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Year 9 topics
Week Week
SEMESTER 1 SEMESTER 2
Term 1 1. Pythagoras’ theorem Term 3 7. Equations
1 (Measurement and Geometry) 1 (Number and Algebra)
2 2
3 3
6 6 9. Investigating data
(Statistics and Probability)
7 3. Algebra 7
(Number and Algebra)
8 8
9 9 Lost time
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
Week Week
SEMESTER 1 SEMESTER 2
Term 1 1. Interest and depreciation Term 3 8. Trigonometry
1 (Number and Algebra) 1 (Measurement and Geometry)
2 2
3 2. Coordinate geometry 3
(Number and Algebra)
4 4 9. Simultaneous equations
(Number and Algebra)
5 3. Surface area and volume 5
(Measurement and Geometry)
6 6 10. Probability
(Statistics and Probability)
7 4. Algebra 7
(Number and Algebra)
8 8
9 9 11. Geometry
Lost time (Measurement and Geometry)
10 10
3 3 OPTION TOPICS
9 9
CURRICULUM STRANDS
Number and Algebra Measurement and Geometry Statistics and Probability
INTRODUCTION
This is actually the revision of a Stage 4 topic (NSW syllabus) introduced in Year 8, and is not technically Stage 5 work. Note,
however, that in the national Australian curriculum Pythagoras’ theorem is introduced in Year 9. Emphasis should be placed
upon understanding the theorem and using it to solve problems involving the sides of right-angled triangles. ‘Students should
gain an understanding of Pythagoras’ theorem, rather than just being able to recite the formula’. Answers for unknown sides
should be given as exact surds or decimal approximations.
CONTENT
1 Squares, square roots and surds 8NA186 U C
• investigate the concept of irrational numbers
2 Pythagoras’ theorem 9MG222 U F R C
• identify the hypotenuse as the longest side in any right-angled triangle and also as the side opposite the right angle
• establish the relationship between the lengths of the sides of a right-angled triangle in practical ways, including using
digital technologies
3 Finding the hypotenuse 9MG222 U F
4 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
5 Mixed problems 9MG222 F
6 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
7 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
8 Pythagoras’ theorem problems 9MG222 F PS C
9 Revision and mixed problems
RELATED TOPICS
Year 8: Pythagoras’ theorem, Geometry, Area and volume, Congruent figures
Year 9: Trigonometry, Coordinate geometry
Year 10: Coordinate geometry, Trigonometry
EXTENSION IDEAS
• How did mathematicians find square roots before calculators and computers? Investigate Newton’s method.
• 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 topic)
• Irrational numbers, graphing surds on a number line, simplifying surds
• The real number system, proof that 2 is irrational
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 Pythagoras’ theorem.
• Matching activities: Pythagoras’ theorem to diagrams.
• Writing activity explaining Pythagoras’ theorem.
TECHNOLOGY
Spreadsheets can be used to find unknown sides or generate Pythagorean triads. Use the Internet to research the history of
Pythagoras and irrational numbers. Use dynamic geometry software to explore and prove Pythagoras’ theorem.
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.
• 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”’.
INTRODUCTION
This topic reinforces mostly Stage 4 Number skills necessary for Year 9 and 10, with the only new concepts being 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 Integers 8NA183 U F
2 Decimals 8NA183 U F
• carry out the four operations with rational numbers and integers, using efficient mental and written strategies and
appropriate digital technologies
3 Terminating and recurring decimals 8NA184 U F R C
• investigate terminating and recurring decimals
4 Fractions 8NA183 U F
5 Percentages 8NA183 U F
6 Operations with percentages 8NA187 F PS C
• solve problems involving the use of percentages, including percentage increases and decreases
7 Percentages and money 8NA189 F PS C
• solve problems involving profit, loss, discounts and GST
8 Simple interest 9NA211 F PS C
• solve problems involving simple interest
9 Ratios and rates 8NA188 U F PS C
• solve a range of problems involving ratios and ratios, with and without digital technologies
RELATED TOPICS
Year 8: Working with numbers, Fractions and percentages, Ratios, rates and time
Year 9: Indices
Year 10: Interest and depreciation
EXTENSION IDEAS
• Rational vs irrational numbers
• Investigate the history of calculation methods, for example, Italian multiplication
& . Is it really equal to 1?
