Year 7 NAPLAN PDF

Numeracy planning resource – NAPLAN
Numeracy Year 7
Year 7 NAPLAN Numeracy overview and resources – Download all
Section Resource Year 4 Year 5 Year 6 Year 7 Year 8

Western Western Western Western Western
Australian Australian Australian Australian Australian
Curriculum Curriculum Curriculum Curriculum Curriculum
code code code code code
Number and Reading and comparing whole numbers into the millions ACMNA072 ACMNA105 ACMNA124 ACMNA280
Algebra
(Download all) Applying the order of the operations ACMNA134 ACMNA177
Applying mental or written strategies to calculate efficiently ACMNA123
Calculating addition and subtraction problems ACMNA076 ACMNA291 ACMNA123 ACMNA151 ACMNA183
Using brackets ACMNA123 ACMNA151
ACMNA134
Number and Calculating decimals and percentages ACMNA131 ACMNA157
Algebra Adding and subtracting fractions with readily-identifiable common ACMNA126 ACMNA153
(View and denominators
download single Multiplying and dividing decimals by a whole number ACMNA129 ACMNA154
resources) ACMNA132
Interpreting simple ratios and links to fractions ACMNA173
Finding part of a whole given a ratio ACMNA173
Using inverse relationships and the laws of arithmetic ACMNA083 ACMNA121 ACMNA123 ACMNA151
Solving multi step word problems ACMNA123
Equivalence in number sentences ACMNA083 ACMNA121
Using the order of operations to solve problems ACMNA134 ACMNA151

ACMNA177
Patterns based on addition and subtraction of a decimal ACMNA107 ACMNA133
Continuing and completing patterns ACMNA107 ACMNA133
PDNUM014 | Year 7 NAPLAN Numeracy overview and resources – Download all 1

© Department of Education WA 2012
Revised November 2016
For more information visit the Western Australian Curriculum. Licensed for NEALS
Year 3 Year 4 Year 5 Year 6 Year 7 Year 8
Western Western Western Western Western Western
Australian Australian Australian Australian Australian Australian
Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum
code code code code code code
Measurement Perimeter of rectangles ACMMG109 ACMMG137 ACMMG159

and Geometry Area of a rectangle ACMMG109 ACMMG159
(Download all) Finding the volume of a prism ACMMG160 ACMMG198
Perimeters and areas of composite shapes ACMMG137 ACMMG159

Reading measure from calibrated scales ACMMG084 ACMMG112
Using elapsed time calendars and timetables ACMMG139 ACMMG199
Measurement
and Geometry Using a protractor and recognising common angles ACMMG112
(View and
download single
Describing geometric properties of familiar 2D shapes ACMMG088
resources)
Classifying and describing geometric properties of ACMMG165
triangles ACMMG166
Recognising the top or a side view of an object ACMMG161
Visualising and recognising prisms and pyramids given ACMMG063 ACMMG111 ACMMG140
skeletons and nets
Visualising 3D objects given isometric drawings ACMMG161
Identifying 3D objects with given properties ACMMG140
Identifying lines of symmetry in 2D shapes ACMMG181
Using compass points including NE,NW, SE, SW and ACMMG113
turns in angles in degrees
Following directions on maps and plans with reference to ACMMG113
key features, distance and orientation
Calculating distances using scale on a map or diagram ACMMG090 ACMMG113
Statistics and Reading and interpreting data presented in diagrams and ACMSP147 ACMSP169
Probability tables ACMSP148
(Download all)
Identify events as more or less likely or equally likely to ACMSP168
happen
Statistics and Expressing chance events with a numerical value ACMSP168 ACMSP204
Probability Interpreting data presented in graphs ACMSP147 ACMSP170
(View and Finding mean ACMSP171
download single ACMSP172
resources)
PDNUM014 | Year 7 NAPLAN Numeracy overview and resources – Download all 2

For more information visit the Western Australian Curriculum.
Numeracy Year 7
Number and Algebra
NAPLAN Numeracy Year 7: Number and Algebra
This document contains Year 7 Number and Algebra resources including items for:
• Number and place value
• Fractions and decimals
• Money and Financial Mathematics
• Real numbers
• Patterns and algebra
• Linear and non-linear relationships
These items test students’ proficiency with the content described in these sub-strands. Not
all of the content in the Number and Algebra strand can be effectively assessed in a written
format.
PDNUM026 | NAPLAN Numeracy Year 7: Number and Algebra 1

Revised October 2016
Numeracy Year 7
Patterns and algebra
Equivalence in number sentences
Background information/teaching focus

Some students interpret the = sign as ‘makes’ or as a signal to ‘find the answer’. It is
important to emphasise that the = sign means ‘is equal to’ and that both sides of the equation
represent the same number.
Students can decide whether number sentences are true when they understand the
properties of operations and the relationships between them. This is an important aspect of
number sense. It helps students decide whether an answer is reasonable. It is also the basis
of algebraic thinking and is therefore the foundation for further mathematical progress.
Students need opportunities to construct and rearrange number sentences into simplified
forms to help solve equations and simplify computations.
Students should use their understanding of the properties of, and relationships between, the
operations to:
• Complete statements without finding the ‘answer to the calculations’, eg
392 х 5 = □ х 392 (put in the missing number.)
14 ÷ 0.7 □ 14 (Put in < or >.)
• Construct mathematical statements, eg
5 х 26 = 5 х (20 + 6) = 5 х 20 + 5 х 6
25 х 16 = 50 х 8 = 100 х 4 = 200 х 2 = 400
• Check the truth of mathematical statements, eg
273 х 5 =1065 cannot be right because 273 х 5 > 260 х 5 = 130 х 10 =1300
375 х 18 =6745 cannot be right because the answer has to be even.
For further related information see First Steps in Mathematics: Number (book two):
• Chapter 3: Understand operations
o Key understanding 7: Properties of operations and relationships between them
can help us decide whether number sentences are true. p.66
Rigby Harcourt Education, Australia

© Department of Education and Training Western Australia 2004
Western Australian Curriculum

• Year 4 – Find unknown quantities in number sentences involving addition and
subtraction and identify equivalent number sentences involving addition and
subtraction (ACMNA083).
• Year 5 – Find unknown quantities in number sentences involving multiplication and
division and identify equivalent number sentences involving multiplication and division
(ACMNA121).
N7A03 | Equivalence in number sentences 1

Any Western Australian Curriculum content in this resource is used with the permission of the School
Curriculum and Standards Authority; this permission does not constitute Authority endorsement of the
resource. The Authority accepts no liability for any errors or damages arising from reliance on its content.
The Western Australian Curriculum content may be freely copied, or communicated on an intranet, for non-
commercial purposes in educational institutions, provided that the Authority is acknowledged as the
copyright owner. Copying or communication for any other purpose can be done only within the terms of the
Copyright Act 1968 or with prior written permission of the Authority. Any Australian Curriculum content in the
Western Australian Curriculum is used by the Authority under the terms of the Creative Commons
Attribution and NonCommercial 3.0 Australia licence. Licensed for NEALS
Learning experiences and activities
• Equivalent number statements: Ask students to write equivalent statements by using
factors and strategies including doubling and halving, eg 24 x 224 = 12 x 448 = 6 x
896 = ⁯.
• Today’s number sentence is…: Ask students to write number sentences that are
equivalent to one written on the board, without calculating the answer first. For
example 23 + 7 = ⁯. Students write other number sentences using various
operations to match the calculation of the number sentence on the board.
For further ideas for activities see First Steps in Mathematics: Number (book two):
• What do you know? p. 71 • The same as p. 72
• Broken keys p. 71 • Equivalent statements p. 73
• Bigger, smaller or equal? p. 71 • True or false? p. 73
Numeracy online resources

• Year 6–7 Number: Understand operations
Learning sequence 6
Question 1
Skill: Students recall known facts to check equivalence.

Answer key: 8
Additional questions
1. If you took away two from each of the numbers would the sentence still be equal?
2. If you multiplied each number by two, would the sentence still be equal?
3. If you divided each number by two, would the sentence still be equal?
4. If you added two to each number, would the sentence still be equal? Explain why.

Question 2
Skill: Students use relationships between addition and subtraction.

Answer key: A
1. Explain how you got your answer.
2. What number should go in the box to make the number sentence true?
3. Can you write an equivalent number sentence to the completed one above? Share
your answers.
Question 3
Which number sentences are not true?

a) 3 + 200 = 302
b) 200 + 102 = 302
c) 2 + 300 = 200 + 102
d) 30 + 2 = 302
Skill: Students identify the statements that are not true.

Answer key: A, D
1. How do you know?
2. Write a correct number sentence for those that are not true.
3. Can you write an equivalent number sentence for (b) using a different operation?

Question 4
Which number sentence is correct?
a) 234 + 10 = 334
b) 243 + 100 = 343 ─ 100
c) 2340 – 1000 = 2240
d) 234 + 10 = 254 ─ 10
Skill: Students use place value understandings to create equivalence.

Answer key: D
1. Rewrite these number sentences so that they are all correct.
2. Which digit changes when you add 100 to 234? What is the new number?
3. How would you change the three in 234 to make the number 244?
4. How could you ‘wipe out’ the three in 234 to make the number 204?
Curriculum references
Department of Education and Training Western Australia 2004, First Steps in Mathematics:
Number (book two):
o Key understanding 2: Partitioning numbers into part-part-whole helps us relate
addition and subtraction and understand their properties. p.20
can help us to decide whether number sentences are true. p.66

Student worksheet
Focus
Equivalence in number sentences
Question 1 Question 3
Which number sentences are not true?

a) 3 + 200 = 302
b) 200 + 102 = 302
c) 2 + 300 = 200 + 102
d) 30 + 2 = 302
Which number sentence is correct?

a) 234 + 10 = 334
b) 243 + 100 = 343 - 100
c) 2 340 – 1 000 = 2 240
d) 234 + 10 = 254 – 10

Numeracy Year 7
Using the order of operations to solve problems

Understanding the properties of the four operations and the relationships between them is
the foundation for students to apply the order of operations. Successful problem solvers are
aware of the semantics and structure of a problem and work systematically to organise the
steps required in finding a solution.
Often the acronym of BIMDAS (Brackets, Indices, Multiplication/Division,

Addition/Subtraction) or BOMDAS (Brackets, Of, Multiplication/Division,
Addition/Subtraction) is used to help students remember the order of operations, however a
deep understanding of the four operations and their relationships need to be established first
before introducing the acronym.
With the implementation of the Australian Curriculum: Mathematics, Year 7 students are
required to be able to apply the associative, commutative and distributive laws to aid mental
and written computation in the Number and place value sub-strand. They also should be able
to extend and apply the laws and properties of arithmetic to algebraic terms and expressions
in the Patterns and algebra sub-strand.
can help us decide whether number sentences are true. p.66


• Year 6 – Explore the use of brackets and order of operations to write number
sentences (ACMNA134).
• Year 7 – Apply the associative, commutative and distributive laws to aid mental and
written computation (ACMNA151).
• Year 7 – Extend and apply the laws and properties of arithmetic to algebraic terms
and expressions (ACMNA177).

