Mathematics Sample Program: Year 10

Mathematics Sample Program: Year 10

Authorised and published by the Victorian Curriculum and Assessment Authority

Level 7, 2 Lonsdale Street
Melbourne VIC 3000

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Mathematics Sample Program: Year 10

Contents

Abbreviations................................................................................................................................ 4
Hyperlinks..................................................................................................................................... 4
Overview....................................................................................................................................... 5
Topics, suggested time allocations and sequencing.................................................................5
Content descriptions coverage within each topic.......................................................................7
Achievement standards (for three levels to support planning for a continuum of learning)......10
Learning in Mathematics.........................................................................................................12
Year 10 Semester 1.................................................................................................................... 13
................................................................................................................................................... 13
Topic 10.1.1: Measurement....................................................................................................14
Topic 10.1.2: Linear relationships...........................................................................................16
Topic 10.1.3: Statistics: Univariate.........................................................................................18
Topic 10.1.4: Number and financial applications....................................................................21
Topic 10.1.5: Coordinate geometry and simultaneous equations...........................................24
Topic 10.1.6: Algebra techniques...........................................................................................26
Year 10 Semester 2.................................................................................................................... 29
................................................................................................................................................... 29
Topic 10.2.1: Quadratic functions...........................................................................................30
Topic 10.2.2: Trigonometry....................................................................................................34
Topic 10.2.3: Geometry.......................................................................................................... 36
Topic 10.2.4: Probability.........................................................................................................39
Topic 10.2.5: Statistics: bivariate............................................................................................42
Topic 10.2.6: Relations and their graphs................................................................................45

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Mathematics Sample Program: Year 10

Abbreviations

ABS...............................................Australian Bureau of Statistics

AMSI..............................................Australian Mathematical Sciences Institute
CIMT..............................................Centre for Innovation in Mathematical Teaching
DET...............................................Department of Education and Training
ESA...............................................Educational Services Australia
NCTM............................................National Council Teachers of Mathematics
NLVM.............................................National Library of Virtual Manipulatives
MAV...............................................Mathematical Association of Victoria

Hyperlinks
At the time of publication the URLs (website addresses) cited were checked for accuracy and
appropriateness of content. However, due to the transient nature of material placed on the web,
their continuing accuracy cannot be verified. Teachers are strongly advised to prepare their own
indexes of sites that are suitable and applicable to the courses they teach, and to check these
addresses prior to allowing student access.

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 Mathematics Sample Program: Year 10

Overview
This Mathematics Sample Program: Year 10 is an example of how the Mathematics curriculum
could be organised into a teaching and learning program.
This sample program provides comprehensive coverage of content descriptions from the three
strands of the mathematics curriculum and is sequenced to develop knowledge and skills;
however, there are many other ways that the curriculum content can be arranged to suit the
learning needs of students. Note that 10A provides optional additional content, from which a
selection may be covered as appropriate. The sample program includes a particular possible
selection.

Topics, suggested time allocations and sequencing

Week* Semester 1 Semester 2

1 10.1.1: Measurement 10.2.1: Quadratic functions

1 Strand: Measurement and Geometry Strand: Number and Algebra
Sub-strand: Using units of measurement Sub-strand: Linear and non-linear relationships
3
Sub-strand: Patterns and algebra
4 10.1.2: Linear relationships 10.2.2.: Trigonometry
5 Strand: Number and Algebra Strand: Measurement and Geometry
Sub-strand: Linear and non-linear relationships Sub-strand: Pythagoras and trigonometry
6
7 10.1.3: Statistics: Univariate 10.2.3: Geometry
8 Strand: Statistics and Probability Strand: Measurement and Geometry
Sub-strand: Data representation and interpretation Sub-strand: Geometric reasoning
9
Strand: Number and Algebra
Sub-strand: Patterns and algebra
10 10.1.4: Number and financial applications 10.2.4: Probability
11 Strand: Number and Algebra Strand: Statistics and Probability
Sub-strand: Real Numbers Sub-strand: Chance
12
Sub-strand: Money and financial mathematics Strand: Number and Algebra
Sub-strand: Patterns and algebra Sub-strand: Patterns and algebra
13 10.1.5: Coordinate geometry and simultaneous 10.2.5: Statistics: Bivariate
equations Strand: Statistics and Probability
14
Strand: Number and Algebra Sub-strand: Data representation and interpretation
Sub-strand: Linear and non-linear relationships
Sub-strand: Patterns and algebra
15 10.1.6: Algebra techniques 10.2.6: Relations and their graphs
16 Strand: Number and Algebra Strand: Number and Algebra
Sub-strand: Patterns and algebra Sub-strand: Linear and non-linear relationships
17
Sub-strand: Linear and non-linear relationships
18
* Based on 3 hours teaching time per week

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Mathematics Sample Program: Year 10

Content descriptions coverage within each topic

Level 10 content descriptions Topic/s
Strand: Measurement and Geometry
Sub-strand: Using units of measurement
Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids 10.1.1
(VCMMG343)
Sub-strand: Pythagoras and trigonometry
Solve right-angled triangle problems including those involving direction and angles of elevation and depression 10.2.2
(VCMMG346)
Sub-strand: Geometric reasoning
Formulate proofs involving congruent triangles and angle properties (VCMMG344) 10.2.3
Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises 10.2.3
involving plane shapes (VCMMG345)
Strand: Number and Algebra
Sub-strand: Linear and non-linear relationships
Solve problems involving linear equations, including those derived from formulas (VCMNA335) 10.1.2
Solve linear inequalities and graph their solutions on a number line (VCMNA336) 10.1.2
Solve simultaneous linear equations, using algebraic and graphical techniques including using digital 10.1.5
technology (VCMNA337)
Solve problems involving gradients of parallel and perpendicular lines (VCMNA338) 10.1.5
Solve linear equations involving simple algebraic fractions (VCMNA340) 10.1.6
Explore the connection between algebraic and graphical representations of relations such as simple quadratic, 10.2.1
reciprocal, circle and exponential, using digital technology as appropriate (VCMNA339) 10.2.6
Solve simple quadratic equations using a range of strategies (VCMNA341) 10.2.1
Sub-strand: Money and financial mathematics
Connect the compound interest formula to repeated applications of simple interest using appropriate digital 10.1.4
technologies (VCMNA328)
Sub-strand: Patterns and algebra
Factorise algebraic expressions by taking out a common algebraic factor (VCMNA329) 10.1.6
Simplify algebraic products and quotients using index laws (VCMNA330) 10.1.4
Apply the four operations to simple algebraic fractions with numerical denominators (VCMNA331) 10.1.6
Expand binomial products and factorise monic quadratic expressions using a variety of strategies (VCMNA332) 10.1.6
Substitute values into formulas to determine an unknown and re-arrange formulas to solve for a particular term 10.1.2
(VCMNA333)
Implement algorithms using data structures in a general-purpose programming language (VCMNA334) 10.1.3
10.1.4
10.2.4
10.2.5

Strand: Statistics and Probability

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Mathematics Sample Program: Year 10
Sub-strand: Data representation and interpretation
Determine quartiles and interquartile range and investigate the effect of individual data values, including 10.1.3
outliers on the interquartile range (VCMSP349)
Construct and interpret box plots and use them to compare data sets (VCMSP350) 10.1.3
Compare shapes of box plots to corresponding histograms and dot plots and discuss the distribution of data 10.1.3
(VCMSP351)
Use scatter plots to investigate and comment on relationships between two numerical variables (VCMSP352) 10.2.5
Investigate and describe bivariate numerical data where the independent variable is time (VCMSP353) 10.2.5
Evaluate statistical reports in the media and other places by linking claims to displays, statistics and 10.2.5
representative data (VCMSP354)
Sub-strand: Chance
Describe the results of two- and three-step chance experiments, both with and without replacements, assign 10.2.4
probabilities to outcomes and determine probabilities of events. Investigate the concept of independence
(VCMSP347)
Use the language of ‘if … then’, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify 10.2.4
common mistakes in interpreting such language (VCMSP348)