• Investigate the value of 0.9
• Convert recurring decimals to fractions (Stage 5.3)
• Investigate unfamiliar calculator keys
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.
INTRODUCTION
This topic reinforces mostly Stage 4 Algebra skills, with the only new concepts being algebraic fractions and expanding
binomial products for Stage 5.2. In Year 8, students learned to simplify algebraic expressions, including the processes of
expanding and factorising. This topic is fairly technical and abstract so each skill should be revised with care and precision
appropriate to the level of the class. Students should practise and master each skill before moving onto the next one.
CONTENT
1 From words to algebraic expressions 7NA177 U F PS R C
• move fluently between algebraic and word representations as descriptions of the same situation
2 Substitution 7NA176 U F PS
• create algebraic expressions and evaluate them by substituting a given value for each variable
3 Adding and subtracting terms 8NA192 U F R C
4 Multiplying and dividing terms 8NA192 U F R C
• simplify algebraic expressions involving the four operations
5 Stage 5.2: Adding and subtracting algebraic fractions 10NA232 U F R C
6 Stage 5.2: Multiplying and dividing algebraic fractions 10NA232 U F R C
• apply the four operations to simple algebraic fractions
7 Expanding expressions 9NA213 U F R C
• apply the distributive law to the expansion of algebraic expressions and collect like terms where appropriate
8 Factorising expressions 8NA191 U F R C
• factorise algebraic expressions
9 Stage 5.2: Expanding binomial products 9NA213 U F R C
• apply the distributive law to the expansion of binomials
10 Revision and mixed problems
RELATED TOPICS
Year 8: Algebra, Equations
Year 9: Indices, Equations
Year 10: Algebra, Equations and inequalities
EXTENSION IDEAS
• More challenging problems involving substitution and translating worded statements into algebraic expressions
• Special binomial products (Stage 5.3), for example, (x + 5)(x – 5), (x + 2)2
• Factorising quadratic expressions (Year 10, ±x2 + bx + c only)
• Factorising by grouping in pairs (Stage 5.3)
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
Note that spreadsheet formulas are written differently to algebraic formulas. 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’.
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. Stage 5.1 students work with
angles in degrees only, while Stage 5.2 students work in degrees and minutes. 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
• select and use appropriate trigonometric ratios in right-angled triangles to find unknown sides, where the given angle is
measured in degrees
• (STAGE 5.2) 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
• select and use appropriate trigonometric ratios in right-angled triangles to find unknown angles correct to the nearest
degree
• (STAGE 5.2) find the size in degrees and minutes of unknown angles in right-angled triangles
RELATED TOPICS
Year 8: Pythagoras’ theorem
Year 9: Pythagoras’ theorem, Geometry, Congruent and similar figures
Year 10: Trigonometry
EXTENSION IDEAS
• Angles of elevation and depression, bearings (Year 10).
• The exact ratios, complementary relations such as cos 25° = sin 65°, trigonometry of obtuse angles (Year 10 Stage 5.3)
• The sine, cosine and tangent graphs (Year 10 Stage 5.3)
ASSESSMENT IDEAS
• Practical test involving clinometers
• Research project on the history or applications of trigonometry
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”’.
• Angles of elevation and depression, and bearings, will be introduced in Year 10.
• 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”.’
• Encourage students to devise mnemonics for the trigonometric ratios.
• 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.
INTRODUCTION
In this topic, students are introduced to the index laws and negative 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 zero and negative 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
6 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
8 Scientific notation 9NA210 U F R C
• express numbers in scientific notation
• order numbers expressed in scientific notation
9 Scientific notation on a calculator 9NA210 U F PS R C
• enter and read scientific notation on a calculator
• solve problems involving scientific notation
10 Revision and mixed problems
RELATED TOPICS
Year 8: Working with numbers, Algebra
Year 9: Algebra, Surface area and volume
Year 10: Algebra
EXTENSION IDEAS
• Fractional indices, negative powers of fractions (Stage 5.3)
• Engineering notation, a form of scientific notation
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”.