For ideas for activities see First Steps in Mathematics: Number (book two):
• Sorting sentences p. 80 • Rewriting number sentences p. 129
• Matching p. 80 • Rewriting multiplication p. 129
• Equivalent number sentences p. 129
Learning sequence 6
N7A05 | Using the order of operations to solve problems 1

Any Western Australian Curriculum content in this resource is used with the permission of the School Curriculum
and Standards Authority; this permission does not constitute Authority endorsement of the resource. The Authority
accepts no liability for any errors or damages arising from reliance on its content. The Western Australian Curriculum
content may be freely copied, or communicated on an intranet, for non-commercial purposes in educational
institutions, provided that the Authority is acknowledged as the copyright owner. Copying or communication for any
other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the
Authority. Any Australian Curriculum content in the Western Australian Curriculum is used by the Authority under the
terms of the Creative Commons Attribution and NonCommercial 3.0 Australia licence. Licensed for NEALS
Question 1
Skill: Students use the order of operations to solve problems.

Answer key: C
1. Rewrite the equation with brackets to show the order of operations you used.
2. Does the order of performing the operations affect the answer?
3. How do we know which operations in a number sentence that we should solve first?
4. Write a number sentence with two different operations for your partner to solve.
Question 2
Skill: Students use the relationship between operations to find a missing number,
considering the order (BIMDAS).
Answer key: 8
1. How did you work it out? Record the steps you took using number sentences.
2. How does BIMDAS help us solve this problem?
Question 3
Skill: Students use the relationship between operations to find a missing number,
considering the order (BIMDAS).
Answer key: 6
1. What number multiplied by three equals 60? (20) How do we work out the missing
number in the brackets? What does it need to equal?
2. Alan solved the question above using a calculator. Write the operations that he used
to find the missing number.

Question 4
Skill: Students use the distributive law to calculate efficiently.

Answer key: B
Additional questions:
1. What change could you make to Option B to make it correct?
2. Complete the following number sentences to make them correct:
a) 36 × 15 = 36 × 10 + 36 × ___
b) 36 × 15 = 40 × 15 __ 4 × ___
c) 36 × 15 = 30 × ___ + ____× 15
Department of Education and Training Western Australia, 2004, First Steps in Mathematics:
Number (book two):
o Key understanding 8: Thinking of a problem as a number sentence often helps us
to solve it. Sometimes we need to rewrite the number sentence in a different but
equivalent way. p.74

Student worksheet
Focus
Using the order of operations to solve problems

Numeracy Year 7

Number and place value
Using inverse relationships and the laws of arithmetic

Understanding inverse relationships and the laws of arithmetic assists students to develop
efficient and flexible strategies for mental calculation and to make estimations of the results
of calculations. Understanding this mathematics is essential for the development of
algebraic thinking.
Addition and subtraction

The part-part-whole relationship shows students how addition and subtraction are related or
the inverse of each other. The part-part-whole relationship also helps students to understand
why addition is commutative and subtraction is not. If the whole quantity is unknown then
addition is required and if a part is unknown subtraction is required.
For further related information see First Steps in Mathematics: Number (book two)
addition and subtraction and understand their properties p. 20.
Rigby Harcourt Education, Australia.

Multiplication and division

Linking the two ideas of repeating equal quantities and partitioning a quantity into equal
portions can help students understand the connection between multiplication and division.
Early understanding of multiplication and division with whole numbers requires students to
think about three quantities: the whole or total quantity, the number of equal groups and the
amount in each group. If the whole is known multiplication is required and if one of the other
quantities is unknown, division is required.
o Key understanding 5: Repeating equal quantities and partitioning a quantity into
equal parts p. 52.

Using arithmetic laws

Teachers need to teach and students need to learn that:
• We can change the order of numbers, or the groups of numbers, when we are adding
a list of numbers.
• We can change the order of numbers, or the groups of numbers, when we are
multiplying a list of numbers.
• We can partition numbers in different ways, both additively and as factors, and use
place value to make calculating easier.
N7A06 | Using inverse relationships and the laws of arithmetic 1

accepts no liability for any errors or damages arising from reliance on its content. The Western Australian
Curriculum content may be freely copied, or communicated on an intranet, for non-commercial purposes in
educational institutions, provided that the Authority is acknowledged as the copyright owner. Copying or
communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior
written permission of the Authority. Any Australian Curriculum content in the Western Australian Curriculum is used
by the Authority under the terms of the Creative Commons Attribution and NonCommercial 3.0 Australia licence. Licensed for NEALS
This knowledge is developed through the explicit teaching of efficient and informal calculation
strategies throughout the primary school. While students are not introduced to the formal
notation of these laws before Year 7, all primary teachers should focus students on these
strategies; assist them to recognise calculations where they make calculating easier and
provide many opportunities for students to practise their application with numbers
appropriate to the year level .
Familiarity with the application of these laws will assist students to make sense of the formal
notation of the commutative, associative and distributive laws when they are introduced.
Commutative laws
a + b = b+ a.
axb=bxa
Associative laws
(a + b) + c = a + (b + c)
(a x b) x c = a x (b x c)
Distributive law
a (b + c) = a x b + a x c

• Year 4 – Find unknown quantities in number sentences involving addition and
subtraction and identify equivalent number sentences involving addition and
subtraction (ACMNA083).
• Year 5 – Find unknown quantities in number sentences involving multiplication and
division and identify equivalent number sentences involving multiplication and division
(ACMNA121).
• Year 6 – Select and apply efficient mental and written strategies and appropriate
digital technologies to solve problems involving all four operations with whole
numbers (ACMNA123).
• Chapter 4: Calculate
o Background notes: Techniques for mental calculation pp 194−195.


Provide students with opportunities to represent multiplication number sentences as arrays.
Students can then manipulate arrays to create different partitions to investigate equivalent
number sentences.
For further ideas for activities see, First Steps in Mathematics: Number (book two):
• Choosing operations p. 26 • Multiplication and division p. 58
• Inverse relationships p. 26 • Arrays p. 58
• Increased quantities p. 27 • Division questions p. 59
• Focus on operations p. 27 • Fractions p. 59
• Rewriting multiplication p. 129 • Rewriting number sentences p. 60
• Partitioning numbers pp. 129−130 • Decimals p. 129
• Rewriting number sentences p. 129 • Sample lesson: grid partitions p. 130

Learning sequence 2
Question 1
Skill: Students write the correct expression to find a missing number.

Answer key: 5, 4, −, 1, 6, =
In the example above, we could say that 54 is composed of two smaller numbers – 16 and
another number. This could be presented as shown in the diagram below.
54
(?) 16
1. Represent 18 +  = 75 using a similar diagram and show the correct order of

numbers and symbols that you would need to enter into a calculator to find the
missing number.
2. Represent  + 37 = 59 using a similar diagram and show the correct order of
numbers and symbols that you would need to enter into a calculator to find the
missing number.

Question 2
Skill: Students use the links between addition and subtraction to find a missing number.
Answer key: A
1. Use a diagram similar to that in question 1 to explain why adding 68 and 34 gives the
missing number in the equation.
2. Which of the answers would you choose to solve  + 34 = 68? Why?
3. Which of the answers would you choose to solve 68 -  = 34? Why?
Question 3
Skill: Students complete related number sentences.

Answer key: 50; 5; 10
1. Use graph paper to show 10 x 5 as a rectangle.
a) Use your diagram to explain why 50 ÷ 10 = 5, and also why 50 ÷ 5 = 10.
b) Use the rectangle to decide what you would put into the calculator to work out the
missing number.
2. The number sentence is correct.
Use the number sentence to complete: and

Question 4
Skill: Students use the links between multiplication and division to find a missing number.
Answer key: D
1. For each of the following, write a number sentence with a missing number:
a) a number divided by 6 gives 0.5.
b) a number added to 7 gives 12.
c) 8 multiplied by a number gives 0.2.
d) 15 divided by a number gives 3.75.
2. Find each of the missing numbers in your number sentences.
Number: (book two):
addition and subtraction and understand their properties.p.20
o Key understanding 5: Repeating equal quantities and partitioning a quantity into
equal parts helps us to relate multiplication and division and understand their
properties. p.52

Student worksheet
Focus
Using inverse relationships

Numeracy Year 7
Solving multi-step word problems

Multi-step word problems often draw upon real life contexts. Many students will need to be
explicitly taught to read and interpret such problems so that they recognise when more than
one calculation or process is required. Teaching students to paraphrase problems and to
identify the steps within them provides a framework for thinking through such questions.
Lessons could include shared discussion of one problem where the teacher ’thinks aloud’ to
focus students on each step and models some structures for restating the problem in their
own words. Alternatively sharing and discussion of the methods used by different groups
also provides the opportunity to focus students both on the need to clarify the different parts
of questions and the possibility of different approaches. Students are likely to need many
opportunities to solve multi step problems because they tend not to see them as often as
those with one step, especially in the primary years of schooling.
Students should experience modelling of all of the problem types. Addition and subtraction
word problems may be classified as follows:
• Change – adding or subtracting from a quantity by joining or separating i.e.
- Anna had 10 bears and then she gave her brother 3. How many does she have
now? (result unknown)
- Anna had 10 bears and then she gave her brother some. She now has 7. How
many did she give her brother? (change unknown)
- Anna had some bears and gave her brother 3 of them. She now has 7 left. How
many did she have to start with? (start unknown)
• Combine – two or more static quantities thought of either separately or combined i.e.
- Anna has 10 bears. 7 are brown and the rest are white. How many are white?
(one part unknown)
- Anna has 7 brown bears and 3 white bears. How many bears does she have in
all? (whole unknown)
• Equalise or compare – comparing or equalising quantities.
- Anna has 10 brown bears and 7 white bears. If all the bears were to take a
partner, how many bears won’t get a partner? (equalise)
- Anna has 10 brown bears and 7 white bears. How many more brown bears does
she have than white bears? (compare)
Multiplication and division word problems may be classified into the following problem types:
• repeat equal quantities – There are five tables and six students can sit at each
table. How many students can we seat?
• use rates – If a 2.5 kilogram sack of apricots costs $12.25, what is the price for one
kilogram?
• ratio comparisons or changes – Tanya has five times as many marbles as Jill. If
Tanya has 70, how many does Jill have?
• arrays and combinations – There are three different types of ice-cream cone and
six ice-cream flavours. How many different types of single ice-creams can we make?
• products of measures – A rectangle with an area of 217.6 square centimetres has
one side 16cm long. How long is the adjacent side?
It is NOT intended that students need to name these different problem types.
N7A07 | Solving multi step word problems 1
For further related information see, First Steps in Mathematics: Number (book two):
o Background notes: Addition and subtraction problems pp. 89–94.


numbers (ACMNA123).

