VM Numeracy Study Notes

In this area of study students undertake single- and multi-step operations and tasks applied to a range of numbers, including positive and negative numbers, fractions, decimals and percentages and numbers expressed using familiar power notations. Students should be confident in selecting the appropriate method or approach required and communicating their ideas. They should be at ease with performing calculations both manually and using software tools and devices.

In this area of study students learn to recognise and name a range of two-dimensional shapes and three-dimensional objects. They classify, manipulate, represent and construct a range of simple and compound shapes in diagrammatical and concrete forms. Students also become familiar with the different characteristics and properties used in classifying shapes.

In this area of study students develop an understanding of metric measurements and their units of measurement applied to multi-step measurement tasks including working with commonly used non-metric measurements and their units of measure. Students will conduct estimations of measurements, perform a range of measurement calculations, and undertake conversions with the embedded use of different technologies.

In this area of study students recognise, understand and represent relationship and change in more formal mathematical terms, where it exists in relevant real-life contexts and applications. Students should understand when change is occurring and be able to identify and use formal mathematical relationships, variables, and mathematical processes to determine the results of change.

On completion of this unit, the student should be able to select, evaluate and apply the four stages of the mathematical problem-solving cycle, using an expanding range of both informal and formal mathematical processes, representations, and conventions relevant to the mathematical key knowledge and key skills specified in the Areas of Study 1-4, and across the chosen range of numeracies. The purpose of Outcome 2 is to enable students to develop their everyday numeracy skills and practices in order to make sense of their daily personal, civic and vocational lives. Students need to develop the skills and capabilities to be able to problem-solve, and to use their skills to investigate and solve a problem where the mathematics is embedded within a real-world context. Outcome 2 describes and outlines a problem-solving cycle that supports students to become more capable, critical and reflective problem solvers, and to use their mathematical skills successfully and confidently to become numerate individuals within the community and in their selected vocations.

On completion of this unit, the student should be able to flexibly, effectively and accurately use a range of appropriate tools and applications chosen from an extensive mathematical toolkit relevant to the key knowledge and key skills specified in the Areas of Study 1-4, and across the chosen range of numeracies. The purpose of Outcome 3 is for students to apply and use an extensive mathematical toolkit to use where required as they undertake their numeracy practices, activities and tasks. At the end of Units 3 and 4, students should be productive, informed and efficient users of both analogue and digital technologies with the ability to select and effectively use a wide range of appropriate mathematical tools (analogue and digital/technological) to solve and communicate mathematical problems embedded in practical contexts.

In this area of study students develop an understanding of the use of space, direction and location in relation to landmarks and compass directions. Students should be able to accurately give and follow complex directions to multiple locations based on digital and printed maps and diagrams. The study of dimension also includes angles with degrees and spatial awareness.

Data can be found in everyday life, workplaces and society. In this area of study, students collect, represent and undertake different analyses of data to discover patterns in data, undertake summary statistics, and derive meaning from data located within relevant but possibly unfamiliar or non-routine contexts. Data should be examined for comparison and analysis. Students should draw conclusions from the data and their analysis and be confident to represent, describe and reflect on any patterns, outcomes and trends.

In this area of study students use concepts of randomness, chance and probability. Students should be able to make mathematical predictions about the likelihood of events occurring or not occurring. They should be able to consider and make conclusions about likelihood based on the data and make straightforward inferences. Students should be familiar with the concept of risk and apply the idea of uncertainty to risk.

In this area of study students develop an understanding of inputs and outputs of technology, including emerging technologies, that can be used for the purposes of planning, collecting, sorting or categorising a range of quantitative or mathematical data and information. Students should be confident in choosing multiple inputs of data, compare the outputs and results, and analyse, review and make decisions and conclusions based on the representations and any summary information derived from the technology.

On completion of this unit, the student should be able to select, evaluate and apply the four stages of the mathematical problem-solving cycle, using an expanding range of both informal and formal mathematical processes, representations, and conventions relevant to the mathematical key knowledge and key skills specified in the Areas of Study 5-8, and across the chosen range of numeracies. The purpose of Outcome 2 is to enable students to develop their everyday numeracy skills and practices to make sense of their daily personal, civic and vocational lives. Students need to develop the skills and capabilities to be able to problem-solve, and to use their skills to investigate and solve a problem where the mathematics is embedded within a real-world context. Outcome 2 describes and outlines a problem-solving cycle that supports students to become more capable, critical and reflective problem solvers, and to use their mathematical skills successfully and confidently to become numerate individuals within the community and in their selected vocations.

On completion of this unit, the student should be able to flexibly, effectively and accurately use a range of appropriate tools and applications chosen from an extensive mathematical toolkit relevant to the key knowledge and key skills specified in the Areas of Study 5-8, and across the chosen range of numeracies. The purpose of Outcome 3 is for students to apply and use an extensive mathematical toolkit to use where required as they undertake their numeracy practices, activities and tasks. At the end of Units 3 and 4, students should be productive, informed and efficient users of both analogue and digital technologies with the ability to select and effectively use a wide range of appropriate mathematical tools (analogue and digital/technological) to solve and communicate mathematical problems embedded in practical contexts.