ACARA’s General Mathematics Curriculum

In companion with our post on ACARA’s curriculum review, this post is for people to comment on General Mathematics. The curriculum can be viewed here and downloaded here.

UPDATE (03/04/24): CONTENT ITEMS

Similar to our update of the Essential Mathematics post, we’ve had a semi-careful read of the General Mathematics curriculum and, accordingly, we’ll now add to this post. General comments are similar to those for Essential, and below are content items that particularly annoyed us. The items are in order, except we’ll place front and centre the one (implicit) error that we noticed:

recognise that a sequence generated by a first­-order linear recurrence relation can have a long term increasing, decreasing or steady-­state solution (ACMGM076)

Here are the others.

review rates and percentages (ACMGM001)

calculate weekly or monthly wage from an annual salary, wages from an hourly rate including situations involving overtime and other allowances and earnings based on commission or piecework (ACMGM002)

use currency exchange rates to determine the cost in Australian dollars of purchasing a given amount of a foreign currency, such as US$1500, or the value of a given amount of foreign currency when converted to Australian dollars, such as the value of €2050 in Australian dollars (ACMGM007)

calculate the surface areas of standard three-­dimensional objects such as spheres, rectangular prisms, cylinders, cones, pyramids and composites in practical situations; for example, the surface area of a cylindrical food container. (ACMGM020)

classify a categorical variable as ordinal, such as income level (high, medium, low), or nominal, such as place of birth (Australia, overseas), and use tables and bar charts to organise and display the data (ACMGM027)

classify a numerical variable as discrete, such as the number of rooms in a house, or continuous, such as the temperature in degrees Celsius (ACMGM028)

identify and solve linear equations (ACMGM038)

develop a linear formula from a word description (ACMGM039)

use an appropriately percentaged two­-way frequency table to identify patterns that suggest the presence of an association (ACMGM050)

describe an association in terms of differences observed in percentages across categories in a systematic and concise manner, and interpret this in the context of the data. (ACMGM051)

construct a scatterplot to identify patterns in the data suggesting the presence of an association (ACMGM052)

use a scatterplot to identify the nature of the relationship between variables (ACMGM056)

model a linear relationship by fitting a least­-squares line to the data (ACMGM057)

display the terms of an arithmetic sequence in both tabular and graphical form and demonstrate that arithmetic sequences can be used to model linear growth and decay in discrete situations (ACMGM068)

deduce a rule for the nth term of a particular arithmetic sequence from the pattern of the terms in an arithmetic sequence, and use this rule to make predictions (ACMGM069)

display the terms of a geometric sequence in both tabular and graphical form and demonstrate that geometric sequences can be used to model exponential growth and decay in discrete situations (ACMGM072)

deduce a rule for the nth term of a particular geometric sequence from the pattern of the terms in the sequence, and use this rule to make predictions (ACMGM073)

explain the meaning of the terms tree and spanning tree identify practical examples (ACMGM101)

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