INTRODUCTION
This short topic revises Stage 4 geometry concepts with angles, 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 Angle geometry 7MG163, 164 U F R C
• identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal, and the
relationships between them
• investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning
2 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
3 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
4 Stage 5.2: 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
5 Stage 5.2: 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°
6 Revision and mixed problems
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
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?’
• Formal proofs in deductive geometry.
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’.
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 for Stage 5.2
students, namely equations with algebraic fractions, simple quadratic equations, and solving equations after substitution into
formulas.
CONTENT
1 Two-step equations 8NA194 U F R
2 Equations with variables on both sides 8NA194 U F R
• solve linear equations using algebraic techniques
3 Equations with brackets 8NA194, 9NA215 U F R
• solve linear equations involving grouping symbols
4 Equation problems 8NA194 U F PS R C
• solve real-life problems by using pronumerals to represent unknowns
5 Stage 5.2: Equations with algebraic fractions 10NA240 U F R
• solve linear equations involving simple algebraic fractions
6 Stage 5.2: Simple quadratic equations ax2 = c 10NA241 U F R C
• solve simple quadratic equations of the form ax2 = c
7 Stage 5.2: 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 Revision and mixed problems
RELATED TOPICS
Year 8: Algebra, Equations, Graphing linear equations
Year 9: Algebra, Coordinate geometry and graphs
Year 10: Coordinate geometry, Algebra, Equations and inequalities, Simultaneous equations
EXTENSION IDEAS
• Harder formulas and word problems, constructing formulas
• Equations with the unknown in the denominator
• Inequalities (Year 10)
• Simple cubic equations ax3 = c (Stage 5.3)
• Simultaneous equations
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.
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
6 Revision and mixed problems
RELATED TOPICS
Year 8: Fractions and percentages, Ratios, rates and time
Year 9: Working with numbers
Year 10: Interest and depreciation
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.’
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 Stage 5.2: 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
7 Revision and mixed problems
RELATED TOPICS
Year 8: Investigating data
Year 10: Investigating data
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.
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’.
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 Stage 5.2: 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 Revision and mixed problems
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 pyramid, cone or sphere (Stage 5.3).
• Circumference of the Earth, latitude and longitude (small and great circles) on the Earth’s surface.
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'.
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. Stage 5.2
students also examine the gradient-intercept equation of a line and are introduced to the concept of direct proportion. Finally,
students graph 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
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
4 Graphing linear equations 9NA215 U F R C
• sketch linear graphs using the coordinates of two points
• determine whether a point lies on a line by substitution
5 Stage 5.2: 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 Stage 5.2: 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
RELATED TOPICS
Year 8: Graphing linear equations
Year 10: Coordinate geometry, Graphs, Simultaneous equations
EXTENSION IDEAS
• The formulas for distance, midpoint and gradient of an interval (Stage 5.3)
• Gradients of parallel and perpendicular lines (Year 10)
• Inverse proportion, graphing hyperbolas and exponential curves (Year 10)
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.
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 Stage 5.2: 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
6 Revision and mixed problems
RELATED TOPICS
Year 8: Probability
Year 10: Probability
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
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’.
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,
but not formal proofs for them as this is done in Year 10 for congruent triangles or at Stage 5.3 for similar triangles. There is much
scope in this topic for practical activities, reasoning tasks and class discussions.
CONTENT
1 Congruent figures 8MG200 U F C
• define congruence of plane shapes using transformations
2 Tests for congruent triangles 8MG201 U F PS R C
• develop the conditions for congruence of triangles
3 Using congruence to prove geometrical properties 8MG202 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 5.2: 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
8 Revision and mixed problems
RELATED TOPICS
Year 8: Geometry, Congruent figures
Year 9: Trigonometry, Geometry
Year 10: Trigonometry, Geometry
EXTENSION IDEAS
• Formal proofs of congruent and similar triangles, formal proofs of properties of triangles and quadrilaterals using congruence
• The golden ratio, the A series of paper sizes
• Tessellations, including semi-regular tessellations
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.
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.
• 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.