• Using models or materials to represent key mathematical relationships will help
students identify the unknown parts of the problem and to connect these to the
known. Model how to deconstruct the problem; identify the mathematical information,
choose the most efficient operation; perform any calculations and check that the
answer makes sense in the context of the question.
• Use bar models. Use bar model drawings (also known as part-part-whole diagrams)
which show the parts and the whole to help students clarify the problem eg Jan
purchased five chocolate bars at $1.25 each. Jan only had $20. How much change
does Jan need to get back?
$ 20 (known total)
How much are five chocolate bars
@ ?? Amount of change (Unknown)
$1.25 (known part)
1.25 1.25 1.25 1.25 1.25

?? Amount of change (Unknown)
or 5 x $ 1.25 = $ 6.25
Known $20 – cost of five chocolate bars ( $ 6.25)
Therefore $ 20 - $ 6.25 = $ 13.75 change
• Include problems involving decimal and fractional numbers.

• Assist students to paraphrase questions, draw diagrams and use number sentences
to represent their thinking.
For further activities see First Steps in Mathematics: Number (book two):
• Rewriting problems p. 79 • Sorting sentences p. 80
• How much, how many? p. 79 • Unknown quantity p. 81

• Year 6–7 Number: Calculate
Learning sequence 1
Learning sequence 2
• Year 6–7 Number: Understand Operations

Learning sequence 3
N7A07 | Solving multi-step word problems 2

Question 1
Skill: Students use the four operations in a familiar context.

Answer key: E
1. Write a number sentence to represent how you worked it out.
2. Make your own multi-step problems for others to solve.
Question 2
Skill: Students work backwards to solve a problem in a familiar context.

Answer key: C
1. Angela thought of a number. She added 25 and then subtracted 29 from the result.
The answer was 91. What number did Angela start with?
2. I think of a number. If the number is doubled and then 13 added, the result is 45.
What is the number?
3. Six times a number, subtract five, is equal to thirty-seven. What is the number?
4. Eight less than seven times a number is fifty-five. What is the number?
Use number sentences to represent the problems. (Remember to use brackets to show
which calculations to do first and an empty box to show what is missing.)
For example, for question 2 above, ( + 3) x 2 – 9 = 35, write the number sentence
‘backwards’ to help you find the starting number, ie (35 + 9) ÷ 2 – 3 = .

Question 3
Farmer Jack has half as many cows as farmer Tom.

Together they have 45 cows.
How many cows does Farmer Jack have? ________
Skill: Students solve a linear equation in a familiar context.

Answer key: 15
1. Help students draw a diagram to help work out the relationships. The diagram below
shows that Jack has one–third of the cows.
Students could also try to write a number sentence using words:

Tom’s cows + Jack’s cows = 45 cows.
2 x Jack’s cows + Jack’s cows = 45 cows
3 x Jack’s cows = 45 cows
Jack’s cows = 45 cows ÷ 3
2. One third of a number add 12 is equal to 20. What is the number? Try using one of
the previous strategies.
3. When seven is added to a number and then the total is multiplied by three, the result
is 36. What is the number?
4. I thought of a number. I added seven then halved the result. The answer was 13.
What was the number I started with?
Have students represent with diagrams or with number sentences to simplify the
problems.

Question 4
Skill: Students solve questions based on linear relationships.

Answer key: 150
1. Use a diagram to try and represent the problem:
2. Create diagrams to solve:

A string 13 metres long is divided into three parts. The first part is twice as long as the
second and the third part is one metre longer than the second.
Find the length of each part.
3. A seven-metre length of rope is cut into seven pieces. Each piece is 20 cm shorter
than the previous piece. Find the length of the longest piece.
Find the length of each of the other six pieces of rope to check your answer.
Question 5
Skill: Recognises an equivalent number sentence

Answer key: C
1. Rewrite the number sentence with brackets to show the order of operations you used
to identify the equivalent expression.
2. How does the order of performing the operations affect the answer?
3. Which operations in a number sentence should we solve first?
4. Write a number sentence with two different operations for your partner to solve.

Question 6
A square has an area of 169 square centimetres.

What is its perimeter?
centimetres
Skill: Finds the perimeter given the area of a square.

Answer key: 52 centimetres
1. What do you know about the length of the sides of a square?
2. How does that help solve the problem?
3. What calculations do you need to do to solve the problem?
4. Why is the perimeter measured in centimetres rather than square centimetres?
Number (book two):
o Key understanding 8: Thinking of a problem as a number sentence often helps
us to solve it. Sometimes we need to rewrite the number sentence in a different
but equivalent way. p.74
o Key understanding 6: There are some special calculating methods that we can
use for calculations we find hard to do in our head. p.144

Student worksheet
Focus
Solving multi-step word problems
Farmer Jack has half as many cows as farmer Tom.

Together they have 45 cows.
How many cows does Farmer Jack have? ________

A square has an area of 169 square

centimetres.
What is its perimeter?
centimetres

Numeracy Year 7
Patterns based on addition and subtraction of a decimal

Within a mathematical context, to describe a number pattern means to provide an
unambiguous rule or relationship that produces it. Students should be able to follow rules
provided by others, create rules for themselves and produce rules that fit the information
provided.
There are some conventional mathematical types of rules that students should begin to use
in the primary years. For example:
• Sequences of numbers can be described by giving a rule that says where to start and
how to get from any number in the sequence to the next one. For example: Start with
7. Each number after that is five more than the one before (7, 12, 17, 22 …).
• Sequences of numbers can also be described by giving a general rule that says how
to work out any number in the sequence by knowing what its position in the sequence
is. For example: Each number in the sequence is two added to five times its position
(7, 12, 17, 22 …).
• Other patterns can be described by rules that say what the general relationship is
between two quantities. For example: The area of a square is the square of the length
of one side.
Students should look for what is the same and what is different between various patterns,
leading them to recognise common types of patterns. In the later years, students should
learn to clarify and refine their descriptions of patterns and rules so that another person can
accurately recreate the sequence. Students need opportunities to put together sequences
that involve constant addition/subtraction and compare them with those that involve
addition/subtraction by an increasing or decreasing amount. In later years students should
graph examples of each pattern type and compare the shape of the graphs. That is, when
the pattern involves adding/subtracting a constant the graph is a straight line whereas
adding/subtracting an increasing amount creates a curve.
• Chapter 5: Reason about number patterns
o Key understanding 4: There are strategies that help us become better at
recognising common types of patterns.


• Year 5 – Describe, continue and create patterns with fractions, decimals and whole
numbers resulting from addition and subtraction (ACMNA107).
• Year 6 – Continue and create sequences involving whole numbers, fractions and
decimals. Describe the rule used to create the sequence (ACMNA133).
N7A11 | Patterns based on addition and subtraction of a decimal 1

• Opportunities for students to explore similarities and differences between certain
types of patterns and helping students to classify these.
• Guess my rule or number machine type activities will help students to apply their
pattern finding strategies, eg I put in 2.7 and get out 1.6; I put in 4.8 and get out 3.9
put in 4.5 and I get out 3.4…, what could the rule be? Explain.
• Sticky situations p. 239 • Classifying p. 240
Question 1
Skill: Students recognise and extend a pattern based on a constant addition of a decimal.
Answer key: 0.6, 1; 1.2, 1.4
1. What do you have to do to get from one term to the next in the sequence?
2. The fourth term is 0.8. This can be written as 4 × 0.2.
Use this idea to write a rule for finding any term in the pattern when you know its
position.
3. What is the fifteenth term in the pattern?
4. Is the number 5.7 a term of this sequence? Explain why.
Question 2
Skill: Students continue a pattern based on a constant addition of a decimal number.

Answer key: 3.9, 4, 4.1
1. How do you get from one term to the next in the sequence?
2. The fourth term is 4.1. This has been found by adding 3 lots of 0.1 to 3.8
(ie fourth term = 3.8 + 3 × 0.1).
a) What is the rule for finding any term in this sequence if you know the position of
the term in the sequence?
b) What is the twentieth term?
3. Is the number 7.31 a term of this sequence? Explain why.
Question 3
Skill: Students recognise and continue a pattern with a constant addition of a decimal.
Answer key: $5.55
1. Using the previous term, how will you work out the next term?
2. The third term is $4.10. This has been found by adding two lots of $1.45 to $1.20. (ie
term 3 = $1.20 + 2 × $1.45).
a) What is the rule for finding any term in the sequence if you know the position of
the term?
b) What is the thirtieth term of the sequence?
3. What is the rule for finding the position of a term in the sequence if you know the first
term and the term in the sequence? Check your rule with $8.45 being the sixth term.
Question 4
Fill in the three missing numbers in this pattern.
2.4, 3.7, 3.1, 2.5, 3.8, 3.2, ____, 3.9,____ , ____, . . .
Skill: Students recognise and continue a pattern based on a combination of different rules.
Answer key: 2.6, 3.3, 2.7
1. What is the rule for finding the missing numbers?
2. Without listing all the terms, work out the:
a) thirty-first term?
b) fifty-sixth term?
Explain how you did this.
Number (book two):
o Key understanding 1: We use regularity or pattern to infer one thing from another
and to make predictions. p. 200
o Key understanding 2: Representing aspects of a situation with numbers can
make it easier to see patterns in the situation. p. 212
recognising common types of patterns. p. 234

Student worksheet
Focus
Patterns based on addition and subtraction of a decimal
Fill in the three missing numbers in this pattern.
2.4, 3.7, 3.1, 2.5, 3.8, 3.2, ____, 3.9,____ , ____, . . .

