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Year 6 Mathematics Achievement Standard – Australian Curriculum v9
Year 6 Mathematics ASMATY6

Year 6 Mathematics Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Year 6 Mathematics by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.

What Students Should Know

By the end of Year 6, students use integers to represent points on a number line and in the Cartesian plane. They solve problems using the properties of prime, composite and square numbers. Students order common fractions, giving reasons, and add and subtract fractions with related denominators. They use all 4 operations with decimals and connect decimal representations of measurements to the metric system. Students solve problems involving finding a fraction, decimal or percentage of a quantity and use estimation to find approximate solutions to problems involving rational numbers and percentages. They use mathematical modelling to solve financial and other practical problems involving percentages and rational numbers, formulating and solving the problem, and justifying choices. Students find unknown values in numerical equations involving combinations of arithmetic operations. They identify and explain rules used to create growing patterns. Students create and use algorithms to generate sets of numbers, using a rule.

They interpret and use timetables. Students convert between common units of length, mass and capacity. They use the formula for the area of a rectangle and angle properties to solve problems. Students identify the parallel cross-section for right prisms. They create tessellating patterns using combinations of transformations. Students locate an ordered pair in any one of the 4 quadrants on the Cartesian plane.

They compare distributions of discrete and continuous numerical and ordinal categorical data sets as part of their statistical investigations, using digital tools. Students critique arguments presented in the media based on statistics. They assign probabilities using common fractions, decimal and percentages. Students conduct simulations using digital tools, to generate and record the outcomes from many trials of a chance experiment. They compare observed frequencies to the expected frequencies of the outcomes of chance experiments.

Content Descriptors by Strand

This standard is supported by 24 Content Descriptors:

Algebra

AC9M6A01 recognise and use rules that generate visually growing patterns and number patterns involving rational numbers AC9M6A02 find unknown values in numerical equations involving brackets and combinations of arithmetic operations, using the properties of numbers and operations AC9M6A03 create and use algorithms involving a sequence of steps and decisions that use rules to generate sets of numbers; identify, interpret and explain emerging patterns

Measurement

AC9M6M01 convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem AC9M6M02 establish the formula for the area of a rectangle and use it to solve practical problems AC9M6M03 interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys AC9M6M04 identify the relationships between angles on a straight line, angles at a point and vertically opposite angles; use these to determine unknown angles, communicating reasoning

Number

AC9M6N01 recognise situations, including financial contexts, that use integers; locate and represent integers on a number line and as coordinates on the Cartesian plane AC9M6N02 identify and describe the properties of prime, composite and square numbers and use these properties to solve problems and simplify calculations AC9M6N03 apply knowledge of equivalence to compare, order and represent common fractions including halves, thirds and quarters on the same number line and justify their order AC9M6N04 apply knowledge of place value to add and subtract decimals, using digital tools where appropriate; use estimation and rounding to check the reasonableness of answers AC9M6N05 solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions AC9M6N06 multiply and divide decimals by multiples of powers of 10 without a calculator, applying knowledge of place value and proficiency with multiplication facts; using estimation and rounding to check the reasonableness of answers AC9M6N07 solve problems that require finding a familiar fraction, decimal or percentage of a quantity, including percentage discounts, choosing efficient calculation strategies and using digital tools where appropriate AC9M6N08 approximate numerical solutions to problems involving rational numbers and percentages, including financial contexts, using appropriate estimation strategies AC9M6N09 use mathematical modelling to solve practical problems involving natural and rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made

Probability

AC9M6P01 recognise that probabilities lie on numerical scales of 0 – 1 or 0% – 100% and use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimals AC9M6P02 conduct repeated chance experiments and run simulations with an increasing number of trials using digital tools; compare observations with expected results and discuss the effect on variation of increasing the number of trials

Space

AC9M6SP01 compare the parallel cross-sections of objects and recognise their relationships to right prisms AC9M6SP02 locate points in the 4 quadrants of a Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane AC9M6SP03 recognise and use combinations of transformations to create tessellations and other geometric patterns, using dynamic geometric software where appropriate

Statistics

AC9M6ST01 interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape AC9M6ST02 identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusions AC9M6ST03 plan and conduct statistical investigations by posing and refining questions or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation

At a Glance

Strand Substrand CDs Elaborations
Algebra — 3 12
Measurement — 4 13
Number — 9 39
Probability — 2 6
Space — 3 12
Statistics — 3 14
Total 24 96

Frequently Asked Questions

What should students know by the end of Year 6 Mathematics?
By the end of Year 6, students use integers to represent points on a number line and in the Cartesian plane. They solve problems using the properties of prime, composite and square numbers. Students order common fractions, giving reasons, and add and subtract fractions with related denominators. They use all 4 operations with decimals and connect decimal representations of measurements to the metric system. Students solve problems involving finding a fraction, decimal or percentage of a quantity and use estimation to find approximate solutions to problems involving rational numbers and percentages. They use mathematical modelling to solve financial and other practical problems involving percentages and rational numbers, formulating and solving the problem, and justifying choices. Students find unknown values in numerical equations involving combinations of arithmetic operations. They identify and explain rules used to create growing patterns. Students create and use algorithms to generate sets of numbers, using a rule. They interpret and use timetables. Students convert between common units of length, mass and capacity. They use the formula for the area of a rectangle and angle properties to solve problems. Students identify the parallel cross-section for right prisms. They create tessellating patterns using combinations of transformations. Students locate an ordered pair in any one of the 4 quadrants on the Cartesian plane. They compare distributions of discrete and continuous numerical and ordinal categorical data sets as part of their statistical investigations, using digital tools. Students critique arguments presented in the media based on statistics. They assign probabilities using common fractions, decimal and percentages. Students conduct simulations using digital tools, to generate and record the outcomes from many trials of a chance experiment. They compare observed frequencies to the expected frequencies of the outcomes of chance experiments.
How many Content Descriptors support this standard?
24 Content Descriptors support this Achievement Standard (Algebra: 3, Measurement: 4, Number: 9, Probability: 2, Space: 3, Statistics: 3).
How does this compare to Year 5?
The Year 5 Mathematics standard (ASMATY5) covers the preceding year level. Standards build progressively, with Year 6 expectations extending what was introduced in Year 5.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.