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Mathematics Sample Program: Year 10

Level 10A content descriptions Topic/s

Strand: Measurement and Geometry
Sub-strand: Using units of measurement
Solve problems involving surface area and volume of right pyramids, right cones, spheres and related 10.1.1
composite solids (VCMMG365)
Sub-strand: Pythagoras and trigonometry
Use the unit circle to define trigonometric functions as functions of a real variable, and graph them with and 10.2.2
without the use of digital technologies (VCMMG368)
Solve simple trigonometric equations (VCMMG369) 10.2.2
Sub-strand: Geometric reasoning
Prove and apply angle and chord properties of circles (VCMMG366) 10.2.3
Strand: Number and Algebra
Sub-strand: Linear and non-linear relationships
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their 10.2.1
transformations (VCMNA359) 10.2.6
Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived 10.2.1
from a variety of contexts (VCMNA362)
Solve simple exponential equations (VCMNA360) 10.2.6
Sub-strand: Real numbers
Define rational and irrational numbers and perform operations with surds and fractional indices (VCMNA355) 10.1.4
Use the definition of a logarithm to establish and apply the laws of logarithms and investigate logarithmic 10.1.4
scales in measurement (VCMNA356)
Sub-strand: Patterns and algebra
Devise and use algorithms and simulations to solve mathematical problems (VCMNA358) 10.1.3
10.1.5
10.2.1
Strand: Statistics and Probability
Sub-strand: Data representation and interpretation
Calculate and interpret the mean and standard deviation of data and use these to compare data sets. 10.1.3
Investigate the effect of individual data values including outliers, on the standard deviation (VCMSP372)
Use digital technology to investigate bivariate numerical data sets. Where appropriate use a straight line to 10.2.5
describe the relationship allowing for variation, make predictions based on this straight line and discuss
limitations (VCMSP373)
Sub-strand: Chance
Investigate reports of studies in digital media and elsewhere for information on their planning and 10.2.4
implementation (VCMSP371)

Achievement standards (for three levels to support planning for a continuum of learning)

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Mathematics Sample Program: Year 10
Level 9 Level 10
Number and Algebra Number and Algebra

Students apply the index laws using integer indices to Students recognise the connection between simple and
variables and numbers, express numbers in scientific compound interest. They solve problems involving linear
notation, solve problems involving very small and very equations and inequalities, quadratic equations and pairs
large numbers, and check the order of magnitude of of simultaneous linear equations and related graphs, with
calculations. They solve problems involving simple interest. and without the use of digital technology. Students
Students use the distributive law to expand algebraic substitute into formulas, find unknown values, manipulate
expressions, including binomial expressions, and simplify a linear algebraic expressions, expand binomial expressions
range of algebraic expressions. They find the distance and factorise monic and simple non-monic quadratic
between two points on the Cartesian plane and the expressions, with and without the use of digital technology.
gradient and midpoint of a line segment using a range of They represent linear, quadratic and exponential functions
strategies including the use of digital technology. Students numerically, graphically and algebraically, and use them to
sketch and draw linear and non-linear relations, solve model situations and solve practical problems.
simple related equations and explain the relationship
between the graphical and symbolic forms, with and
without the use of digital technology.
Measurement and Geometry Measurement and Geometry

Students solve measurement problems involving perimeter Students solve and explain surface area and volume
and area of composite shapes, surface area and volume of problems relating to composite solids. They use parallel
rectangular prisms and cylinders, with and without the use and perpendicular lines, angle and triangle properties,
of digital technology. They relate three-dimensional objects similarity, trigonometry and congruence to solve practical
to two-dimensional representations. Students explain problems and develop proofs involving lengths, angles and
similarity of triangles, interpret ratios and scale factors in areas in plane shapes. They use digital technology to
similar figures, and apply Pythagoras's theorem and construct and manipulate geometric shapes and objects,
trigonometry to solve problems involving angles and and explore symmetry and pattern in two dimensions.
lengths in right-angled triangles.

Level 9 Level 10
Statistics and Probability Statistics and Probability

Students compare techniques for collecting data from Students compare univariate data sets by referring to
primary and secondary sources, and identify questions and summary statistics and the shape of their displays. They
issues involving different data types. They construct describe bivariate data where the independent variable is
histograms and back-to-back stem-and-leaf plots with and time and use scatter-plots generated by digital technology
without the use of digital technology. Students identify to investigate relationships between two continuous
mean and median in skewed, symmetric and bi-modal variables. Students evaluate the use of statistics in the
displays and use these to describe and interpret the media. They list outcomes for multi-step chance
distribution of the data. They calculate relative frequencies experiments involving independent and dependent events,
to estimate probabilities. Students list outcomes for two- and assign probabilities for these experiments.
step experiments and assign probabilities for those
outcomes and related events.

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Mathematics Sample Program: Year 10

Learning in Mathematics
The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics
and working mathematically, and are applied across all three strands Number and Algebra, Measurement and
Geometry, and Statistics and Probability.

Understanding refers to students building a robust knowledge of adaptable and transferable mathematical concepts and
structures. Students make connections between related concepts and progressively apply the familiar to develop new
ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students
build understanding when they:
 connect related ideas
 represent concepts in different ways
 identify commonalities and differences between aspects of content
 describe their thinking mathematically
 interpret mathematical information.

Fluency describes students developing skills in choosing appropriate procedures, carrying out procedures flexibly,
accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily. Students are fluent when
they:
 make reasonable estimates
 calculate answers efficiently
 recognise robust ways of answering questions
 choose appropriate methods and approximations
 recall definitions and regularly use facts,
 can manipulate expressions and equations to find solutions.

Problem solving is the ability of students to make choices, interpret, formulate, model and investigate problem situations,
select and use technological functions and communicate solutions effectively. Students pose and solve problems when
they:
 use mathematics to represent unfamiliar or meaningful situations
 design investigations and plan their approaches
 apply their existing strategies to seek solutions
 verify that their answers are reasonable.

Reasoning refers to students developing an increasingly sophisticated capacity for logical, statistical and probabilistic
thinking and actions, such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying,
refuting, abstracting and generalising. Students are reasoning mathematically when they:
 explain their thinking
 deduce and justify strategies used and conclusions reached
 adapt the known to the unknown
 transfer learning from one context to another
 prove that something is true or false
 make inferences about data or the likelihood of events
 compare and contrast related ideas and explain their choices.

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Mathematics Sample Program: Year 10

Year 10 Semester 1

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Mathematics Sample Program: Year 10

Topic 10.1.1: Measurement

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Using units of measurement 3 weeks (approximately 9 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids
(VCMMG343).
 Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite
solids (VCMMG365).
Achievement standard (excerpt in bold)
Level 9 Level 10
Students solve measurement problems involving perimeter Students solve and explain surface area and volume
and area of composite shapes, surface area and volume of problems relating to composite solids. They use parallel
rectangular prisms and cylinders, with and without the use and perpendicular lines, angle and triangle properties,
of digital technology. They relate three-dimensional objects similarity, trigonometry and congruence to solve practical
to two-dimensional representations. Students explain problems and develop proofs involving lengths, angles and
similarity of triangles, interpret ratios and scale factors in areas in plane shapes. They use digital technology to
similar figures, and apply Pythagoras's theorem and construct and manipulate geometric shapes and objects,
trigonometry to solve problems involving angles and and explore symmetry and pattern in two dimensions.
lengths in right-angled triangles.

Activities Proficiencies
Level 10  Understanding through determining the
 Review of area formulas of plane shapes (including circles, volumes and surface areas of composite solids
trapeziums and kites) and problems involving areas of by considering the individual solids from which
composite shapes. they are constructed.
 Fluency through correctly selecting the
 Conversion of units, e.g. between cm3 and m3
appropriate area or volume formula and
 Nets of prisms and cylinders and review of surface area. applying it flexibly.
 Surface area and volume of prisms and cylinders, including  Problem solving through applying knowledge of
some reverse cases. surface area and volume to solve practical
problems involving calculation of materials and
 Surface area and volume of composite solids, such as the the like.
surface area and volume of a farm shed with a gabled roof,
using suitable functionalities of technology, as appropriate.  Reasoning through estimating areas and
volumes and appraising the reasonableness of
 Estimation based on familiar objects of known length, area or answers.
volume.
 Calculation of quantities of materials & costs (e.g. from house
plans). Use of spreadsheets to create a costing document.
 Problem solving using approximate methods (e.g. systematic
trial & error, scale drawing, counting squares).
Level 10 A
 Explore surface area and volume of other types of solids,
such as pyramids or spheres.