Numeracy Year 7
Continuing and completing patterns

There is a wide range of patterns in everyday life and the environment. Students need to
develop the concepts and language to be able to observe regularities and differences,
describe, continue and create these patterns mathematically. A pattern rule is right when it
fits all the information we have and describes the pattern precisely.
Students should learn that representing aspects of a situation with numbers and then looking
for patterns in the numbers can help us understand the situation better, often making
patterns more obvious and predictions easier.
Students develop their understanding of number patterns after immersion in simple patterns
with sequencing objects, eg a pattern formed by repeating the sequence; shell, button,
button, bead, bead, bead pattern can be linked to describing this pattern with the numbers 1,
2, 2, 3, 3, 3 etc.
Students should investigate a range of pattern types. They need different patterns introduced
systemically so they can make connections.
• The similarities between certain patterns: looking for same and difference between
various patterns leading to simple classification.
In middle and later primary years, students can test a number sequence by finding the
difference between successive terms to discover if they are constant.
• Is the difference constant? If not, is there a pattern in the differences?
• Is the ratio (or multiplier) between the terms constant?
• Does doubling or halving work?
• Is it the square number?
• If there are fractions, what is happening to the denominator? Numerator? Would
using a common denominator help?
recognising common types of patterns. p.234
o Background notes: Finding the rule for a pattern. p.258


• Year 5 – Describe, continue and create patterns with fractions, decimals and whole
numbers resulting from addition and subtraction (ACMNA107).
• Year 6 – Continue and create sequences involving whole numbers, fractions and
decimals. Describe the rule used to create the sequence (ACMNA133).
N7A12 | Continuing and completing patterns 1

Explicit teaching and planned practice activities will provide students with opportunities to
recognise, produce and describe a wide range of pattern types. This can be achieved by
problem solving and categorising the different problem types and recording the strategies
used to identify them.
For ideas for activities see First Steps in Mathematics: Number (book two):
• Triangle toothpick design p. 218 • Pattern pairs p. 239
• Hexagon patterns p. 230 • Relationships p. 241
Question 1
Skill: Students recognise and extend a pattern.

1
Answer key:
2
1. What are the next two numbers in this pattern?
2. What are the second and third numbers after the number 1 in this pattern?
3. Jane is using grid paper to represent the pattern above.
4. She decided to draw rectangles. What attribute of the rectangle could the number 64
be linked with?
5. To get the second shape, she wants to use halving. Is she correct?
6. Draw the next rectangle to illustrate the 16.
7. Is it possible to obtain the third rectangle from the first one? Show why.

Question 2
Skill: Students recognise and continue a number pattern.

Answer key: D
1. What would the next three numbers be in the number pattern below?
3, 12, 48, 192 …
2. If there was a number before the 3 in the pattern above, what would it be?
3. Bob is using the same rule, but he starts from 5.
What are the next three numbers in Bob’s pattern?
Question 3
Skill: Students recognise and continue a number pattern.

1
Answer key: 5;
5
1. What rule do you think should be used?
2. Find the missing number in 25 ×? = 125
3. What is the sixth term in the given pattern?
4. Use a 100 as a starting number and division to create your own number pattern.
5. Write the first four terms of your pattern.

Question 4
Skill: Students recognise and continue a number pattern involving decimals.

Answer key: 3.0; 3.6; 4.0
1. What operation do you think has been used? Why cannot the operation used be
multiplication or division?
2. What is the product of the first and sixth term in this pattern?
3. What is the sum of the first six terms in this pattern?
4. In this pattern, how many times larger than the first term is the sum of the six terms?
Number (book two):
o Key understanding 1: We use regularity or pattern to infer one thing from another
and to make predictions. p.200
o Key understanding 2: Representing aspects of a situation with numbers can
make it easier to see patterns in the situation. p.212
recognising common types of patterns. p.234

Student worksheet
Focus
Continuing and completing patterns
Complete this pattern.

Numeracy Year 7
Reading and comparing whole numbers into the millions

Students need many experiences to help them develop a sense of the order and relative
magnitude of numbers. Students should be supported in creating and comparing large and
small numbers, justifying their reasoning based on place value. Students previous exposure
to patterns in numbers and place value support the processes of counting forwards and
backwards by place value amounts (such as tens, hundreds). Using their knowledge of
numbers, place value and what they represent allows students to readily make order of
magnitude comparisons between whole numbers and order decimal numbers on a number
line according to their value.
Students need to compare and order numbers justifying why 8 is one less than 9, -4 is less
than 0 and 10 000 is 100 times as big as 100. Students also need to understand numbers as
having magnitude. Even though students know that four is a small number and four million is
a big number and can state this is absolute terms, implicitly numbers are often referred to
relatively or comparatively. For example 300 can be said to be a large number but when
compared to three million, three hundred is relatively small.
For further related information see, First Steps in Mathematics: Number (book one):
• Chapter 3: Understand whole and decimal numbers
o Key understanding 8: We can compare and order the numbers themselves p. 74.


• Year 4 – Recognise, represent and order numbers to at least tens of thousands
(ACMNA072).
• Year 5 – Compare, order and represent decimals (ACMNA105).
• Year 6 - Investigate everyday situations that use integers. Locate and represent these
numbers on a number line (ACMNA124).
• Year 7 - Compare, order, add and subtract integers (ACMNA280).

• Use of hundreds charts, number lines (extending to vertical number lines) and
physical materials in learning experiences provide students with appropriate support
in comparing numbers.
• Give each student a number on a card (vary from large to small numbers) and ask
them to sort themselves into groups and justify why they are in that group, then re-
sort themselves in a different way according to different criteria. Students can also
arrange themselves in order from smallest to biggest or place themselves on a
number line (draw on ground or use a long string or rope).
• Students find numbers in newspapers of magazines and record “what is 1 more
(less), 5 more (less), 10 more (less), 100 more (less) etc”. They can also order or
group the numbers they have found.
N7N03 | Reading and comparing whole numbers into the millions 1
The Western Australian Curriculum content may be freely copied, or communicated on an intranet, for
non-commercial purposes in educational institutions, provided that the Authority is acknowledged as the
copyright owner. Copying or communication for any other purpose can be done only within the terms of
the Copyright Act 1968 or with prior written permission of the Authority. Any Australian Curriculum content
in the Western Australian Curriculum is used by the Authority under the terms of the Creative Commons
For further ideas for activities see First Steps in Mathematics: Number (book one):
• 800 game p. 58 • Decimal number line p. 80
• Three-digit numbers p. 57 • Graduated number lines p. 81
• Ten times smaller p. 59 • Million square p. 81
• Dice rolls p. 59 • Changing values p. 81
Numeracy online resource

• Year 6–7 Number: Understand whole and decimal numbers
Learning sequence 1
Question 1
Skill: Students identify the position of 560 on a number line.

Answer key: A cross halfway between 520 and 600
1. Where would you place 530 on the number line? How did you work it out?
2. Where would you place 610 on the number line?
3. What number would be half way between 520 and 600 on the number line?
4. Have students draw a section of a number line (as in question1) and to
label two points on it. Then ask students to work with their partners to label
points for other numbers. Ask students to explain why they have positioned
the number at that point.

Question 2
Skill: Students compare whole numbers into the millions.

Answer key: B
1. Say and write the number that is 10 more than 9999.
2. Say and write the number that is 100 more than 99 999.
3. Say and write the number that is 1000 more than 9999.
4. Is 55 501 closer to 100 000 or to 10 000? How do you know?
Question 3
Skill: Students read and write whole numbers into the millions.
Answer key: A
1. Write the numeral for one million and nine hundred thousand.
2. Write the numeral for one million and fifty-two thousand.
3. Write the numeral for one million and two hundred.
4. Students write five, six, seven, and eight digit numerals and then try to put them in
order, reading the different numerals.

Question 4
Skill: Students interpret place value.

Answer key: C
1. What is the place value of the 8?
2. What is the place value of the 3?
3. Which digit has the largest place value?
4. How does the place value of the 7 compare to the place value of the 3?
5. If you had $39 798 in the bank, and you drew out $9000, how much would you have
left in the bank? How did you know without having to calculate?
Number (book one):
o Key understanding 4: The whole numbers are in a particular order and there are
patterns in the way we say them which help us to remember the order. p.40
o Key understanding 5: The whole numbers are in a particular order and there are
patterns in the way we write them which help us to remember the order. p.52
o Key understanding 6: Place value helps us to think of the same whole number in
different ways and this can be useful. p.60
o Key understanding 8: We can compare and order the numbers themselves.
p.74

Student worksheet
Focus
Reading and comparing whole numbers into the millions

Numeracy Year 7
Applying the order of the operations

In order to complete number sentences and move flexibly between equivalent number
sentences students need to develop an understanding of the properties of operations and the
connections between operations. This is the foundation of algebraic thinking and is vital for
further mathematical progress. Using properties of operations and relationships between
them means that we can construct and rearrange number sentences into simplified forms
that help us simplify computations and solve equations.
When a problem has no context the BIMDAS rule is applied. BIMDAS (brackets, indices,
multiplication/division, addition/subtraction) is often used to help students remember the
order of operations. There are variations of this acronym including BIDMAS and BODMAS.
The convention for simplifying expressions stipulates that multiplication and division are
performed before addition and subtraction and in order from left to right. For example, in
5 - 6 ÷ 2 + 7 x 2 = ___, the division and the multiplication are performed first and the equation
becomes 5 – 3 + 14 = 16. If the convention is ignored and the operations are performed in
order, an incorrect result can be obtained. The use of brackets helps to write number
sentences more clearly. For example, 5 – (6÷2) + (7x2). Students need opportunities to write
their own mathematical expressions to represent various situations. .

• Year 7 – Extend and apply the laws and properties of arithmetic to algebraic terms
and expressions (ACMNA177).

• Provide students with opportunities to represent multiplication number sentences as
arrays. Students can then manipulate the arrays to create different partitions and
investigate equivalent number sentences.
• Provide students with a ‘how did you do it’ question? eg 4 + 2 x 5 = ? Many students
will say 30 and some may say 14. Analyse why 14 is correct. Ask students to create
life contexts where this operation could be used, eg I get paid $5 per hour for doing
jobs around the house. This week I did two hours work, but mum gave me four extra
dollars because I did a really good job.
• Today’s number – Teacher identifies a ‘number of the day’. Students write as many
true number sentences they can think of that equal the required number. Encourage
students to use their knowledge about operations, rather than calculating.

