Mathematics Level 6 map – template

Achievement standard (AS) paragraph for Number strand, with numbered sentences Y/N
Use this curriculum area map to identify where content descriptions and achievement standards are
explicitly addressed within your school’s teaching and learning plans. This template will help you to both 1. By the end of Level 6, students use integers to represent points on a number line and on the Cartesian plane. ☐
map the Victorian Curriculum F–10 Version 2.0 and audit your current teaching and learning plans.
2. They solve problems using the properties of prime, composite, square and triangular numbers. ☐
Instructions
3. Students order common fractions, giving reasons, and add and subtract fractions with related denominators. ☐
1. Enter your details in the footer on page 1.
4. They use all 4 operations with decimals and connect decimal representations of measurements to the metric system. ☐
2. Enter the title of each teaching and learning unit in the first column of each mapping table. Indicate the
connections to the curriculum by checking the box of the relevant content description(s) and writing the 5. Students solve problems involving finding a fraction, decimal or percentage of a quantity and use estimation to find approximate solutions to problems ☐
number of the relevant sentence(s) from the achievement standard. involving rational numbers and percentages.
3. Complete all the mapping tables, listing all teaching and learning units. Check that all achievement standard 6. They use mathematical modelling to solve financial and other practical problems involving percentages and rational numbers, formulating and solving ☐
sentences have been covered. Detail any comments, notes and actions. the problem, and justifying choices.

4. Complete the Assessment, Analysis of Curriculum Coverage and Next Steps sections on the final page.

Hint: Use your completed curriculum area map to start populating or updating your curriculum area plan.

Strand Number

Content recognise situations, identify and describe the apply knowledge of apply knowledge of place solve problems involving multiply and divide solve problems that approximate numerical use mathematical
description including financial properties of prime, equivalence to compare, value to add and subtract addition and subtraction decimals by multiples of require finding a familiar solutions to problems modelling to solve
(CD)
contexts, that use composite, square and order and represent decimals, using digital of fractions using powers of 10 without a fraction, decimal or involving rational practical problems
integers; locate and triangular numbers and common fractions, tools where appropriate; knowledge of equivalent calculator, applying percentage of a quantity, numbers and involving rational
represent integers on a use these properties to including halves, thirds use estimation and fractions knowledge of place value including percentage percentages, using numbers and
number line and as solve problems and and quarters, on the rounding to check the VC2M6N05 and proficiency with discounts, choosing appropriate estimation percentages, including in
coordinates on the simplify calculations same number line and reasonableness of multiplication facts, using efficient calculation strategies financial contexts;
Cartesian plane VC2M6N02 justify their order answers estimation and rounding strategies with and VC2M6N08 formulate the problems,
VC2M6N01 VC2M6N03 VC2M6N04 to check the without digital tools choosing operations and
reasonableness of VC2M6N07 using efficient mental and
answers written calculation
VC2M6N06 strategies, and using
digital tools where
appropriate; interpret and
communicate solutions in
terms of the situation,
justifying the choices
made
VC2M6N09

Teaching and learning unit Semester/Year CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no.
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Comments, notes, actions

Created by: Click or tap here to enter text. School: Click or tap here to enter text.
© VCAA Date created: Click or tap here to enter text. Date for review: Click or tap here to enter text.
 Mathematics Level 6 map – template (curriculum area map)

Achievement standard (AS) paragraph for Algebra strand, with numbered sentences Y/N

7. Students find unknown values in numerical equations involving combinations of arithmetic operations. ☐

8. They identify and explain rules used to create growing patterns. ☐

9. They design and use algorithms to generate sets of numbers, using a rule. ☐

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 Mathematics Level 6 map – template (curriculum area map)

Achievement standard (AS) paragraph for Measurement strand, with numbered sentences Y/N 11. They convert between common units of length, mass and capacity. ☐

10. Students interpret and use timetables, and measure, calculate and compare elapsed time. ☐ 12. They use the formula for the area of a rectangle and angle properties to solve problems. ☐