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Mathematics Sample Program: Year 10
Considering different levels of student ability
Level 9
Students who are working at this level could:
 Use nets of regular solids to determine their surface area, and build up volumes of regular solids from a base area
using 1 cm gradations of the height.
Level 10A
Students who are working at this level could:
 use geometry and an informal limit approach to obtain the formulas for the surface area and volume of a sphere

Assessment ideas
Students use spreadsheets and other methods, as appropriate, to complete a costing document based on building plans.
For example, the cost of renovating part of a house or the cost of building a hayshed with sufficient volume to store a
given number of bales of hay of known dimensions.

Resources
AMSI
Area, volume and surface area
DEECD
Measuring volume and surface area
NCTM Illuminations
Fishing for the best prism
Cubed cans
FUSE: Discover resources aligned to the Victorian Curriculum
Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids
Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids

Notes

Topic 10.1.2: Linear relationships

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Mathematics Sample Program: Year 10
Strand: Sub-strand: Recommended teaching time:
Number and Algebra Linear and non-linear relationships 3 weeks (approximately 9 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Substitute values into formulas to determine an unknown and re-arrange formulas to solve for a particular term
(VCMNA333)
 Solve problems involving linear equations, including those derived from formulas (VCMNA335).
 Solve linear inequalities and graph their solutions on a number line (VCMNA336).
Achievement standard (excerpt in bold)
Level 9 Level 10
Students apply the index laws using integer indices to Students recognise the connection between simple and
variables and numbers, express numbers in scientific compound interest. They solve problems involving linear
notation, solve problems involving very small and very equations and inequalities, quadratic equations and pairs
large numbers, and check the order of magnitude of of simultaneous linear equations and related graphs, with
calculations. They solve problems involving simple and without the use of digital technology. Students
interest. Students use the distributive law to expand substitute into formulas, find unknown values, manipulate
algebraic expressions, including binomial expressions, and linear algebraic expressions, expand binomial expressions
simplify a range of algebraic expressions. They find the and factorise monic and simple non-monic quadratic
distance between two points on the Cartesian plane and expressions, with and without the use of digital technology.
the gradient and midpoint of a line segment using a range They represent linear, quadratic and exponential functions
of strategies including the use of digital technology. numerically, graphically and algebraically, and use them to
Students sketch and draw linear and non-linear relations, model situations and solve practical problems.
solve simple related equations and explain the relationship
between the graphical and symbolic forms, with and
without the use of digital technology.

Activities Proficiencies
 Formulas, variables and constants.  Understanding through making connections
 Substituting into formulas. between the symbolic and graphical
representation of linear relationships.
 Changing the subject of a formula.
 Fluency through solving linear equations and
 Equations derived from substituting values in formulas. inequalities using algebraic and graphical
 Representing practical situations and word problems with techniques.
simple linear equations and solving them to answer  Problem solving through representing practical
questions. situations and word problems as linear
 Graphs of equations derived from practical situations (such equations or inequalities.
as distance-time graphs) and word problems, with and  Reasoning through justifying the
without technology. reasonableness of solutions and using
 Solving simple linear inequalities. Representing inequalities substitution to check solutions of linear
using number lines. equations and inequalities.
 The use of technology to assist with the graphical solution of
linear equations and inequalities.

Considering different levels of student ability

Level 9

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Mathematics Sample Program: Year 10
Students who are working at this level could:
 Identify integer solutions to simple linear inequalities
Level 10A
Students who are working at this level could:
 Solve sets of simultaneous linear inequalities and determine the subsets of these that correspond to points with
integer coordinates.

Assessment ideas
Students represent word problems of familiar situations as linear equations and inequalities, as appropriate, and use
analytical and graphical means to solve the equations, with and without the use of technology.

Resources
AMSI
Formulas
NCTM Illuminations
Exploring linear data
nRich
Linear equations activities
Simultaneous equations activities
FUSE: Discover resources aligned to the Victorian Curriculum
Substitute values into formulas to determine an unknown and re-arrange formulas to solve for a particular term
Solve problems involving linear equations, including those derived from formulas

Notes

Topic 10.1.3: Statistics: Univariate

Strand: Sub-strand: Recommended teaching time:
Statistics and probability Data representation and interpretation 3 weeks (approximately 9 hours)
Strand: Sub-strand:

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Mathematics Sample Program: Year 10
Number and algebra Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
Level 10
 Determine quartiles and interquartile range and investigate the effect of individual data values, including outliers on
the interquartile range (VCMSP349).
 Construct and interpret box plots and use them to compare data sets (VCMSP350).
 Compare shapes of box plots to corresponding histograms and dot plots and discuss the distribution of data
(VCMSP351)
 Implement algorithms using data structures in a general-purpose programming language (VCMNA334)
Level 10A
 Calculate and interpret the mean and standard deviation of data and use these to compare data sets. Investigate
the effect of individual data values including outliers, on the standard deviation (VCMSP372).
 Devise and use algorithms and simulations to solve mathematical problems (VCMNA358)
Achievement standard (excerpt in bold)
Level 9 Level 10
Students compare techniques for collecting data from Students compare univariate data sets by referring to
primary and secondary sources, and identify questions summary statistics and the shape of their displays. They
and issues involving different data types. They construct describe bivariate data where the independent variable is
histograms and back-to-back stem-and-leaf plots with and time and use scatter-plots generated by digital technology
without the use of digital technology. Students identify to investigate relationships between two continuous
mean and median in skewed, symmetric and bi-modal variables. Students evaluate the use of statistics in the
displays and use these to describe and interpret the media. They list outcomes for multi-step chance
distribution of the data. They calculate relative frequencies experiments involving independent and dependent events,
to estimate probabilities. Students list outcomes for two- and assign probabilities for these experiments.
step experiments and assign probabilities for those
outcomes and related events.

Activities Proficiencies
Level 10  Understanding recognising that summary
 Quartiles, five figure summary and the use of boxplots to statistics and different displays provide
summarise and represent data. different snapshots of the data, thereby
selecting appropriate means of describing and
 Using boxplots to compare continuous data across categories displaying particular data sets.
 Using statistical and spreadsheet functionalities of technology  Fluency through calculating summary statistics
to generate boxplots, dotplots and histograms for sets of and creating data displays, using technology
authentic data. when appropriate.
 Making comparisons of boxplots with the corresponding  Problem solving through identifying questions
dotplots and/or histograms. and planning and conducting a data
 Describing and comparing data sets from the shape of their investigation to help answer the questions.
distribution and from summary statistics.  Reasoning through describing, evaluating and
 Algorithms and coding: Shuffle algorithm interpreting data summaries and displays and
 Develop a program to randomly shuffle the elements of a reaching appropriate conclusions.
set of data in a list or matrix. The pseudo-code for the
Fisher-Yates/Knuth algorithm may be used as a starting
point. This simulates processes such as shuffling a deck

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Mathematics Sample Program: Year 10
of cards.
 Develop a program for a simple sorting algorithm, such
as a bubble sort, as the reverse of a shuffle.
 Data investigation planned by the student, with collection or
accessing of data, the use of technology to compare various
graphical and numerical representations of the data and
interpretation of the results.
Level 10A
 In the data investigation planned by the student, exploring
and calculating of other measures of centre and spread
(including mean and standard deviation) to describe and
compare data sets.
 Algorithms and coding: Sattolo’s shuffle algorithm. Modify the
Fisher-Yates/Knuth algorithm in such a way that no item
remains in it’s original position. That is, the shuffle produces
a random derangement.