Learning sequence 6
N7N04 | Applying the order of the operations 1

Question 1
Skill: Students understand the hierarchy of the four operations.

Answer key: B
Comment
The most common mistake was D. This response was based on the misconception that the
rule ‘from left to right’ applied. When there are no brackets, multiplication and division (in
order from left to right) are completed before addition and subtraction (in order from left to
right). Brackets, if any, are always completed first.
1. Use brackets in the expression to make 10 the correct answer.
2. Use brackets in the expression to make its value equal to 16.
3. Use brackets in the expression to make its value equal to 23.
Have students make up situations that match each of the different ways of ordering the
operations using brackets.
Question 2
Helen wrote this expression:
20 – 5 + 1 × 2
The value of her expression is the same as the value of:

a) (20 – 5 + 1) × 2
b) 20 – (5 + 1 × 2)
c) (20 – 5) + 1 × 2
d) 20 – (5 + 1) × 2
Skill: Students evaluate expressions using the four operations.

Answer key: C
1. Write a problem situation that matches Helen’s expression.
2. Evaluate: 22 – 4 ÷ 2 + 2 × 3 and write a situation to match.
3. Rewrite the previous expression using brackets to order the operations in different
ways. Write situations to match each expression. Share explanations as a class.

Question 3
CDs are sold for $12 each.

When customers buy more than three CDs they are given a $10 discount.
John bought five CDs.
The value of which expression shows the total amount of money he should pay?
a. 10 - (5 x 12)
b. 5 x 12 - 10
c. 5 x (12 - 10)
d. (5 x 12) + 10
Skill: Students select the expression that matches a story.

Answer key: B
1. George selected D. He is incorrect for this situation. How could he change the story
to match his selection?
2. Write a situation to match C.
Question 4
Skill: Students use the order of the four operations to identify the expression matching a
story.
Answer key: C
1. Write a number sentence to represent the above situation.
2. Explain the role of each of the numbers in the number sentence.
3. What does the value of the expression $3.80 – $13.80 ÷ 4 represent? How do you
know?

Curriculum reference
Number (book two):

Student worksheet
Focus
Applying the order of the operations
CDs are sold for $12 each.

When customers buy more than three CDs they are given a
$10 discount.
John bought five CDs.
The value of which expression shows the total amount of

money he should pay?
a) 10 - (5 x 12)
b) 5 x 12 - 10
c) 5 x (12 - 10)
d) (5 x 12) + 10
Helen wrote this expression:
20 – 5 + 1 × 2
The value of her expression is the same as the value of:

a) (20 – 5 + 1) × 2
b) 20 – (5 + 1 × 2)
c) (20 – 5) + 1 × 2
d) 20 – (5 + 1) × 2

Numeracy Year 7
Applying mental or written strategies to calculate efficiently

Mental arithmetic should be students’ first resort when they need to calculate. Mental
methods are usually different from written methods and students rarely get better at mental
computation from practising written computation. Formal written methods require application
of set procedures to ensure accuracy. Mental methods require a higher level of number
sense based on a strong grasp of place value and the relationship between operations.
Students need to be explicitly taught and have opportunities to practise and apply the wide
range of techniques that will enable them to be fluent and accurate at mental computation
within school and in later life. They need to use these techniques flexibly and choose the
most appropriate one within a given context. Often we have personal preferences for a
particular technique and some numbers suit certain techniques better than others. Learning
which techniques are most suited to particular calculations is part of building flexibility.
Students should be encouraged to:

• identify appropriate strategies to solve calculations
• apply these strategies to solve calculations
• explain how they applied the strategy to solve the calculation
• justify the reasoning for applying that strategy.
o Key understanding 5: There are strategies we can practise to help us do
calculations in our head p. 132.

The properties of the operations, relationships between operations, number partitions and
place value form the basis of the range of mental strategies. Refer to the range of mental
methods described in the background notes on page 194 of First Steps in Mathematics:
Number (book two) for an explanation of a comprehensive range of computational strategies.
The most common mental strategies are:

• using relationships (inverses and commutativity)
• compensating (partition and rearrange)
• compatible numbers and bridge (often referred to as friendly numbers to 10, 100)
• front load (start with the biggest number)
• using a number line.
N7N05 | Applying mental or written strategies to calculate efficiently 1

The development of any formal standard algorithm should follow the development of mental
and informal written approaches and be introduced as an extension of students’ existing
strategies to enable them to deal with larger numbers more easily.
o Key understanding 6: There are special calculating methods that we can use for
calculations we find hard to do in our head p. 144.


numbers (ACMNA123).

Providing many experiences for students to explain and observe each others calculation
methods is critical. Activities such as ‘How did you do it?’ where a number sentence is
displayed, time is provided for students to mentally calculate the displayed problem and then
explain how they did it. Recording the explanation as it is explained is helpful so that
students can learn various methods. Follow up discussion as to what method was most
efficient is also beneficial.
• Wipe out p. 137 • Historical calculations p. 151
• Decade p. 137 • Multiplication grids p. 151
• How did you do it? p. 138 • Target practice p. 139
• Doubling p. 140 • Compatible numbers p. 139

Learning sequence 1
Learning sequence 2

Question 1
Skill: Students apply known number facts to calculate efficiently with larger numbers.
Answer key: 11
1. Show how 7 + 4 = 11 helps you to calculate 70 + 40.
2. Show how 7 + 4 = 11 helps you to calculate 700 + 400.
3. Could 7 + 4 = 11 help you to calculate 70 + 400? Why or why not?
Question 2
Skill: Students use known number facts in familiar money contexts.

Answer key: $210
1. Show how 17 + 4 = 21 helps you to do this calculation.
2. Show how 17 + 4 = 21 would help you to calculate 1700 + 400.
3. How might knowing 7 + 3 = 10 help you calculate 170 + 40 in a different way?
4. Write whether or not, 17 + 4 = 21 helps you to calculate 1700 + 40. Why?
Question 3
Skill: Students use known number facts to multiply efficiently.

Answer key: 720
1. Show how 8 x 9 = 72 helps you to complete the above calculation.
2. Show how 8 x 9 = 72 helps you to calculate the value of 80 x 9.
3. Write whether or not, 8 x 9 = 72 helps you to calculate 8 x 900. Explain.
4. If you don’t know that 8 x 9 = 72, what is an easy way you could work it out?
(You could say 10 x 8 = 80, so 9 x 8 = 80 – 8, or 2 x 9 = 18, double 18 = 4 x 9 = 36,
double 36 = 8 x 9 = 72)

Question 4
Skill: Students use knowledge of number facts to calculate efficiently in familiar contexts.
Answer key: $2354
1. Explain how you knew that 35 x 10 = 350. Why does 20 x 100 = 2000?
2. Assume that the bank ran out of $100 notes and only had $10 notes and $1 coins.
What are five different ways the teller could give a customer $1354.
Department of Education and Training Western Australia, 2004, First Steps in
Mathematics: Number (book two):
o Key understanding 3: We can think of a number as a multiplication or division
in different ways. We can rearrange the factors of multiplication without
changing the quantity. p.114
calculations in our heads. p.132

Student worksheet
Focus
Applying mental or written strategies to calculate efficiently

Numeracy Year 7
Calculating addition and subtraction problems

Mental arithmetic should be students’ first resort when they need to calculate. Mental
methods are usually different from written methods and students rarely get better at mental
computation from practising written computation. Formal written methods require application
of set procedures to ensure accuracy. Mental methods require a higher level of number
sense based on a strong grasp of place value and the relationship between operations.
Students should be encouraged to:

• Identify appropriate strategies to solve calculations,
• Apply these strategies to solve calculations,
• Explain how they applied the strategy to solve the calculation and;
• Justify the reasoning for selecting that strategy.
calculations in our head p.132

The properties of the operations, relationships between operations, number partitions and
place value form the basis of the range of calculation strategies. A range of mental methods
should be introduced to students (to ensure they have a repertoire of strategies to select
from when calculating. The most common mental strategies are:
• Using relationships (inverses and commutativity)
• Compensating (partition and rearrange)
• Compatible numbers and bridge (often referred to as friendly numbers to 10, 100)
• Front load (start with the biggest number)
• Using a number line
o Background notes p.194

• Year 4 – Develop efficient mental and written strategies and use appropriate digital
technologies for multiplication and for division where there is no remainder
(ACMNA076).
• Year 5 – Use efficient mental and written strategies and apply appropriate digital
technologies to solve problems (ACMNA291).
numbers (ACMNA123).
N7N06 | Calculating addition and subtraction problems 1
resource. The Authority accepts no liability for any errors or damages arising from reliance on its content. The
Western Australian Curriculum content may be freely copied, or communicated on an intranet, for non-
commercial purposes in educational institutions, provided that the Authority is acknowledged as the copyright
owner. Copying or communication for any other purpose can be done only within the terms of the Copyright
Act 1968 or with prior written permission of the Authority. Any Australian Curriculum content in the Western
Australian Curriculum is used by the Authority under the terms of the Creative Commons Attribution and
NonCommercial 3.0 Australia licence. Licensed for NEALS
• Year 8 – Carry out the four operations with rational numbers and integers, using
efficient mental and written strategies and appropriate digital
technologies (ACMNA183).

• Students need a lot of activities to develop the idea that they can partition collections
and objects into part-part- whole without changing the total. Students should learn to
think flexibly of numbers as the sum and difference of other numbers.
• Decomposing and composing large numbers into convenient forms will help students
to realise that complex calculations can be broken down into a series of basic facts.
Non-standard as well as standard partitioning should be explicitly taught.
• Provide time each day for students to explore a number problem where they use
various mental calculations strategies and share with the class. Build up a class chart
of a wide range of mental calculation strategies.
• Grid partitions p.112 • Multiples of ten p. 128
• Large numbers p. 113 • Front end loading (1 and 2) p. 140
• Leap along a number line p. 128 • Factorising p. 140
• Multiply the parts p. 141
Learning sequence 5
Question 1
Skill: Students interpret and follow instructions to complete a calculation.

Answer key: C
1. If you started the calculation of 9 + 8 by doubling 10, what would you need to take
away?
2. A pen and a pencil cost $5. The pencil is a dollar cheaper than the pen.
How much would a pen and two pencils cost?
3. How could you use doubling to add 38 + 19? Double 8 add 1, then add 30 + 10. What
would be another way to calculate this? (Take one from 38 and add it to 19 to make
37 + 20.)

