Teaching sequences for AC V9

Students investigate agricultural show pen designs by building, testing and comparing connected square-pen arrangements. They develop step-by-step and relational rules for growing patterns, including rules with rows and columns, then apply these rules to compare panel use and cost to justify an efficient show design.

Students make loopy aeroplanes using different designs. They collect, represent and analyse data to answer the question "Which loopy aeroplane design is best?”.

Students classify prisms and pyramids, derive algebraic rules for faces, vertices, and edges, and discover Euler’s rule for polyhedra. The sequence is built around a game designer who needs custom dice for the world’s most significant lucky and unlucky numbers.

Students use mathematical modelling to explore codebreaking. 

Students use linear models to investigate how screen time contributes to carbon dioxide emissions. They consider their personal digital footprint and make predictions about future emissions.

Students use data to (re)create two rules of thumb and apply mathematical models to predict the rate of spread of bushfires.

Using the context of Baldwin Street, the world’s steepest residential street, students measure and represent steepness in multiple ways, connect gradient to tangent, and consider how mathematical information is communicated to real audiences.

Students investigate the relationship between wealth and happiness using real-world data, constructing and interpreting scatterplots, lines of best fit, and $r^2$ values. They compare models, make predictions, and consider the limits of correlation in explaining real-world phenomena.