Considering different levels of student ability

Level 9
Students who are working at this level could:
 Compare the mean and median for a variety of different shaped distributions and explore their sensitivity to outliers
and changes in data values.
Level 10A
Students who are working at this level could:
 Investigate the use of different summary statistics for various contexts, in particular the notion of robust statistics.

Assessment ideas
Students plan and conduct a data investigation, having identified questions or issues from everyday life and familiar
situations. They collect data or access secondary data, analyse, evaluate and interpret the data, using technology as
appropriate.

Resources
Australian Bureau of Statistics
Activities for Level 10/10A
AMSI
Data investigation and interpretation Year 10
nRich
Representing data
FUSE: Discover resouces aligned to the Victorian Curriculum
Level 10
Determine quartiles and interquartile range and investigate the effect of individual data values, including outliers on the
interquartile range
Construct and interpret box plots and use them to compare data sets
Compare shapes of box plots to corresponding histograms and dot plots and discuss the distribution of data
Implement algorithms using data structures in a general-purpose programming language

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Mathematics Sample Program: Year 10
Level 10A
Calculate and interpret the mean and standard deviation of data and use these to compare data sets. Investigate the
effect of individual data values including outliers, on the standard deviation

Notes

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Mathematics Sample Program: Year 10

Topic 10.1.4: Number and financial applications

Strand: Sub-strand: Recommended teaching time:
Number and Algebra Money and financial mathematics 3 weeks (approximately 9 hours)
Patterns and algebra
Real numbers

Mapping to F–10 curriculum in Victoria

Content descriptions
Level 10
Money and financial mathematics
 Connect the compound interest formula to repeated applications of simple interest using appropriate digital
technologies (VCMNA328).
Patterns and algebra
 Substitute values into formulas to determine an unknown and re-arrange formulas to solve for a particular term
(VCMNA333).
 Implement algorithms using data structures in a general-purpose programming language (VCMNA334)
Level 10 A
Real numbers
 Define rational and irrational numbers and perform operations with surds and fractional indices (VCMNA355).
 Use the definition of a logarithm to establish and apply the laws of logarithms and investigate logarithmic scales in
measurement (VCMNA356).
Achievement standard (excerpt in bold)
Level 9 Level 10
Students apply the index laws using integer indices to Students recognise the connection between simple and
variables and numbers, express numbers in scientific compound interest. They solve problems involving linear
notation, solve problems involving very small and very equations and inequalities, quadratic equations and pairs
large numbers, and check the order of magnitude of of simultaneous linear equations and related graphs, with
calculations. They solve problems involving simple and without the use of digital technology. Students
interest. Students use the distributive law to expand substitute into formulas, find unknown values, manipulate
algebraic expressions, including binomial expressions, and linear algebraic expressions, expand binomial expressions
simplify a range of algebraic expressions. They find the and factorise monic and simple non-monic quadratic
distance between two points on the Cartesian plane and expressions, with and without the use of digital technology.
the gradient and midpoint of a line segment using a range They represent linear, quadratic and exponential functions
of strategies including the use of digital technology. numerically, graphically and algebraically, and use them to
Students sketch and draw linear and non-linear relations, model situations and solve practical problems.
solve simple related equations and explain the relationship
between the graphical and symbolic forms, with and
without the use of digital technology.

Activities Proficiencies
Level 10  Understanding through making connections
 Applying index laws to simplifying algebraic expressions between compound interest and repeated
using both positive and negative integral indices. applications of simple interest.
 Examples of growth and decay involving repeated application  Fluency through applying index laws and
calculating simple and compound interest in

© VCAA Page 19
Mathematics Sample Program: Year 10
of a process, such as doubling or halving. various contexts.
 Review of simple interest.  Problem solving through investigating and
 Compound interest and its connection to repeated representing growth and depreciation as
applications of simple interest. mathematical models and interpreting results.
 Algorithms and coding:  Reasoning through making generalisations
regarding growth and decay models from
 use a spreadsheet to explore growth and decay models by investigation of specific cases.
recursion
 create a program that uses the recurrence relation* for
compound interest to display the amount in a bank
account at the end of each compounding period, for a total
n compounding periods. *If P0 is invested at r % p.a.
compounding k times Pperyear,
P0  then
P0  r at
/  the
100end
k   of the first
compounding period 1 . In
general, the recurrence relation is
Pm 1  Pm  Pm  r /  100k    Pm  1  r /  100k  
.
Level 10A
 Exploring irrational numbers, including surds and their
location on a number line.
 The four operations with surds, including simplifying surds
and rationalising simple denominators.
 Interpretation of simple non-integer rational indices and use
of index laws with rational indices.
 Introduce the logarithm as another name for an index,

therefore a x = y x=log a ( y)

 Explore the connection between index laws and the

corresponding logarithm law.
 Solving simple exponential equations in the context of
exploring authentic growth and decay models, using
analytical and graphical means, including with the aid of
technology.

Considering different levels of student ability

Level 9
Students who are working at this level could:
r
 Use repeated multiplication by decimals of the form 1  r / 100 1+ to generate a sequence of compound
interest values 100
Level 10A
Students who are working at this level could:
 Explore what happens as the number of compoundings for a given annual interest rate increases indefinitely within a
specified time interval

Assessment ideas
 Students carry out a guided investigation of growth and decay in the context of finance, including investigation of
compound interest and depreciation (e.g. investigating the value of a car over time, if each year it loses 20% of the
previous year’s value), using technology as appropriate.

© VCAA Page 20
Mathematics Sample Program: Year 10
 Students undertaking the topic at Level 10A can explore more complexities of the contexts, including investigating
and solving exponential equations derived from growth and decay models.

Resources
AMSI
Indices and logarithms
Surds
NLVM
Loan calculator
Savings calculator
+Plus magazine (University of Cambridge)
Have we caught your interest?
FUSE: Discover resources aligned to the Victorian Curriculum
Level 10
Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies
Substitute values into formulas to determine an unknown and re-arrange formulas to solve for a particular term
Implement algorithms using data structures in a general-purpose programming language
Level 10 A
Use the definition of a logarithm to establish and apply the laws of logarithms and investigate logarithmic scales in
measurement

Notes

© VCAA Page 21
Mathematics Sample Program: Year 10

Topic 10.1.5: Coordinate geometry and simultaneous equations

Strand: Sub-strand: Recommended teaching time:
Number and Algebra Linear and non-linear relationships 2 weeks (approximately 6 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Solve simultaneous linear equations, using algebraic and graphical techniques including using digital technology
(VCMNA337).
 Solve problems involving gradients of parallel and perpendicular lines (VCMNA338).
Level 10A
 Devise and use algorithms and simulations to solve mathematical problems (VCMNA358)
Achievement standard (excerpt in bold)
Level 9 Level 10
Students apply the index laws using integer indices to Students recognise the connection between simple and
variables and numbers, express numbers in scientific compound interest. They solve problems involving linear
notation, solve problems involving very small and very equations and inequalities, quadratic equations and pairs
large numbers, and check the order of magnitude of of simultaneous linear equations and related graphs, with
calculations. They solve problems involving simple and without the use of digital technology. Students
interest. Students use the distributive law to expand substitute into formulas, find unknown values, manipulate
algebraic expressions, including binomial expressions, and linear algebraic expressions, expand binomial expressions
simplify a range of algebraic expressions. They find the and factorise monic and simple non-monic quadratic
distance between two points on the Cartesian plane and expressions, with and without the use of digital technology.
the gradient and midpoint of a line segment using a range They represent linear, quadratic and exponential functions
of strategies including the use of digital technology. numerically, graphically and algebraically, and use them to
Students sketch and draw linear and non-linear relations, model situations and solve practical problems.
solve simple related equations and explain the relationship
between the graphical and symbolic forms, with and
without the use of digital technology.