Question 2
Skill: Students use the links between the four operations in a familiar context.
Answer key: C
1. How could you start from 35 and use what you know about addition and subtraction to
get to the number?
2. Think of a number. Add 10 to your number and then halve the result.
Now, use your result to check what your starting number was.
3. Think of an even number. Add 100 to your number. Halve the result and then subtract
50. Did you get your initial number? Explain why.
Question 3
Skill: Students use problem solving involving addition and subtraction.

Answer key: 1 850
Additional activities/questions
1. How did you know what to do? How does doubling 347 help?
2. Think of a number larger than 50, then add 20. From the result, subtract 40. What is
your result? What will always be true about your result? (It will always be 20 less than
the number first thought of.)
3. The value of 200 + 13 – 26 is the same as the value of:
a) 200 – 13
b) 200 – 13 – 13
c) 200 + 26 – 13
d) 200 – 13 – 13 – 13
How did you work it out?

Question 4
Skill: Students use the links between the four operations in a familiar context.
Answer key: 2.5 km
1. What subtraction did you need to start with? What was the next step? Once you
found the distance from Bus Stop A and Bus Stop B, what was the next step to the
problem? Could you represent this situation in one number sentence?
(3.2 – 1.8) ÷ 2 + 1.8 =
2. What steps do you need to take to work out the following:
a) Jane is halfway between the School and Bus stop A.
How far is she from Bus stop B?
b) Carol is halfway between the School and Bus stop B.
What is the distance between Jane and Carol?
Number (book two):
o Key understanding 2: We can think of a number as a sum or difference in
different ways. We can rearrange the parts of an addition without changing the
quantity. p.106
o Key understanding 4: Place value and basic number facts together allow us to
calculate with any whole or decimal numbers. p.122
calculations in our head. p.132

Student worksheet
Focus
Calculating addition and subtraction problems

Numeracy Year 7
Using brackets

Although brackets can be used for various aspects of mathematics, most common brackets
are as follows:
• Parentheses ( )
• Square brackets [ ]
• Curly brackets { }
• Angle brackets <>
Generally brackets denote some form of grouping, where they take precedence over
surrounding operations. For example (2 + 4) x (5 – 2) = 6 x 3 = 18. The brackets group the
(2 + 4) and the (5 – 2) and are completed first. Without the brackets the equation would be
2 + 4 x 5 – 2 = 20; using the order of operations of multiplication/division before
addition/subtraction. (BIMDAS)
Square brackets are used for more complicated equations when a second set of brackets are
needed, this helps to provide visual distinction, eg [(2 + 4) x (5 – 2) + 6] x 4.
The brackets group the 2 + 4 and the 5 – 2 together. The square brackets indicate that the
operation is completed first before multiplying by 4. Therefore the answer is
(6 x 3 + 6) = 24; 24 x 4 = 96.
Curly brackets are generally used to signify a set, eg {2, 4, 6, 8}.
Angle brackets usually denote a sequence. Angle brackets can be confusing because they
are used in websites and look like ‘less than’ and ‘greater than’ signs.
Students need to have experiences with real life situations and interpret the use of brackets
in the context these situations to understand why brackets are used and are necessary.

numbers (ACMNA123).
• Year 7 - Apply the associative, commutative and distributive laws to aid mental and
N7N07 | Using brackets 1

• Use calculators to explore how there can appear to get two different answers to the
same calculation. Ask students to put the following equation into their calculator: 8 + 3
x 9 = ? Ask students to explain why the calculators give different answers. Tell
students the correct answer of 35 not 99, ask them to use brackets to help explain
how to get the answer 35.
• Reminding students that the rule that brackets are always used first write an equation
on the board, eg 1 + 3 x 4 + 5 = 18. Ask students to create as many equations as
they can, using brackets. (1 + 3) x 4 + 5 = 21. 1+ (3 x 4) + 5 = 18. 1 + 3 x (4 + 5) = 28.
• Ask them to talk about and record realistic situations to explain their equations.
• Card games. Using a pack of cards (minus the coloured cards of king, queen, jack
joker) Turn one card over, deal out the rest of the cards out to players. Ask students
to create number sentences using their cards so that the answer is as close to the
overturned card as they can get. Explain that they are to use brackets to help them
get close to the desired number.
• Arrays can help students to understand the distributive property of numbers. Breaking
arrays into parts without changing the total will help students understand brackets.
● ● ● ● ● ● ● ● ● ● ● ●
● ● ● ● ● ● ● ● ● ● ● ●
● ● ● ● ● ● ● ● ● ● ● ●
3 x 12 = (3 x 10) + (3 x 2)

Learning sequence 6
Question 1
Skill: Students interpret the use of brackets in a simple number sentence.

Answer key: 8
1. Evaluate (9 – 2) × (7 + 5).
2. Calculate 4 × (12 – 4) ÷ 2.
3. Complete the number sentence to make it true (26 –?) × 3 = 60. What would you put
in your calculator to work it out?
4. Evaluate (24 – ?) ÷ 2 = 6.5. Rewrite so that the unknown is after the = symbol.
5. Find the missing number in 6 × ? = (11 + 19) ÷ 2.
6. Make up situations to match the different expressions.

Question 2
Skill: Students use the links between the four operations.

Answer key: B
Comment: The most common mistake is D, based on working from left to right.
Have students explain what each question in the following examples means. Ask them to
suggest situations which could match the expressions. Have students create equalities by
rewriting each in a different but equivalent way.
1. Calculate 37 + 10 ÷ 5
2. Evaluate 4 × 3 + 24 ÷ 3
12 + 8
3. Evaluate
4
12
4. Calculate
4 −1
5. If 8 + 2 × ? = 90 ÷ 3, what is the missing number?
6. Find the value of the expression 6 + 9 ÷ 3 – 2
7. Insert a pair of brackets to make this sentence true 16 – 6 × 2 + 3 = 23

Question 3
The value of 3 (12 + 8) is the same as:
a) 3 + 12 + 8
b) 3 × 12 × 8
c) 3 × 12 + 8
d) 3 × 12 + 3 × 8
Skill: Students evaluate expressions using the distributive law.

Answer key: D
1. The value of 5 (2 + 18) is equal to the value of:
a) 5 + 2 + 18
b) 5 × 2 × 18
c) 2 × 5 + 18 × 5
d) 2 × 18 + 18 × 2
2. Explain how you know which is correct?

Use grid paper to show your reasoning. For example:
2x5
18 x 5

Question 4
Insert two set of brackets to make this sentence true:
12 + 9 ÷ 3 + 5 – 2 = 10
Skill: Students use the links between multiplication and division to find a missing number.
Answer key: (12 + 9) ÷ 3 + (5 – 2) = 10
Insert brackets to make the value of each expression equal to 10.
a) 3 + 9 + 4 ÷ 2 + 2
b) 4 × 2 + 2 - 6
c) 4 ÷ 4 – 2 + 8
d) 3 + 9 × 3 – 2 – 2
Explain your reasoning for each.
Number (book two):

Student worksheet
Focus
Using brackets
The value of 3 (12 + 8) is the same as:
a. 3 + 12 + 8
b. 3 × 12 × 8
c. 3 × 12 + 8
d. 3 × 12 + 3 × 8
Insert two set of brackets to make this sentence

true:
12 + 9 ÷ 3 + 5 – 2 = 10

Numeracy Year 7
Fractions and decimals
Calculating decimals and percentages

Fractions, decimals and percentages are different ways of representing the same number.
Being able to fluently move between these representations and choosing the appropriate one
for the problem being solved is essential for students.
It is essential that students understand the structure and relationships involved when place
value is extended to represent decimal numbers. Partitioning into smaller and smaller units
multiplicatively (each partitioning is one-tenth of the previous one is much more difficult than
grouping into larger and larger units and is central to understanding decimal notation).
For further related information see First Steps in Mathematics: Number (book one):
o Key understanding 7: We can extend the patterns in the way we write whole
numbers to write decimals p.68

Percentages are generally used to describe a ratio between two quantities where the
‘fraction’ has been written with a common denominator of 100. Percentages provide an easy
way to compare quantities. For example, if I got 12 out of 20 correct in a spelling test in
Week 1 and 15 out of 25 correct in a spelling test in Week 2, have I improved? Converting
the scores to a percentage (60%) will show that I performed equally as well each week.
• Chapter 4: Understand fractional numbers
o Key understanding 7: A fraction symbol may show a ratio relationship between
two quantities. Percentages are a special kind of ratio we use to make
comparisons easier p.152

Percentages can be applied to a number of situations in every day life and students should
be exposed to these contexts. Examples could include:
• I have 12 apples and I gave away 50%, how many did I give away?
(50 ÷ 100) x 12 = 6
• I had 10 shots at a soccer goal and I scored on three, what percentage did I score?
(3 ÷ 10) x 100 = 30%
• A television costs $400 and a shop advertised 25% off the price. How much does the
television cost? (25 ÷ 100) x $400 = $100
• The price of electricity has increased by $ 5.00 per unit. Original price was $20.00. By
what percentage has the price of electricity increased?
Increase ÷ original price x 100 % $5 ÷ $20 = $0.25
0.25 x 100 = 25%
N7N09 | Calculating decimals and percentages 1

• Year 6 - Make connections between equivalent fractions, decimals and percentages
(ACMNA131).
• Year 7 - Connect fractions, decimals and percentages and carry out simple
conversions (ACMNA157).

• Have students carry out activities to explore how decimals are formed from equivalent
fractions.
• Ask students to use square decimetres cut from millimetre grid paper as wholes, in
order to show unit fractions can be concretely converted to decimal fractions.
• Today’s number is one-half. Discuss different ways one-half can be represented and
talk about situations in which one-half applies in real life. For example, the first half of
a soccer game.
• Decimal fractions p. 73 • Hundred square p. 159
• Proportional relationships p. 157 • Finding percentages p. 159
• Sensible fractions p. 157

Learning sequence 9
• Year 6–7 Understand fractions

Learning sequence 2
Learning sequence 3

Question 1
Skill: Students calculate key percentages.

Answer key: C
1. How did you work it out? How many cars altogether? What percentage of the total is
one car? How can knowing that help you work out the percentage for each of the
different coloured cars?
2. What percentage of the cars are
a) red?
b) white?
c) blue?
3. Work out the fraction of cars that were each of the colours? What equivalent
denominators could you have? Which denominator matches the percentages?
Question 2
Skill: Students calculate percentages in a familiar context.

