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ACHAH080

The nature of the sources and sites, including Vix and Hochdorf Burial; relevant excepts from Caesar’s Gallic War VII, Dio Cassius Roman History Books 40 &43 (Vercingetorix) and Book 62 (Boudicca), Tacitus The Annals Books 14 (Boudicca), Asterix series, …

Elaboration (2) ACLFRC056

making arrangements to cater for an event (for example, des baguettes, des fromages, de l’eau minérale, des saucisses, du pȃté), calculating quantities and prices, for example, trois douzaines de…, 40 litres de…

Additive strategies description

This sub-element describes how a student becomes increasingly able to choose and use additive computational strategies for different purposes. The transition from counting by one to more flexible methods of dealing with quantity, where numbers are treated …

Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Landsdale Primary School

Lansdale Primary School is situated in the north-eastern suburbs of Perth and at the time of filming had 942 K–7 students. The students come from various cultural backgrounds with 38 per cent having English as an additional language or dialect. Lansdale …

Landsdale Primary School | Illustrations of practice | Primary curriculum | Resources

School Projects: An Overview

School projects fell into one of two categories: pre-existing, well-tried projects with a defined outcome original projects, designed to appeal to the interests of students or to respond to a particular school or local context. Pre-existing projects …

School Projects: An Overview | STEM Report | STEM | Resources

ACMMM017

recognise features of the graphs of \(y=x^3\), \(y=a{(x-b)}^3+c\) and \(y=k(x-a)(x-b)(x-c)\), including shape, intercepts and behaviour as \(x\rightarrow\infty\) and \(x\rightarrow-\infty\)

ACMMM106

apply the product, quotient and chain rule to differentiate functions such as \(xe^x\), \(\tan x,\), \(\frac1{x^n}\), \(x\sin x,\text{ }e^{-x}\sin x\) and \(f(ax+b)\)

References & Appendices

Australian Curriculum and Assessment Reporting Authority (ACARA) F–10 Curriculum. www.australiancurriculum.edu.au/mathematics/curriculum/f-10 (viewed November 2014) www.australiancurriculum.edu.au/science/curriculum/f-10 (viewed November 2014)www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10 (viewed …

References & Appendices | STEM Report | STEM | Resources

Quantifying numbers description

Although number is an abstract concept which can be represented by a word, a symbol (numeral) or an image, it is central to quantitative thinking. This sub-element describes how a student becomes increasingly able to count, recognise, read and interpret …

Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

ACMMM037

examine amplitude changes and the graphs of \(y=a\sin x\) and \(y=a\cos x\)

Elaboration (8) ACLASFC226

identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

ACMMM036

recognise the graphs of \(y=\sin x,\;y=\cos x,\) and \(y=\tan x\) on extended domains

ACMSM098

use and apply the notation \(\left|x\right|\) for the absolute value for the real number \(x\) and the graph of \(y=\left|x\right|\)

ACMMM039

examine phase changes and the graphs of \(y=\sin{(x+c)}\), \(y=\cos{(x+c)}\) and \(y=\tan{(x+c)}\) and the relationships \(\sin\left(x+\frac\pi2\right)=\cos x\) and \(\cos\left(x-\frac\pi2\right)=\sin x\)

ACMMM065

recognise the qualitative features of the graph of \(y=a^x(a>0)\) including asymptotes, and of its translations \(y=a^x+b\) and \(y=a^{x+c}\)

ACMMM082

define the derivative \(f'\left(x\right)\) as \(\lim_{h\rightarrow0}\frac{f\left(x+h\right)-f(x)}h\)

ACMSM117

use substitution \(u = g(x)\) to integrate expressions of the form \(f\left(g\left(x\right)\right)g'\left(x\right)\)

ACMMM007

recognise features of the graphs of \(y=x^2\), \(y=a{(x-b)}^2+c\), and \(y=a\left(x-b\right)\left(x-c\right)\) including their parabolic nature, turning points, axes of symmetry and intercepts

ACMMM079

use the notation \(\frac{\delta y}{\delta x}\) for the difference quotient \(\frac{f\left(x+h\right)-f(x)}h\) where \(y=f(x)\)

ACMMM080

interpret the ratios \(\frac{f\left(x+h\right)-f(x)}h\) and \(\frac{\delta y}{\delta x}\) as the slope or gradient of a chord or secant of the graph of \(y=f(x)\)

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