Activities Proficiencies
 Exploring graphs of families of linear equations.  Understanding through making connections
 Solving problems using the fact that parallel lines have the between the symbolic and graphical
same gradient and conversely that if two lines have the same representation of pairs of linear equations.
gradient then they are parallel  Fluency through solving simultaneous linear
 Graphical solution of pairs of linear equations, including using equations using algebraic and graphical
graphical functionalities of technology. techniques.
 The geometric interpretation of a pair of linear equations  Problem solving through representing practical
having a unique solution, no solution or infinitely many situations and word problems as families of
solutions. linear equations and solving problems using
facts about gradients of parallel and
 Solving pairs of linear equations by substitution and by perpendicular lines.
elimination. Verifying results by substitution and graphically,
with the aid of graphical functionalities of technology.  Reasoning through justifying the
reasonableness of solutions and using
 Exploring the gradients perpendicular lines, with graphical graphical representations and substitution to
and dynamic geometry functionalities of technology. check solutions of simultaneous linear
 Solving problems using the fact that the product of the equations.
gradients of perpendicular lines is –1 and conversely that if
the product of the gradients of two lines is –1 then they are

© VCAA Page 22
Mathematics Sample Program: Year 10
perpendicular.
Level 10 A
 Investigate Pick’s theorem as a system of equations.
 Algorithms and coding: for any polygon with vertices at lattice
points (i.e. points with integer coordinates), create a program
to calculate the number of boundary lattice points. This could
be done by taking the coordinates of the vertices from a
matrix and calculating the sum of the highest common factor
of the rise and run of each side of the polygon.
Considering different levels of student ability
Level 9
Students who are working at this level could:
 Use digital technology to plot families of lines that are parallel or perpendicular to a given line.
Level 10A
Students who are working at this level could:
 Explore using the gradient of pairs of lines to determine the angle of intersection between two lines.
 Investigate Pick’s theorem as a system of equations.

Assessment ideas
Students complete tasks where they represent word problems as pairs of linear equations and use analytical and
graphical means to solve the equations simultaneously, with and without the use of technology.

Resources
AMSI
Coordinate geometry (parallel, perpendicular lines)
NCTM Illuminations
Pick's theorem as a system of equations
nRich
Simultaneous equations activities
Pick’s theorem
FUSE: Discover resources aligned to the Victorian Curriculum
Solve simultaneous linear equations, using algebraic and graphical techniques including using digital technology

Notes

Topic 10.1.6: Algebra techniques

Strand: Sub-strand: Recommended teaching time:

© VCAA Page 23
Mathematics Sample Program: Year 10
Patterns and algebra
Number and Algebra Linear and non-linear relationships 4 weeks (approximately 12 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
 Factorise algebraic expressions by taking out a common algebraic factor (VCMNA329).
 Apply the four operations to simple algebraic fractions with numerical denominators (VCMNA331).
 Expand binomial products and factorise monic quadratic expressions using a variety of strategies (VCMNA332).
 Solve linear equations involving simple algebraic fractions (VCMNA340).
Achievement standard (excerpt in bold)
Level 9 Level 10
Students apply the index laws using integer indices to Students recognise the connection between simple and
variables and numbers, express numbers in scientific compound interest. They solve problems involving linear
notation, solve problems involving very small and very equations and inequalities, quadratic equations and pairs
large numbers, and check the order of magnitude of of simultaneous linear equations and related graphs, with
calculations. They solve problems involving simple and without the use of digital technology. Students
interest. Students use the distributive law to expand substitute into formulas, find unknown values, manipulate
algebraic expressions, including binomial expressions, and linear algebraic expressions, expand binomial expressions
simplify a range of algebraic expressions. They find the and factorise monic and simple non-monic quadratic
distance between two points on the Cartesian plane and expressions, with and without the use of digital technology.
the gradient and midpoint of a line segment using a range They represent linear, quadratic and exponential functions
of strategies including the use of digital technology. numerically, graphically and algebraically, and use them to
Students sketch and draw linear and non-linear relations, model situations and solve practical problems.
solve simple related equations and explain the relationship
between the graphical and symbolic forms, with and
without the use of digital technology.

Activities Proficiencies
 Expressing the sum and difference of algebraic fractions  Understanding through connecting the distributive
with a common denominator. law to factorisation and expansion, including
 Using the index laws to simplify products and quotients interpretation of related area models.
of algebraic fractions.  Fluency through applying the distributive and null
 Solving linear equations involving simple algebraic factor laws to binomial expressions and expanding
fractions, and checking solutions by substitution. and factorising quadratic expressions and solving
related equations.
 Representing word problems involving algebraic
fractions as equations and solving the equations.  Problem solving through modelling expansion and
factorisation of quadratic expressions with algebra
 Review of expansion of binomial products, including use tiles and other area models.
of area models (such as algebra tiles) to visualise
expansion and connecting factorisation as the reverse of  Reasoning through explaining the relationship
expansion. between expansion and factorisation and identifying
algebraic factors in algebraic expressions.
 Using common factors and the index laws to factorise
algebraic expressions.
 Using the identities for perfect squares and the
difference of squares to factorise quadratic expressions
and applying the null factor law to solve related
equations.
 Identifying linear factors for monic quadratic trinomials,

© VCAA Page 24
Mathematics Sample Program: Year 10

such as x 2+ x−6=( x−2)( x+ 3) and other simple

trinomials, such as 2 x2 +3 x−2=(2 x−1)( x+2),

and solving related equations.

 Use of area models to explore completing the square to

factorise monic quadratic expressions and solve related
equations.
 Using common factors, including binomial expressions,
to factorise by grouping in pairs, such as
xy  4 y  3 x  12  y  x  4   3  x  4    x  4   y  3 
, and solving related equations.

Considering different levels of student ability

Level 9
Students who are working at this level could:
 use algebra blocks (algebra tiles) to factorise monic and some non-monic quadratics by the geometric area model
Level 10A
Students who are working at this level could:
 use the rational root theorem to investigate when a quadratic expression has linear factors with integer coefficients

Assessment ideas
Students respond to a set of problems, including word problems, requiring them to simplify algebraic fractions and solve
related linear equations. They respond to a set of problems involving expanding and factorising quadratic expressions
using various techniques, and use the null factor law to solve related equations.

Resources
AMSI
Special expansion and algebraic fractions
Factorisation
Quadratic equations
NLVM
(Note: Some web browsers may not support the NLVM Java plug-in. An off-line NLVM app is available for download)

Algebra tiles
nRich
Algebraic factorisation activities

FUSE: Discover resources aligned to the Victorian Curriculum

Factorise algebraic expressions by taking out a common algebraic factor
Apply the four operations to simple algebraic fractions with numerical denominators
Expand binomial products and factorise monic quadratic expressions using a variety of strategies
Solve linear equations involving simple algebraic fractions

© VCAA Page 25
Mathematics Sample Program: Year 10
Notes

© VCAA Page 26
Mathematics Sample Program: Year 10

Year 10 Semester 2

Topic 10.2.1: Quadratic functions

© VCAA Page 27
Mathematics Sample Program: Year 10

Strand: Sub-strands: Recommended teaching time:

Number and Algebra Linear and non-linear relationships 3 weeks (approximately 9 hours)
Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
Level 10
 Explore the connection between algebraic and graphical representations of relations such as simple quadratic,
reciprocal, circle and exponential, using digital technology as appropriate (VCMNA339).
 Solve simple quadratic equations using a range of strategies (VCMNA341).
Level 10A
 Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations
(VCMNA359).
 Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a
variety of contexts (VCMNA362).
 Devise and use algorithms and simulations to solve mathematical problems (VCMNA358)
Achievement standard (excerpt in bold)
Level 9 Level 10
Students apply the index laws using integer indices to Students recognise the connection between simple and
variables and numbers, express numbers in scientific compound interest. They solve problems involving linear
notation, solve problems involving very small and very equations and inequalities, quadratic equations and pairs
large numbers, and check the order of magnitude of of simultaneous linear equations and related graphs, with
calculations. They solve problems involving simple and without the use of digital technology. Students
interest. Students use the distributive law to expand substitute into formulas, find unknown values, manipulate
algebraic expressions, including binomial expressions, and linear algebraic expressions, expand binomial expressions
simplify a range of algebraic expressions. They find the and factorise monic and simple non-monic quadratic
distance between two points on the Cartesian plane and expressions, with and without the use of digital technology.
the gradient and midpoint of a line segment using a range They represent linear, quadratic and exponential functions
of strategies including the use of digital technology. numerically, graphically and algebraically, and use them to
Students sketch and draw linear and non-linear relations, model situations and solve practical problems.
solve simple related equations and explain the relationship
between the graphical and symbolic forms, with and
without the use of digital technology.

