Year 7 unit overview Australian Curriculum:

Mathematics
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation10,
<www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

me Unit title Duration of unit

Recipe ratios 10 hours

e
ave the opportunity to make connections between the classroom and the real world, to nurture problem-solving skills and develop their highe
e unit is also designed to increase student engagement, interest and motivation in mathematics.
evelop and apply their existing understandings of mathematical concepts and processes to solve real-life and abstract problems. Students k
tanding of ratio and rates will be used as a basis to develop their conceptualisation of using variables to model linear relationship and equati
a of the unit is using rates and ratios in a range of real-life applications.
questions for this unit are:
fractions related to ratios and rates?
fractions and ratios used in proportionate reasoning?
fractions, ratio and proportion used in the real-world?

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 rriculum
scriptions to be taught General capabilities and
d Algebra Measurement and Geometry Statistics and Probability cross-curriculum prioritie

ers
Literacy
e fractions using
Develop an understandin
nce. Locate and represent
mathematical meanings
and negative fractions and
vocabulary associated w
umbers on a number line
rates and proportionate
A152)
and divide fractions and Numeracy
s using efficient written Apply mathematical und
s and digital technologies of ratio, rates and propo
A154) reasoning in a real-world
one quantity as a fraction
er, with and without the ICT capability
gital technologies Use web-based interacti
A155) programs and websites
fractions, decimals and and promote understand
ages and carry out simple concepts
ons (ACMNA157) Critical and creative
centages of quantities and Use higher order thinkin
one quantity as solve relevant problems
ntage of another, with and and approach problems
digital technologies ways and in different con
A158)
se and solve problems Personal and social
g simple ratios Work in various grouping
A173) including individual, pair,
nd algebra group and whole class
algebraic expressions and
them by substituting a
lue for each variable
A176)

2 | Year 7 unit overviewAustralian Curriculum: Mathematics

ent standard
of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between who
otation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations w
d decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the law
or numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of thr
l objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transv
o parallel lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and
ys.
se fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students
ar equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plan
se formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilater
pes of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely
probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-pl
es
es to develop proficiencies include: Problem Solving
ding formulating and solving authentic problems using numbers and
ing equivalences between fractions, decimals, percentages and measurements
Reasoning
applying an understanding of ratio
ng accurately with integers
nting fractions and decimals in various ways

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rior curriculum Curriculum working towards
ralian Curriculum: Mathematics at Year 6 In the Australian Curriculum: Mathematics at Year 8
d Algebra Number and Algebra
d place value Real numbers
and describe properties of prime, composite, square and triangular Solve problems involving the use of percentages, including perce
s. increases and decreases, with and without digital technologies.
nd decimals Solve a range of problems involving rates and ratios, with and wi
mple fraction of a quantity where the result is a whole number, with technologies.
out digital technologies. Patterns and algebra
nnections between equivalent fractions, decimals and percentages. Extend and apply the distributive law to the expansion of algebra
d algebra expressions.
e and create sequences involving whole numbers, fractions and Factorise algebraic expressions by identifying numerical factors.
s. Describe the rule used to create the sequence. Simplify algebraic expressions involving the four operations.
ontent
ntial Learnings by the end of Year 7
e and understanding: Number
ey percentages, common and decimal fractions and a range of strategies are used to generate and solve problems.
ages, rate, ratio and proportion can be used to describe relationships between quantities and to solve problems in practical situations involvi
other measures.
her learning areas
n be linked to experimental work in Science.
Curriculum: Science Science as a Human Endeavour and Science Inquiry Skills

4 | Year 7 unit overviewAustralian Curriculum: Mathematics

nt Make judgments
he assessment Assessment date Teachers gather evidence to make
judgements about the following
e given opportunities to demonstrate their knowledge, skills and Weeks 9 and 10 characteristics of student work:
ng through both formative and summative assessment. The assessment
Understanding
n student folios and allows for ongoing feedback to students on their
selection and application of ma
hers make decisions about the length of time required to complete the concepts and information to so
he conditions under which the assessment is to be conducted. problems
description of choices made, s
g and learning experiences throughout the term provide opportunities for
used and conclusions reached
develop the understanding and skills required to complete these
checks of the reasonableness
ts. As students engage with these learning experiences the teacher can
dback on specific skills. Skills
application of problem solving
stic assessment to identify students prior understandings about to investigate situations
tes and ratios (e.g. Fractions Diagnostic Test from the QSA Assessment description of the results of ma
investigations
cal investigation: Report (Written) use of mathematical procedure
ocument the mathematics involved in adapting a recipe. They select a calculations to find solutions
use the concept of ratio to adapt it for a larger or smaller quantity. The
des relative percentages of ingredients (e.g. food labelling) and algebraic communication of explanations
s that explain the mathematics they applied to the task and calculations, using mathem
language, conventions and sym
(200400 words).
For further advice and guidelines
ment package Delicious drinks in the QSA Assessment Bank could be constructing guides to making jud
unit. refer to the Learning area standar
descriptors: www.qsa.qld.edu.au

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and learning Supportive learning environment
trategies and learning experiences Adjustments for needs of learners Resources
rm in two groups: Group 1 documents their understanding of fractions; Section 6 of the Disability Standards Equipment
documents their understanding of ratio. Students regroup to create a for Education (The Standards for computers with inte
agram showing where the two concepts overlap. Curriculum Development,
teacher computer w
a word wall of the language associated with rates, ratios and proportion. Accreditation and Delivery) states
that education providers, including to the internet and a
ractive demonstrations to visually demonstrate different ratios and make class teachers, must take projector
with fractions. reasonable steps to ensure a supermarket catalo
ate ratio within recipes and how ratios can be scaled for different course/program is designed to allow recipes
s, e.g. playdough, apricot balls. any student to participate and
a survey (e.g. the nature of traffic driving past their school, food experience success in learning.
ces, boys/girls in the class) and identify and record ratios in their data. The Disability Standards for
Education 2005 (Cwlth) is available
the concept of equivalence using hands-on resources.
from: <www.ag.gov.au> select
ermarket catalogues to investigate how ratios are used to find a specific Human rights and anti-discrimination
in particular when the conversion involves decimal or fractional factors. > Disability standards for education.
ate how ratios can be used to alter a specific amount.
n specific language associated with ratio and rates.
how to divide an amount into a given ratio.
the connection to fractions and dividing amounts by the addition of all

ractive programs and sites from the internet to show the connection
ratio and rates.
he connection between ratios, rates and everyday life, e.g. finances.

6 | Year 7 unit overviewAustralian Curriculum: Mathematics

ack
onitor learning Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each u
sment Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or
mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at schoo
level to reach consensus and consistency.
o students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encoura
students on their strengths and areas for improvement.
Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple
opportunities for students to experience, practise and improve.
on the unit plan Identify what worked well during and at the end of the unit, including:
activities that worked well and why
activities that could be improved and how
assessment that worked well and why
assessment that could be improved and how
common student misconceptions that need, or needed, to be clarified.