Answer key: 32%
1. How did you work out the percentage of red cars? How did knowing the total of 50
help? What percentage of the total is each of the cars?
2. What percentage of the cars are:
a) white?
b) blue?
c) yellow?
3. Write the proportion of each car colour as a decimal number.

Question 3
Skill: Students calculate percentages of a given number.

Answer key: D
1. How did you work it out? How does knowing that 5 x 20 = 100 help?
2. If Jason had 5 stamps left, what percentage did he give to Sarah? How do you know?
3. If Jason gave 15 stamps to Sarah, what percentage would he have left?
4. If Jason had 80 stamps and gave 60 to Sarah, what percentage would he have left?
How did you work it out?
Question 4
Skill: Students use links between a mixed number and decimals.

Answer key: C
1. Write each of the options as a common fraction or as a mixed number. How do you
know what to write?
2. Can you write each as a percentage? How do you know how to do that? Why do the
digits stay, in the same order when you rewrite a decimal fraction as a percentage?

Department of Education and Training Western Australia 2004 First Steps in Mathematics:
Number (book one):
o Key understanding 6: A fractional number can be written as a division or as a
decimal. p.140
o Key understanding 7: A fraction symbol may show a ratio relationship between
two quantities. Percentages are a special kind of ratio we use to make
comparisons easier. p.148
Department of Education and Training Western Australia 2004 First Steps in Mathematics:
Number (book two):
o Key understanding 4: Place value and basic number facts together allow us to
calculate with any whole or decimal number. p.122

Student worksheet
Focus
Calculating decimals and percentages

Numeracy planning resource
Numeracy Year 7
Fractions and decimals I Real numbers
Adding and subtracting fractions with readily identifiable common

denominators

Understanding what a fraction is, counting forwards and backwards in fractional amounts,
and visualising and manipulating materials and pictures into fractional parts provides a solid
foundation for learning to add and subtract fractions. Initially students add and subtract
fractions using concrete materials, drawings and diagrams using the language of fractions,
eg 3 fifths and 3 more fifths = 6 fifths.
Once they grasp these concepts they can move onto the formal written representations
3 3 6 1
eg 5 + 5 = 5 or 1 5
Learning a procedure such as ‘add the numerators and leave the denominators‘ is initially
unhelpful as it focuses on two separate parts of the fraction and encourages students to think
2
of fractions such as 5 as two numbers rather than one.
o Key understanding 7: We can calculate with fractions. Sometimes renaming
fractions can be helpful p. 152.


• Year 6 – Solve problems involving addition and subtraction of fractions with the same
or related denominators (ACMNA126).
• Year 7 – Solve problems involving addition and subtraction of fractions, including
those with unrelated denominators (ACMNA153).

• Students need extensive practise and experiences in splitting a diverse range of
discrete and continuous wholes into equal-sized parts. Collections can be shared into
equal parts by dealing out or distributing, while objects can be shared by folding,
drawing, pouring or weighing.
For further activities see First Steps in Mathematics: Number (book two):
• Sharing pizza p. 158 • Pattern blocks p. 161
• Making a whole p. 159 • Multiple slices p. 161
• Pattern blocks p. 159 • Equivalent forms p. 161
• Double the quantity p. 159 • Calculator addition p. 161
N7N10| Adding and subtracting fractions with readily identifiable common denominators 1
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Learning sequence 3
Question 1
Max had a box of 200 collectors cards.
He gave 50 cards to Zoe, 40 to Claire and 60 to Wes.
What fraction of the cards was left?
Skill: Students calculate a part of a whole.

Answer key: B
1. How did you work it out? Draw a diagram of the pencils to show your thinking.
2. What fraction of the packet of pencils did Max give to each of Zoe, Claire and Wes?
3. What is the total of these three fractions?
4. Have students try to write some general instructions to tell someone how they would
go about working out a fraction, given information about how many in the different
groups?
Question 2
Kate owns a bakery. She baked muffins. She sold half. She gave 180 away to her friends. She
had 146 left. How many muffins did she start with?
506
472
68
652
Skill: Students use the idea of a half in a familiar context.

Answer key: D
1. How could you work out how many muffins Kate made?
2. If Kate had sold exactly of her muffins, how many muffins would she have had
left? How do you know?
N7N10 | Adding and subtracting fractions with readily identifiable common denominators 2
Question 3
Some friends ate some pizza. Ben ate of the pizza.
Jace at half as much pizza as Ben.

How much Pizza did Jace eat?
Skill: Students use halving and repeated halving in a familiar context.

Answer key: D
1. What fraction of the pizza was left after Ben and Jace had eaten their pizza?
2. If Ben ate 1 of the pizza and Jace ate 1 of the pizza, what fraction was left? How
4 3
did you work it out? Draw diagrams to show your working out.
Question 4
A garden centre sells a potting mix made up of soil, compost and sand.
Soil makes up of the mix and compost makes up of the mix.
What fraction of the mix is sand?
Skill: Students apply knowledge of fractions in a familiar context.

Answer key: A
1. How did you work out this problem? Try using diagrams to show how to make sense
of the fractions. By lining up quarters and thirds, for example, it becomes clear that
one twelfth is the difference. There are three-twelfths in each quarter and four-twelfths
in each third.
2. If soil makes up 2 of the mix and compost makes up 1 of the mix, what fraction is
3 8
sand? What would you need to split the eighths into so that the difference can be
worked out? If each eighth is split into three, the total is split into 24 equal parts. Now
each third is 8 twenty-fourths, and each eighth is 3 twenty-fourths. A comparison can
show that 5 twenty-fourths is the difference.
Number (book two):
o Key understanding 7: We can calculate with fractions. Sometimes renaming
fractions is helpful for this. p.156
Student worksheet
Focus
Adding and subtracting fractions with readily-identifiable common denominators
Max had a box of 200 collectors cards. Kate owns a bakery. She baked muffins. She sold half.
He gave 50 cards to Zoe, 40 to Claire and 60 to Wes. She gave 180 away to her friends. She had 146 left.
What fraction of the cards was left? How many muffins did she start with?
506
472
68
652
A garden centre sells a potting mix made up of soil, compost and sand.
Some friends ate some pizza. Ben ate of the pizza.
Soil makes up of the mix and compost makes up of the mix.
Jace ate half as much pizza as Ben.
How much Pizza did Jace eat? What fraction of the mix is sand?
Numeracy Year 7
Money and financial maths I Fractions and decimals I Real numbers
Multiplying and dividing decimals by a whole number

Strong foundation in number sense and understanding the four operations underpins
students’ success when multiplying or dividing decimals by a whole number.
Many students have a strong conviction that multiplication makes bigger and division makes
smaller, however this belief can lead to misconceptions once they start to work with decimal
or fractions. Multiplication and division with whole numbers requires students to think of three
quantities, the total amount, number of equal groups and the quantity in each group and with
whole numbers these processes produce multiples and factors.
When we are dealing with decimal numbers students find it harder to conceptualise the
quantities because they have to think of one-third lot of four instead of three lots of four. Even
though multiplication is involved the problem is essentially one of division and students have
to think of it as dividing four into three equal portions. Therefore multiplying a number less
than one produces a ‘smaller’ answer.

• Year 6 – Multiply decimals by whole numbers and perform divisions by non-zero
whole numbers where the results are terminating decimals, with and without digital
technologies (ACMNA129).
• Year 6 – Investigate and calculate percentage discounts of 10%, 25% and 50% on
sale items, with and without digital technologies (ACMNA132).
• Year 7 - Multiply and divide fractions and decimals using efficient written strategies
and digital technologies (ACMNA154).

• Multiplication game for two players:
o Player 1 enters any number into a calculator, eg 64.
o Player 2 has to multiply this by another number to get to the target number of
100.
o Player 1 then multiplies this number to get to the target number 100.
o The game continues until one player reaches 100. (Players will need to multiply
by a decimal to decrease the size of the number.)
• Small units p. 58 • Which operation? p. 58
• Multiplication and division p. 58 • Fractions p. 59

Learning sequence 2
N7N11 | Multiplying and dividing decimals by a whole number 1

Question 1
Robert has a piece of string which is 15.3m long.
He cuts off 5 pieces. Each piece is 2.5m long.
How much string does he have left?
2.5m
2.8m
3.2m
3.8m
Skill: Students use multiplication of decimal fractions in a familiar context.

Answer key: B
1. What is the greatest number of 2.5 m pieces of string Robert could have cut from the
15.3 m piece of string? How do you know?
2. Robert cut the 15.3 m piece of string into 15 pieces of equal length. How long would
each piece of string be?
3. Ray wants to cut the15.3 m piece of string into 20 pieces of equal length. If the
pieces are to be multiples of 0.1 m in length, and he wants each piece to be as long
as possible, what would be the size of each piece? How much string would be left
over? Show how you worked it out.
Question 2
3.48 × 5 = _____________
Skill: Students multiply a decimal by a one-digit whole number.
Answer key: 17.4
1. How would knowing 3 × 5 = 15 and 4 × 5 = 20 help you to estimate your answer?
2. If you know that 3 × 5 = 15 and 1 of 5 = 2.5, how would this help you to estimate
2
your answer?
3. What would you need to subtract from 1 of 5 = 2.5 to find 0.48 x 5?
2
4. How do you know?
5. Use other number facts to justify whether each of the answers to these calculations
is reasonable. Do not do the calculations. Write the argument you used in each case
to justify that the answer was reasonable.
a) 5 × 6.48 = 32.4 b) 7 × 3.6 = 25
c) 12 ÷ 2.1 = 6 d) 3 x 0.58 = 15.24

Question 3
Linda knows that 0.2 has the same value as 20%.
The local electrical store offers a discount of 20% on all items in the store.
What discount would Linda get on a TV priced at $840?
$ ________
Skill: Students recognise and continue a pattern with a constant addition of a decimal.
Answer key: 168
1. How might knowing that 0.2 has the same value as 20% help you to calculate the
percentage discount?
2. What other ways could you work out the discount? How does knowing what is 10% of
$840, help work out 20% discount?
3. How much would 20% be of each $100? How could that help you work out the
discount for $800? How much discount is 20% of each $10? How would that help you
work out the discount for $40?
4. Why would entering 0.8 × $840 = into a calculator give you the discounted price that
Linda paid for the TV? Explain why this method works.
Question 4
What is the answer to 8.8 ÷ 0.4?
0.022 0.22 2.2 22
Skill: Students divide decimal fractions using mental and other strategies.
Answer key: D
1. What is the value of 8.8 ÷ 4?
2. What is 8.8 ÷ 40 equal to?
3. Justify your answer to Question 4 (above) using a number line.