Activities Proficiencies
 Words  symbols, associated with quadratic relationships, from  Understanding through recognising that
number patterns, ‘stories’, etc. every quadratic graph is a transformation
of  
f x  x2
 Using symbolic, numerical and graphical functionalities of and connecting the x-axis
technology to investigate different forms of quadratics, the solution intercepts of a graph to the related linear
of quadratic equations and the graphical illustration of this. factors and equation.
 Fluency through plotting points accurately
 Using technology to exploring transformations of
and sketching graphs from equations and
labelling key features.
f ( x )=x 2 and related families of curves, such as
 Problem solving and applying knowledge
of quadratic functions to formulate, model

© VCAA Page 28
Mathematics Sample Program: Year 10

y  ax 2 where a  0 , y   ax 2 where a  0 and investigate unfamiliar non-routine

situations.
f  x   ax 2  k , k  R  Reasoning through explaining how
. different equivalent forms of an equation
highlight different features of the
Sketching graphs of y  x  bx  c expressed in the form
2
corresponding graph.

f  x    x  p   x  q  , where p , q  Z
, and graphs of the form

y   x  h
2
and as a special case.

 The connection between linear factors, solutions to the equation

x 2  bx  c  0 and the x-axis intercepts of the graph of

f  x   x 2  bx  c
.

f  x   x 2  bx  c
 Sketching graphs of expressing as

f  x   x  h  k
2
and completing the square to find
coordinates of the vertex and x-intercepts, respectively.

 Application of quadratic functions to problem solving and

modelling, including consideration of domain.
Level 10A
 Algorithms and coding: infinitely nested square roots

 Create a program to evaluate rational approximations to

a  a  a  a ...
expressions of the form , where a is a
positive integer. The program should use a loop structure to
recursively evaluate and display a sequence of approximations:

a , a  a , a  a  a ,... , up to 10 nested square

roots.

 Explore the value, x , to which a sequence converges and the

values of a for which x is an integer.

 Explore the connection to the quadratic equation a x  x.

 For the case where a  1 , explore the connection to the golden

ratio, , the related continued fraction, the quadratic equation

© VCAA Page 29
Mathematics Sample Program: Year 10

1 1
1 x 1 
x and the equality  .

Considering different levels of student ability

Level 9
Students who are working at this level could:
 Use technology to solve quadratic equations graphically and/or numerically, by systematics guess-check-refine
approaches
Level 10A
Students who are working at this level could:
 Explore the use of continued fractions to solve quadratic equations and determine a sequence of rational
approximations to a surd.

Assessment ideas
 Students carry out a non-routine quadratic modelling task based on a practical or theoretical context. The task
should encourage the use of graphical, numerical and symbolic functionalities of technology to explore the context
and carry out further analysis.
Some possible modelling tasks are included in the ‘resources’ section below, including Egg Launch Contest,
Princess Dido and the Ox Skin.
 Students undertaking the topic at Level 10A can explore additional complexities of the contexts, such as exploring a
more general case.

Resources
AMSI
The quadratic function
NCTM Illuminations
Princess Dido and the Ox Skin
Egg Launch Contest
nRich
Continued fractions and the golden ratio
FUSE: Discover resources aligned to the Victorian Curriculum
Level 10
Explore the connection between algebraic and graphical representations of relations such as simple quadratic,
reciprocal, circle and exponential, using digital technology as appropriate
Solve simple quadratic equations using a range of strategies
Level 10A
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations
Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a
variety of contexts

Notes

© VCAA Page 30
Mathematics Sample Program: Year 10

Topic 10.2.2: Trigonometry

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Pythagoras and trigonometry 3 weeks (approximately 9 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
Level 10
 Solve right-angled triangle problems including those involving direction and angles of elevation and depression
(VCMMG346).
Level 10A
 Use the unit circle to define trigonometric functions as functions of a real variable, and graph them with and without
the use of digital technologies (VCMMG368).
 Solve simple trigonometric equations (VCMMG369).
Achievement standard (excerpt in bold)
Level 9 Level 10
Students solve measurement problems involving perimeter Students solve and explain surface area and volume
and area of composite shapes, surface area and volume of problems relating to composite solids. They use parallel
rectangular prisms and cylinders, with and without the use of and perpendicular lines, angle and triangle properties,
digital technology. They relate three-dimensional objects to similarity, trigonometry and congruence to solve practical
two-dimensional representations. Students explain similarity problems and develop proofs involving lengths, angles
of triangles, interpret ratios and scale factors in similar and areas in plane shapes. They use digital technology
figures, and apply Pythagoras's theorem and trigonometry to to construct and manipulate geometric shapes and
solve problems involving angles and lengths in right-angled objects, and explore symmetry and pattern in two
triangles. dimensions.

Activities Proficiencies
Level 10  Understanding through applying knowledge of
 Review of similarity of right-angled triangles and the three trigonometric ratios flexibly to solve unfamiliar
basic trigonometric ratios, including unit circle definitions. problems.
 Review of solving simple right-angled triangle problems by  Fluency through choosing appropriate
comparison to a similar triangle in the unit circle, and making trigonometric ratios and procedures to solve
links to the trigonometric ratios. problems involving right-angled triangles.
 Special angles and exact values for 0, 30, 45, 60 and  Problem solving through investigating problem
90. situations that can be modelled with right-
angled triangles and formulating solutions.
 Solving word and other problems involving finding side
lengths of right-triangles when the angles are known.  Reasoning through communicating and
justifying their solution method in problem
 Solving word and other problems involving finding angles of situations modelled with right-angles triangles.
right-triangles when the angles are known.
 Applications of trigonometry, such as surveying and design.
Level 10A
 Exploring trigonometric ratios for angles in the four quadrants
of the unit circle.
 Exploring symmetry properties and periodicity of

© VCAA Page 31
Mathematics Sample Program: Year 10
trigonometric functions.
 Further applications of trigonometric ratios, including
problems involving compass bearings and 3D.
 Solving simple trigonometric equations using symmetry and
periodicity.

Considering different levels of student ability

Level 9
Students who are working at this level could:
 Use enlargements of a right angled triangle with unit hypotenuse and trigonometry to solve practical problems in two
dimensions.
Level 10A
Students who are working at this level could:
 Investigate exact values of sin, cos and tan for other angles (see, for example: Exact Trigonometric Function Values
)

Assessment ideas
 Students carry out an application task that requires them to apply knowledge of ratios to solve a range of problems
in various practical contexts.
 Students undertaking the topic at Level 10A can explore more sophisticated contexts, such as exploring the
periodicity of circular functions to model motion.

Resources
AMSI
Introductory trigonometry
Further trigonometry
Trigonometric functions
NCTM Illuminations
Seeing music
nRich
Trigonometry activities
FUSE: Discover resources aligned to the Victorian Curriculum
Level 10
Solve right-angled triangle problems including those involving direction and angles of elevation and depression
Level 10A
Use the unit circle to define trigonometric functions as functions of a real variable, and graph them with and without the
use of digital technologies
Solve simple trigonometric equations

© VCAA Page 32
Mathematics Sample Program: Year 10

Notes

© VCAA Page 33
Mathematics Sample Program: Year 10

Topic 10.2.3: Geometry

Strand: Sub-strand: Recommended teaching time:
Measurement and Geometry Geometric reasoning 3 weeks (approximately 9 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
Level 10
 Formulate proofs involving congruent triangles and angle properties (VCMMG344).
 Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises
involving plane shapes (VCMMG345).
Level 10A
 Prove and apply angle and chord properties of circles (VCMMG366).
Achievement standard (excerpt in bold)
Level 9 Level 10 Level 10A
Students solve measurement Students solve and explain surface
problems involving perimeter and area area and volume problems relating to
of composite shapes, surface area composite solids. They use parallel
and volume of rectangular prisms and and perpendicular lines, angle and
cylinders, with and without the use of triangle properties, similarity,
digital technology. They relate three- trigonometry and congruence to solve
dimensional objects to two- practical problems and develop proofs
dimensional representations. involving lengths, angles and areas in
Students explain similarity of triangles, plane shapes. They use digital
interpret ratios and scale factors in technology to construct and
similar figures, and apply manipulate geometric shapes and
Pythagoras's theorem and objects, and explore symmetry and
trigonometry to solve problems pattern in two dimensions.
involving angles and lengths in right-
angled triangles.