Strand Algebra Measurement

Content recognise and use rules that find unknown values in design and use algorithms convert between common establish the formula for the measure, calculate and identify the relationships
description generate visually growing numerical equations involving a sequence of metric units of length, mass area of a rectangle and use it compare elapsed time; between angles on a straight
(CD) patterns and number involving brackets and steps and decisions that use and capacity; choose and to solve practical problems interpret and use timetables line, angles at a point and
patterns involving rational combinations of arithmetic rules to generate sets of use decimal representations VC2M6M02 and itineraries to plan vertically opposite angles;
numbers operations, using the numbers; identify, interpret of metric measurements activities and determine the use these to determine
VC2M6A01 properties of numbers and and explain emerging relevant to the context of a duration of events and unknown angles,
operations patterns problem journeys communicating reasoning
VC2M6A02 VC2M6A03 VC2M6M01 VC2M6M03 VC2M6M04

Teaching and learning unit Semester/Year CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no.
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Comments, notes, actions

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 Mathematics Level 6 map – template (curriculum area map)

Achievement standard (AS) paragraph for Space strand, with numbered sentences Y/N
Achievement standard (AS) paragraph for Probability strand, with numbered sentences Y/N.
13. Students identify the parallel cross-section for right prisms. ☐ 18. Students assign probabilities using common fractions, decimals and percentages. ☐
14. They create tessellating patterns using combinations of transformations. ☐ 19. They conduct simulations using digital tools, to generate and record the outcomes from many trials of a chance experiment. ☐
15. They locate an ordered pair in any one of the 4 quadrants on the Cartesian plane. ☐ 20. They compare observed frequencies to the expected frequencies of the outcomes of chance experiments. ☐

Achievement standard (AS) paragraph for Statistics strand, with numbered sentences Y/N

16. Students compare distributions of discrete and continuous numerical and ordinal categorical data sets as part of their statistical investigations, ☐
using digital tools.

17. They critique arguments presented in the media based on statistics. ☐

Strand Space Statistics Probability

Content compare the parallel cross- locate points in the 4 recognise and use interpret and compare data identify statistically informed plan and conduct statistical describe probabilities using conduct repeated chance
description sections of objects and quadrants of the Cartesian combinations of sets for ordinal and nominal arguments presented in investigations by posing and fractions, decimals and experiments and run
(CD)
recognise their relationships plane; describe changes to transformations to create categorical, discrete and traditional and digital media; refining questions to collect percentages; recognise that simulations with an
to right prisms the coordinates when a point tessellations and other continuous numerical discuss and critique categorical or numerical data probabilities lie on numerical increasing number of trials
VC2M6SP01 is moved to a different geometric patterns, using variables using comparative methods, data by observation or survey, or scales of 0–‍1 or 0%–100%; using digital tools; compare
position in the plane dynamic geometry software displays or visualisations and representations and identifying a problem and use estimation to assign observations with expected
VC2M6SP02 where appropriate digital tools; compare conclusions collecting relevant data; probabilities that events results and discuss the effect
VC2M6SP03 distributions in terms of VC2M6ST02 analyse and interpret the occur in a given context, on variation of increasing the
mode, range and shape data and communicate using common fractions, number of trials
VC2M6ST01 findings within the context of percentages and decimals VC2M6P02
the investigation VC2M6P01
VC2M6ST03

Teaching and learning unit Semester/Year CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no. CD AS no.
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Comments, notes, actions

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Mathematics Level 6 map – template (curriculum area map)

Assessment Next steps

Teaching and learning unit Assessment task name(s) and type(s) AS no. <The following questions could be used as prompts for next steps:

 What implications would gaps in content description coverage have on your teaching and learning plans?
 What implications would gaps in achievement standard coverage have on assessment?
 How will you address any gaps?
Use your completed curriculum area map to start populating or updating your curriculum area plan.>

Analysis of curriculum coverage

<The following questions could be used as prompts for the analysis process:

 Have you addressed all the content descriptions?

 Have you addressed all the sentences in the achievement standard?
 Where are there gaps in the content description coverage?
 Where are there gaps in the achievement standard coverage?
 Are all content descriptions equal? Do you think they all take the same amount of time to teach?
 Is anything being over-taught?
 Is anything being missed completely or given insufficient attention?>

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