AC9M7M04 Year 7 Mathematics

AC9M7M04 – Year 7 Mathematics: null

Strand

Measurement

Substrand

Measurement

This Content Descriptor from Year 7 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

identify corresponding, alternate and co-interior relationships between angles formed when parallel lines are crossed by a transversal; use them to solve problems and explain reasons

Elaborations

• constructing a pair of parallel lines and a pair of perpendicular lines using their properties, a pair of compasses and a ruler, set squares or using dynamic geometry software
• using dynamic geometry software to identify relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal
• using dynamic geometry software to demonstrate how angles and their properties are involved in the design and construction of scissor lifts, folding umbrellas, toolboxes and cherry pickers
• using geometric reasoning of angle properties to generalise the angle relationships of parallel lines and transversals, and related properties such as the size of an exterior angle of a triangle is equal to the sum of the sizes of opposite and non-adjacent interior angles, and the sum of the sizes of interior angles in a triangle in the plane is equal to the size of \(2\) right angles or \(180\)°

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASMATY7

Year 7 Mathematics Achievement Standard

By the end of Year 7, students represent natural numbers in expanded form and as products of prime factors, using exponent notation. They solve problems involving squares of numbers and square roots of perfect square numbers. Students solve problems involving addition and subtraction of integers. They use all 4 operations in calculations involving positive fractions and decimals, choosing efficient calculation strategies. Students choose between equivalent representations of rational numbers and percentages to assist in calculations. They use mathematical modelling to solve practical problems involving rational numbers, percentages and ratios in financial and other applied contexts, justifying choices of representation. Students use algebraic expressions to represent situations, describe the relationships between variables from authentic data and substitute values into formulas to determine unknown values. They solve linear equations with natural number solutions. Students create tables of values related to algebraic expressions and formulas, and describe the effect of variation. They apply knowledge of angle relationships and the sum of angles in a triangle to solve problems, giving reasons. Students use formulas for the areas of triangles and parallelograms and the volumes of rectangular and triangular prisms to solve problems. They describe the relationships between the radius, diameter and circumference of a circle. Students classify polygons according to their features and create an algorithm designed to sort and classify shapes. They represent objects two-dimensionally in different ways, describing the usefulness of these representations. Students use coordinates to describe transformations of points in the plane. They plan and conduct statistical investigations involving discrete and continuous numerical data, using appropriate displays. Students interpret data in terms of the shape of distribution and summary statistics, identifying possible outliers. They decide which measure of central tendency is most suitable and explain their reasoning. Students list sample spaces for single step experiments, assign probabilities to outcomes and predict relative frequencies for related events. They conduct repeated single-step chance experiments and run simulations using digital tools, giving reasons for differences between predicted and observed results.