Activities Proficiencies
Level 10  Understanding through defining shapes from
 Review of congruent triangles and congruence tests for minimum (sufficient) properties recognising
triangles. relationships between geometric properties
 Review of similarity and similarity tests.  Fluency through selecting and using geometric
facts and angle properties to determine
 Applying an understanding of relationships to deduce unknown angles.
properties of geometric figures (for example: the base angles
of an isosceles triangle are equal; a rhombus is a special kite  Problem solving through communicating a
and a special parallelogram). logical sequence of steps in informal
deduction.
 Use of dynamic geometry functionality to informally explore
conjectures, e.g. explore the conjecture:  Reasoning through discovering new properties
by deduction, and providing and justifying
 for any arbitrary triangle ABC whose sides have logically connected statements.
midpoints D, E and F, the inscribed triangle DEF divides
 ABC into four congruent triangles
 for any arbitrary quadrilateral ABCD whose sides have

© VCAA Page 34
Mathematics Sample Program: Year 10
midpoints E, F, G and H, the inscribed quadrilateral
EFGH is a parallelogram.
 Distinguishing between a practical demonstration and a proof
(e.g. demonstrating triangles are congruent by placing them
on top of each other, as compared to using congruence
tests).
 Performing a sequence of steps to determine an unknown
angle giving a justification in moving from one step to the
next.
 Communicating a proof using a sequence of logically
connected statements, such as the proof that the diagonals
of a kite are perpendicular (see worked examples of proofs
involving congruent triangles).
Level 10A
 Explore proofs of circle theorems and apply circle theorems
to solve problems.

Considering different levels of student ability

Level 9
Students who are working at this level could:
 Investigate the relationship between the location of the short diagonal of a kite along its long diagonal, and the
perimeter and area of the kite
Level 10A
Students who are working at this level could:
 Explore diifferent proofs of Pythagoras theorem and discuss their distinctive assumptions, constructions, features
and approaches

Assessment ideas
Students use dynamic geometry functionality of technology to explore guided geometry activities such as those found in
the journal article Geometric Explorations with Dynamic Geometry Applications based on van Hiele Levels, (Olkun et al)
(PDF) with the aim of helping students progress from the informal deductive level to simple proofs.
Initially, students explore a context and make and test conjectures, discover new properties by deduction and give
informal arguments. They then reflect on their findings and attempt simple formal proofs of some of their findings.

Resources
AMSI
Congruence
Quadrilaterals – TIMES module 21
NCTM Illuminations
Perplexing parallelograms
nRich
2D geometry, shape and space activities
Scootle
Level 10
Formulate proofs involving congruent triangles and angle properties

© VCAA Page 35
Mathematics Sample Program: Year 10
Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane
shapes
Level 10A
Prove and apply angle and chord properties of circles

Notes

© VCAA Page 36
Mathematics Sample Program: Year 10

Topic 10.2.4: Probability

Strand: Sub-strand: Recommended teaching time:
Statistics and Probability Chance 3 weeks (approximately 9 hours)
Strand: Sub-strand:
Number and algebra Patterns and algebra

Mapping to F–10 curriculum in Victoria

Content descriptions
Level 10
 Describe the results of two- and three-step chance experiments, both with and without replacements, assign
probabilities to outcomes and determine probabilities of events. Investigate the concept of independence
(VCMSP347).
 Use the language of ‘if ....then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common
mistakes in interpreting such language (VCMSP348).
 Implement algorithms using data structures in a general-purpose programming language (VCMNA334)
Level 10A
 Investigate reports of studies in digital media and elsewhere for information on their planning and implementation
(VCMSP371).
Achievement standard (excerpt in bold)
Level 9 Level 10
Students compare techniques for collecting data from Students compare univariate data sets by referring to
primary and secondary sources, and identify questions and summary statistics and the shape of their displays. They
issues involving different data types. They construct describe bivariate data where the independent variable is
histograms and back-to-back stem-and-leaf plots with and time and use scatter-plots generated by digital
without the use of digital technology. Students identify mean technology to investigate relationships between two
and median in skewed, symmetric and bi-modal displays continuous variables. Students evaluate the use of
and use these to describe and interpret the distribution of statistics in the media. They list outcomes for multi-step
the data. They calculate relative frequencies to estimate chance experiments involving independent and
probabilities. Students list outcomes for two-step dependent events, and assign probabilities for these
experiments and assign probabilities for those outcomes experiments.
and related events.

Activities Proficiencies
 Analysis of chance situations involving two and three steps,  Understanding through making connections
such as tossing multiple coins or drawing coloured lollies at between conditional probability and
random from a bag. independence or dependence of two events.
 Carrying out and analysing two and three steps experiments  Fluency through using arrays, tree diagrams,
and simulations. and the like, to determine probabilities of multi-
 Selection with and without replacement. step events.
 Using arrays and tree diagrams to determine probabilities in  Problem solving through planning and
multi-step events. designing probability simulations.
 Real-life conditional statements and the language of  Reasoning through interpreting conditional
conditional events. statements and through making inferences
from the results of probability simulations.
 Using two-way tables and Venn diagrams to understand
conditional statements.

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Mathematics Sample Program: Year 10
 The concept of independence and problems involving
independent events.
 Applications of the law of total probabilities.
 Algorithms and coding: nGreedy Pig simulation
 Develop a program to simulate playing the game Greedy Pig,
and explore the effectiveness of using various strategies.
 Students compare expected scores using different strategies,
from simulation data and from theoretical probabilities. For
example, students find expected scores for using a strategy of
staying in the game:
 for n rolls of the die, where n = 1, 2, … 10;
 until a player has a total of at least m, where m = 10, 11,
… 25.

Considering different levels of student ability

Level 9
Students who are working at this level could:
 Carry out experiments involving simple sampling (eg two and three step expriments with coloured balls from a jar)
with and without replacement
Level 10A
Students who are working at this level could:
 Explore problems that are counter-intuitive to judmental probability, such as the Monty-Hall problem and
derangements, including the use of simulations

Assessment ideas
Students plan and carry out a probability simulation of a two or three stage event, using the key steps of simulation. They
analyse and interpret the results and communicate conclusions.

Resources
AMSI
Chance: Year 10
Probability
NCTM Illuminations
Random drawing tool
NRICH Maths
Probability archive
FUSE: Discover resources aligned to the Victorian Curriculum
Level 10
Implement algorithms using data structures in a general-purpose programming language
Level 10A
Investigate reports of studies in digital media and elsewhere for information on their planning and implementation

Notes

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Mathematics Sample Program: Year 10

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Mathematics Sample Program: Year 10

Topic 10.2.5: Statistics: bivariate

Strand: Sub-strand: Recommended teaching time:
Statistics and Probability Data representation and interpretation 2 weeks (approximately 6 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
Level 10
 Use scatter plots to investigate and comment on relationships between two numerical variables (VCMSP352).
 Investigate and describe bivariate numerical data where the independent variable is time (VCMSP353).
 Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative
data (VCMSP354).
 Implement algorithms using data structures in a general-purpose programming language (VCMNA334)
Level 10A
 Use digital technology to investigate bivariate numerical data sets. Where appropriate use a straight line to describe
the relationship allowing for variation, make predictions based on this straight line and discuss limitations
(VCMSP373)
Achievement standard (excerpt in bold)
Level 9 Level 10
Students compare techniques for collecting data from Students compare univariate data sets by referring to
primary and secondary sources, and identify questions summary statistics and the shape of their displays. They
and issues involving different data types. They construct describe bivariate data where the independent variable is
histograms and back-to-back stem-and-leaf plots with and time and use scatter-plots generated by digital technology
without the use of digital technology. Students identify to investigate relationships between two continuous
mean and median in skewed, symmetric and bi-modal variables. Students evaluate the use of statistics in the
displays and use these to describe and interpret the media. They list outcomes for multi-step chance
distribution of the data. They calculate relative frequencies experiments involving independent and dependent events,
to estimate probabilities. Students list outcomes for two- and assign probabilities for these experiments.
step experiments and assign probabilities for those
outcomes and related events.

