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AC9M6N01: Year 6 Mathematics Content Descriptor – Number
AC9M6N01 Year 6 Mathematics

AC9M6N01 – Year 6 Mathematics: null

Strand
Number
Substrand
Number

This Content Descriptor from Year 6 Mathematics provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

recognise situations, including financial contexts, that use integers; locate and represent integers on a number line and as coordinates on the Cartesian plane

Elaborations

  • • extending the number line in the negative direction to locate and represent integers, recognising the difference in location between (-\(2\)) and (+\(2\)) and their relationship to zero as -\(2< 0< 2\)
  • • using integers to represent quantities in financial contexts, including the concept of profit and loss for a planned event
  • • using horizontal and vertical number lines to represent and find solutions to everyday problems involving locating and ordering integers around zero; for example, elevators, above and below sea level; distinguishing a location by referencing to the \(4\) quadrants of the Cartesian plane
  • • recognising that the sign (positive or negative) indicates a direction in relation to zero; for example, \(30\) metres left of the admin block is (-\(30\)) and \(20\) metres right of the admin block is (+\(20\)); programming robots to move along a number line which is either horizontal or vertical but not both at the same time
  • • representing the temperatures of the different planets in the solar system, using a diagram of a thermometer that models a vertical number line

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 6 ASMATY6
Year 6 Mathematics Achievement Standard
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.