All Lessons

(G) Apply properties of operations to add and subtract two or three numbers.

(A) Recall basic facts to add and subtract within 20 with automaticity

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

(Y3) Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

(B) Determine products of a number and 10 or 100 using properties of operations and place value understandings

(Y3) Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

(Y4) Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

(B) Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

(Y3) Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

(J) Determine a quotient using the relationship between multiplication and division

(B) Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

(C) Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

(Y2) Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

(Y4) Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

(Y4) Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)

(Y5) Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)

3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

(H) Graph the solution set of systems of two linear inequalities in two variables on the coordinate plane.

(Y10) Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology (ACMNA237)

HSA.REI.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

(B) Simplify numeric and algebraic expressions using the laws of exponents, including integral and rational exponents.

(Y9) Extend and apply the index laws to variables, using positive integer indices and the zero index (ACMNA212)

8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27.

HSA.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

(C) Model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

(Y10) Solve linear equations involving simple algebraic fractions (ACMNA240)

7.RP.2 Recognize and represent proportional relationships between quantities.

7.RP.2.C Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

HSA.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

(F) Solve quadratic and square root equations

(Y9) Extend and apply the index laws to variables, using positive integer indices and the zero index (ACMNA212)

HSA.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

(C) Model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

(Y10) Solve linear equations involving simple algebraic fractions (ACMNA240)

8.EE.7 Solve linear equations in one variable.

8.EE.7.B Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

(E) Solve mathematic and scientific formulas, and other literal equations, for a specified variable.

(Y10) Solve problems involving linear equations, including those derived from formulas (ACMNA235)

HSA.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R.

(D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

(F) Graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist

(A) Solve linear equations in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides

(Y8) Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)

(Y10) Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology (ACMNA237)

8.EE.7 Solve linear equations in one variable.

8.EE.7.A Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

(B) Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0

(C) Contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation

(Y8) Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)

HSA.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

HSA.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

(C) Contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation

(A) Graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry

(Y10A) Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)

HSA.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

HSA.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

(B) Write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x - x1), given one point and the slope and given two points

(Y8) Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)

(Y10) Solve problems involving linear equations, including those derived from formulas (ACMNA235)

HSA.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.*

HSF.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

HSF.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

(F) Graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist

(Y10) Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology (ACMNA237)

8.EE.8 Analyze and solve pairs of simultaneous linear equations.

8.EE.8.A Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

8.EE.8.B Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

HSA.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

HSA.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.