Activities Proficiencies
Level 10  Understanding through analysing displays of
 Collection of bivariate data and time series data from bivariate data and making connections
published sources and from experiments. Identification of between the strength of a relationship and the
dependent and independent variables. reliability of predictions.
 Use of scatterplots to represent bivariate data and judging the  Fluency through constructing scatterplots,
strength of the relationship between variables. fitting trend lines making predictions through
interpolation.
 Line fitting ‘by eye’, making predictions and drawing
conclusions.  Problem solving through planning and
designing an investigation of authentic
 The difference between statistical association of variables bivariate data.
and a causal relationship.
 Reasoning through interpreting, making
 Construction and interpretation of data displays representing inferences and communicating conclusions
bivariate data over time (time series), and making informal about the relationship between variables.
inferences and predictions from trend lines.
 Use of appropriate functionalities of technology to construct

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Mathematics Sample Program: Year 10
displays of bivariate data, analyse strength of relationship
between variables, determine equations of lines of best fit
and make predictions through interpolation.
 Interpretation and evaluation of information collected from
published data.
 Algorithms and coding: Hailstone sequences and the Collatz
conjecture.
 Explore the Collatz conjecture by developing a program that
generates the hailstone sequence from an initial starting
number.
 Explore the distribution of length of run of hailstone sequences
for initial starting numbers in a certain range (e.g. for starting
numbers < 50). Use appropriate data structures to display the
results, and obtain appropriate graphs and plots from the
resultant data.
 Explore the relationship between the starting number and the
largest number reached in its hailstone sequence.
Level 10A
 Use of technology to investigate different methods for finding
a line of best fit.

Considering different levels of student ability

Level 9
Students who are working at this level could:
 Form simple scatterplots from data that has a linear trend and draw in a line of good fit by eye
Level 10A
Students who are working at this level could:
 Compare median and mean based approaches for obtaining a line of best fit to scatterplot data which shows
reasonable linear association

Assessment ideas
Students carry out an investigation using authentic data within which various relationships can be explored. Students
consider relationships that might be explored. They choose two particular variables to explore, construct data displays,
analyse and interpret the data and draw conclusions. For example, from a random sample selected from ABS
CensusAtSchool, a student might investigate length of foot and arm-span, or arm-span and belly button height.

Resources
Australian Bureau of Statistics: CensusAtSchool
Activities for Level 10/10A
AMSI
Data Investigation and Interpretation Year 10
nRich
Statistics activities
FUSE: Discover resources aligned to the Victorian Curriculum
Level 10

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Mathematics Sample Program: Year 10
Use scatter plots to investigate and comment on relationships between two numerical variables
Investigate and describe bivariate numerical data where the independent variable is time
Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data
Implement algorithms using data structures in a general-purpose programming language
Level 10A
Use digital technology to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the
relationship allowing for variation, make predictions based on this straight line and discuss limitations

Notes

Topic 10.2.6: Relations and their graphs

Strand: Sub-strand: Recommended teaching time:

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Mathematics Sample Program: Year 10
Number and Algebra Linear and non-linear relationships 4 weeks (approximately 12 hours)

Mapping to F–10 curriculum in Victoria

Content descriptions
Level 10
 Explore the connection between algebraic and graphical representations of relations such as simple quadratic,
reciprocal, circle and exponential, using digital technology as appropriate (VCMNA339)
Level 10A
 Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations
(VCMNA359).
 Solve simple exponential equations (VCMNA360).
Achievement standard (excerpt in bold)
Level 9 Level 10
Students apply the index laws using integer indices to Students recognise the connection between simple and
variables and numbers, express numbers in scientific compound interest. They solve problems involving linear
notation, solve problems involving very small and very equations and inequalities, quadratic equations and pairs
large numbers, and check the order of magnitude of of simultaneous linear equations and related graphs, with
calculations. They solve problems involving simple and without the use of digital technology. Students
interest. Students use the distributive law to expand substitute into formulas, find unknown values, manipulate
algebraic expressions, including binomial expressions, and linear algebraic expressions, expand binomial expressions
simplify a range of algebraic expressions. They find the and factorise monic and simple non-monic quadratic
distance between two points on the Cartesian plane and expressions, with and without the use of digital technology.
the gradient and midpoint of a line segment using a range They represent linear, quadratic and exponential functions
of strategies including the use of digital technology. numerically, graphically and algebraically, and use them to
Students sketch and draw linear and non-linear relations, model situations and solve practical problems.
solve simple related equations and explain the relationship
between the graphical and symbolic forms, with and
without the use of digital technology

Activities Proficiencies
Level 10  Understanding through making connections
 The concept of a function as a relationship that uniquely between algebraic and graphical
associates elements of one set with elements of another set: representations of relations.
domain, codomain and range of a function.  Fluency through determining key features of
 Ways of representing functions, including words, algebraic graphs of relations, such as coordinates of
equations, tables and graphs. axes intercepts and equations of asymptotes.
 Problem solving through planning and carrying
 Review of graphs of quadratic functions as linear
out an investigation of relations arising from
transformations of f ( x )=x 2 practical or theoretical contexts.
 Reasoning through generalising ideas about
 Tables and plots of exponential functions obtained from transformations and applying these ideas to
modelling contexts. different functions and relations.
 Using technology to explore functions of the form

f  x    a xh  k
and using of transformations of a basic

f  x  ax
exponential function to sketch graphs of the form

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Mathematics Sample Program: Year 10

f  x    a xh  k
.

 Using Pythagoras’ theorem to establish the equations of

circles centred at the origin.
 Using technology to explore graphs of the form

 x  h   y  k   r2
2 2
as examples of relations that are
not functions. Using transformations to sketch circles of the

 x  h   y  k   r2
2 2
form .

Level 10A
 Graphical and algebraic solution of simple exponential
equations derived from modelling contexts.
 Exploring the reciprocal of linear graphs using technology.
1
f  x 
 The graph x and simple transformation of the forms

a 1
f  x  f  x  k
x and xh .

Considering different levels of student ability

Level 9
Students who are working at this level could:
 Investigate the relationship distance travelled = average speed  time for different distances and average speeds,
and use technology to lot corresponding families of graphs.
Level 10A
Students who are working at this level could:
Investigate the behaviour of the asymptotes of hyperbolas and exponential functions under various transformations

Assessment ideas
 Students carry out an investigation of relations arising from practical or theoretical contexts, such as the Tower of
Hanoi and other recursive situations leading to exponential functions. They plot and sketch graphs with and without
the aid of technology.
 Students respond to a set of questions requiring then to find key features of graphs of parabolas, circles, exponential
functions and, for Level 10A students, rectangular hyperbolas. They sketch the corresponding graphs, labelling the
key features of the graphs.

Resources
AMSI
Functions 1

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Mathematics Sample Program: Year 10
Functions 2
DET eResources
Functions and modelling
nRich
Functions and graphs resources
FUSE: Discover resources aligned to the Victorian Curriculum
Level 10
Explore the connection between algebraic and graphical representations of relations such as simple quadratic,
reciprocal, circle and exponential, using digital technology as appropriate
Level 10A
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations
Solve simple exponential equations

Notes

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