilateral is 360°. I can also work out the size of missing angles in quadrilaterals.

COGNITIVE LEARNING

3] I can use the properties of quadrilaterals (square, rectangle, rhombus, parallelogram, trapezium and kite) in order to solve problems involving missing angles.

COGNITIVE LEARNING

COGNITIVE LEARNING

2] I can deduce that the sum of the angles of a quadrilateral is 360°. I can also work out the size of missing angles in quadrilaterals.

COGNITIVE LEARNING

3] I can use the properties of quadrilaterals (square, rectangle, rhombus, parallelogram, trapezium and kite) in order to solve problems involving missing angles.

COGNITIVE LEARNING

## Subject Focus: Shape, space and measures – Euclidean geometry (3D Shapes)

1] I can identify nets that are possible or not possible for a cube, a cuboid, a triangular prism and a square- based right pyramid.

## Subject Focus: Shape, space and measures – Euclidean geometry (Circles)

1] I can identify the centre, radius, chord, diameter and circumference of a circle.

## Subject Focus: Shape, space and measures – Euclidean geometry (Constructions)

1] I can construct 60° and 90° angles using a straight edge and compasses only, and using a dynamic geometry software package.

2] I can construct triangles given the length of one side and two angles; the length of two sides and the included angle using ruler and protractor. I can construct triangles given three sides using ruler and compasses only. I can construct triangles (involving 60° and 90° angles) using ruler and compasses only. I can construct triangles using a dynamic geometry software package.

3] I can construct regular hexagons using ruler and compasses.

2] I can construct triangles given the length of one side and two angles; the length of two sides and the included angle using ruler and protractor. I can construct triangles given three sides using ruler and compasses only. I can construct triangles (involving 60° and 90° angles) using ruler and compasses only. I can construct triangles using a dynamic geometry software package.

3] I can construct regular hexagons using ruler and compasses.

## Subject Focus: Shape, space and measures – Euclidean geometry (Coordinate Geometry)

1] I can use positive and negative coordinates to plot points and draw shapes.

2] I can find the coordinates of a missing vertex of a shape.

2] I can find the coordinates of a missing vertex of a shape.

## Subject Focus: Shape, space and measures – Euclidean geometry (Assistive Technology & Other Resources)

1] I can use simple LOGO commands such as PU, PD, FD, BK, RT, LT and REPEAT.

2] I can use assistive technology (

2] I can use assistive technology (

*e.g. tablets and computers)*and other resources (*e.g. 2D and 3D plastic shapes)*appropriate to this level to learn about properties of shapes.### Learning Area Outcome: I can describe position and movement of shapes in a plane.

## Subject Focus: Shape, space and measures – Transformation geometry (Reflections)

1] I can identify and draw lines of symmetry in 2D shapes and pictures (

2] I can classify quadrilaterals (square, rectangle, parallelogram, trapezium, rhombus and kite) using reflective symmetry.

3] I can draw and describe reflections in the

MANAGING LEARNING

*e.g. flags and dominoes*).2] I can classify quadrilaterals (square, rectangle, parallelogram, trapezium, rhombus and kite) using reflective symmetry.

3] I can draw and describe reflections in the

*x*axis ;*y*axis ;*y*= ±c ;*x*= ±c ;*y*= ±*x.*MANAGING LEARNING

### Learning Area Outcome: I can describe position and movement of shapes in a plane.

## Subject Focus: Shape, space and measures – Transformation geometry (Rotations)

1] I can identify the order of rotational symmetry of a regular polygon.

2] I can identify one or multi-coloured 2D shapes having rotational symmetry and find their order of rotational symmetry.

3] I can draw and describe rotations of a simple shape about a vertex or about the origin using angles of 90° and 180°.

MANAGING LEARNING

2] I can identify one or multi-coloured 2D shapes having rotational symmetry and find their order of rotational symmetry.

3] I can draw and describe rotations of a simple shape about a vertex or about the origin using angles of 90° and 180°.

MANAGING LEARNING

### Learning Area Outcome: I can describe position and movement of shapes in a plane.

## Subject Focus: Shape, space and measures – Transformation geometry (Translations)

1] I can draw and describe translations using a column translation vector.

MANAGING LEARNING

MANAGING LEARNING

### Learning Area Outcome: I can describe position and movement of shapes in a plane.

## Subject Focus: Shape, space and measures – Transformation geometry (Assistive Technology & Other Resources)

1] I can use assistive technology (

*e.g. tablets and computers)*and other resources*(e.g. 2D and 3D plastic shapes)*appropriate to this level to learn about transformation geometry.### Learning Area Outcome: I can collect, analyse, interpret and communicate statistical information.

## Subject Focus: Data handling and chance – Statistics

1] I can construct a frequency table with grouped or ungrouped discrete data.

PRACTICAL

2] I can construct a bar chart using grouped or ungrouped discrete data from a frequency table.

PRACTICAL

3] I can interpret data from frequency tables and bar charts.

4] I can interpret pie charts.

5] I can construct pie charts.

6] I can construct and interpret a carroll diagram.

7] I can find the mean of a set of ungrouped data.

8] I can differentiate between the mean, median, mode and range of a set of ungrouped data. I can work through problems involving the mean, mode, median and range; and decide when best to use each type of average using words like "outlier".

9] I can find the median of a set of ungrouped data.

10] I can find the mode of a set of ungrouped data.

11] I can find the range of a set of ungrouped data.

### Learning Area Outcome: I can collect, analyse, interpret and communicate statistical information.

## Subject Focus: Data handling and chance – Statistics (Assistive Technology & Other Resources)

1] I can use assistive technology (

*e.g. tablets and computers)*and other learning resources to learn about statistics.### Learning Area Outcome: I understand ideas of chance and uncertainty.

## Subject Focus: Data handling & chance – Probability

1] I can mention events that are certain to happen, and others that will not.

COGNITIVE

2] I can describe events as certain, very likely, likely, evens, unlikely, very unlikely or impossible.

COGNITIVE

3] I can estimate a probability by experiment.

LEARNING TO DO

4] I can work out the probability of an event. e.g. the probability of getting 4 when throwing a die.

5] I can distinguish between experimental and theoretical probability.

6] I can deduce that the probability of a certain event is 1 and the probability of an impossible event is 0.

7] I can mark the probability on a probability scale.

8] I can identify the set of all possible outcomes of a single event.

9] I can deduce that the probability of all mutually exclusive outcomes of an experiment add up to 1.

10] I can construct a possibility space of two events and use it to work out the probability of an outcome.

COGNITIVE LEARNING

COGNITIVE

2] I can describe events as certain, very likely, likely, evens, unlikely, very unlikely or impossible.

COGNITIVE

3] I can estimate a probability by experiment.

LEARNING TO DO

4] I can work out the probability of an event. e.g. the probability of getting 4 when throwing a die.

5] I can distinguish between experimental and theoretical probability.

6] I can deduce that the probability of a certain event is 1 and the probability of an impossible event is 0.

7] I can mark the probability on a probability scale.

8] I can identify the set of all possible outcomes of a single event.

9] I can deduce that the probability of all mutually exclusive outcomes of an experiment add up to 1.

10] I can construct a possibility space of two events and use it to work out the probability of an outcome.

COGNITIVE LEARNING

### Learning Area Outcome: I understand ideas of chance and uncertainty.

## Subject Focus: Data handling & chance – Probability (Assistive Technology & Other Resources)

1] I can use assistive technology (

*e.g. tablets, computers and calculators)*and other learning resources to learn about probability.