Number (book two):
o Key Understanding 3: We can think of a number as a multiplication or division in
different ways. We can rearrange the factors of multiplication without changing
the quantity. p.114
o Key Understanding 4: Place value and basic number facts together allow us to
calculate with any whole or decimal numbers. p.122

Student worksheet
Robert has a piece of string which is 15.3m long.

He cuts off 5 pieces. Each piece is 2.5m long. 3.48 × 5 = _____________
How much string does he have left?
2.5m
2.8m
3.2m
3.8m
What is the answer to 8.8 ÷ 0.4?

Linda knows that 0.2 has the same value as 20%.
0.022 0.22 2.2 22
The local electrical store offers a discount of 20% on all items in the store.
What discount would Linda get on a TV priced at $840?
$ ________

Numeracy Year 7
Real numbers
Interpreting simple ratios and links to fractions

Ratios describe proportional relationships between quantities and are sometimes written in
fraction notation. For example, when we describe concentrations in mixtures or when we use
scales or give test results. Although fraction notation is used, it is not being used to describe
a single number or quantity. Rather, it is being used to describe a ratio between two
quantities. For example, when a student gets 7 out of 10 correct in a spelling test it is written
7
as 10 , but it is said as ‘seven out of ten’ rather than ‘seven tenths’. Students need to
understand that to say one of these fractions is bigger than another doesn’t mean it is bigger
in quantity. Rather, it is a greater concentration, rate or scale. When fractions are equivalent,
it means that they are showing the same ‘concentration’.
Students can apply fractions as ratios when they relate two quantities in some way, eg:
• correct number of correct spelling words to incorrect or number of correct words to
total number of words in the test.
• determine the slope of a line on a graph
• drawing a picture that is similar to another but is twice the size.
For further related information see, First Steps in Mathematics: Number (book one):
o Key understanding 7: A fraction symbol may show a ratio between two
quantities. Percentages are a special kind of ratio we use to make
comparisons easier. pp. 152–153.


• Year 7 – Recognise and solve problems involving simple ratios (ACMNA173).

• Use the context of the size of students’ televisions. Discuss the aspect ratio of 4:3.
Explain that this means that the picture is 4 units wide and 3 units high. Ask: why the
aspect ratio of 4:3 can also be 1.33? Have students use the information in a store
catalogue to investigate TV sizes and ratios. Get students to draw, write and compare
their TV sets. Ask them to explain what they think is the most effective way to use
ratios to calculate the size of different sets.
• Have students compare recipes and double the ingredients or make the recipes to
accommodate different portion sizes.
• Ratios p. 158 • Combining proportions p. 158
• Making cordial p. 158 • Ratio relationships p. 159
N7N12 | Interpreting simple ratios and links to fractions 1

• Year 6–7 Understand fractions
Learning sequence 4
Question 1
Skill: Students recognise equivalent fractions.

Answer key: C
3
1. What other fractions are equivalent to 5 ? What ways can you use to work out the
equivalent fractions? Draw diagrams or pictures to explain your thinking.
2. In a class, the ratio of boys to girls is 3 to 5. This means there are 3 boys for every 5
girls. What fraction of the class are boys?
3. At a vet, the ratio of cats to dogs is 9 to 11. There are no other animals at the vet.
What fraction of the animals at the vet are dogs?
9
4. A bag contains black and red balls. The fraction of black balls in the bag is 25 .
What is the ratio of black balls to red balls in the bag?
Question 2
Skill: Students use knowledge of ratios in a chance context.

Answer key: C
1. How many marbles are in the bag altogether? How do you know?
2. What fraction of the marbles is red?
3. What fraction of the marbles is not red?
4. What fraction of the marbles is either blue or green?
5. Are your answers to questions 2 and 3 the same? Why or why not?
6. What is the ratio of blue as to red as to green marbles in the bag? (16:8:4 or 4:2:1)
Have students colour in squares on grid paper to represent the relationships.

Question 3
Marion makes a chocolate slice. This is the recipe.

200 g sugar
200 g flour
75 g cocoa
125 g butter
50 g coconut
The ratio of sugar to flour to cocoa to butter to coconut is
___ : ___ : ___ : ___ : ___
What fraction of the mixture is flour? ______
Skill: Students write a ratio given the amounts.

4
Answer key: 8:8:3:5:2;
13
1. What fraction of the mixture is coconut?
1
2. Marion thinks that of the mixture is cocoa. Why can’t she be right?
5
3. Marion has only 40g of coconut. How much of each of the other ingredients should
she use? How could you work it out? Try using grid paper to help. Make each square
worth 10 grams.
Question 4
Susie has four types of lollies: fruitos, chocos, mintos and jellos.
The ratio of lollies to each other:
fruitos to chocos is 3 to 1
mintos to chocos is 3 to 2
mintos to jellos is 3 to 1
The ratio of fruitos to chocos to mintos to jellos is ___ to ___ to ___ to ___
What fraction of Susie’s lollies is mintos? ________
Skill: Students use knowledge of ratio in a familiar context.

1
Answer key: 6:2:3:1;
4
1. What fraction of Susie’s lollies are jellos? How do you know?
1
2. Susie thinks that of her lollies are chocos. Is she correct? Why?
4
3. Susie added some jellos to her lollies. The ratio of mintos to jellos is now 3:4.
What fraction of her lollies is now fruitos?
Number (book one):
o Key understanding 7: A fraction symbol may show a ratio relationship
between two quantities. Percentages are a special kind of ratio we use
to make comparisons easier. p.148
Student worksheet
Focus
Interpreting simple ratios and links to fractions
Marion makes a chocolate slice. This is the recipe.
200 g sugar
200 g flour
75 g cocoa
125 g butter
50 g coconut
The ratio of sugar to flour to cocoa to butter to coconut is
___ : ___ : ___ : ___ : ___
What fraction of the mixture is flour? ______
Susie has four types of lollies: fruitos, chocos, mintos and jellos.
The ratio of lollies to each other:

fruitos to chocos is 3 to 1
mintos to chocos is 3 to 2
mintos to jellos is 3 to 1
The ratio of fruitos to chocos to mintos to jellos is ___ to ___ to ___ to ___
What fraction of Susie’s lollies is mintos? ________

Numeracy Year 7
Real numbers
Finding part of a whole given a ratio

Ratios are the comparison of two or more quantities and are used often in life situations, eg
working out shares in a lottery win when there are unequal shares, mixing chemicals and
cooking.
The numbers should be whole numbers and the same units need to be used, eg litres not
millilitres and litres, a conversion needs to be made before representing the relationship as a
ratio. Ratios are usually separated by a colon.
To calculate the part of a whole, given a ratio how many parts need to be calculated to
understand how the whole is to be divided. For example, if a prize of $24 000 was won in a
lottery and had to be shared between two people who had shared the cost of the ticket at a
ratio of 5:3. How much does each person get?
5 parts and 3 parts = 8 parts altogether
Therefore the total winnings need to be divided into eight parts,

$24 000 ÷ 8 = $ 3000 per part or share.
Person 1 who has five shares receives $3000 x 5 shares = $ 15 000
Person 2 who has shares receives $3000 x 3 shares = $ 9000

• Year 7 – Recognise and solve problems involving simple ratios (ACMNA173).

• Use life contexts to compare the gender ratio of different countries’ populations.
• Scale various objects up or down in size to practise the application of a given ratio.
• Increase or decrease the quantities of ingredients required in cooking activities, eg
halving or doubling.
• Discounts p. 157 • Ratios p. 158
• Making cordial p. 158 • Ratio relationships p. 159
N7N13 | Finding part of a whole given a ratio 1

Question 1
Skill: Students calculate a number from a given ratio.

Answer key: C
1. What fraction of the children at the dance were boys?
2. How many boys were at the dance if there were 60 girls and the ratio was the same
as in the question above?
3. Ten boys and some girls left the dance. The ratio of boys to girls at the dance
remained 2 to 3. How many girls left the dance? How did you work it out?
Question 2
Skill: Students use the knowledge of ratio in a familiar context.

Answer key: C
1. What did you multiply 16 by to get your answer? Why does this method work?
2. What fraction of the backyard is flower bed? How do you know?
3. If the ratio of flower bed to grass was 5 to 4, what is the area of the backyard (given
that the flowerbed is still 16 square metres)? (16 m2 + 20 m2 )
4. In Fred’s backyard, the ratio of grass to flower bed is 7 to 2, and the area of the
backyard is 162 m2. How much larger is the area of grass than the area of flower
bed?

Question 3
Skill: Students link knowledge of a fraction and a ratio in a familiar context.

Answer key: B
1. How did you work this out? What fraction of the class must the five girls be?
2. How many students are in the class when the five girls are away? How do you know?
3. Five-eighths of Bill’s class are boys. When three boys and no girls are away, the ratio
of boys to girls is 4 to 3. How many students are in the class when everyone is
present?
Question 4
Skill: Students explore possibilities using knowledge of ratio and fractions in a familiar
context.
Answer key: 3
1. How did you go about solving this problem? (Give students the counters to model the
problem.)
2. How many more black counters would you need to add so that half of Jim’s counters
and half of Maria’s counters are black?
3. Some black counters are added to Maria’s and Jim’s counters. One-quarter of Jim’s
counters are now white and half of Maria’s counters are black. How many counters of
each colour do Jim and Maria have now?
(Eight counters are added: Maria gets 2 more blacks to make 3 black and 3 white,
and Jim gets 6 more to make 9 black and 3 white.)

Number (book one):
o Key understanding 7: A fractional symbol may show a ratio relationship
between two quantities. Percentages are a special kind of ratio we use to make
comparisons easier. p.148

Student worksheet
Focus
Finding part of a whole given a ratio

Numeracy Year 7
Measurement and Geometry
NAPLAN Numeracy Year 7: Measurement and Geometry
This document contains Year 7 Measurement and Geometry resources including items for:
• Using units of measurement
• Shape
• Location and transformation
• Geometric reasoning.
These items aim to develop and test Year 7 students’ proficiency with the content of this
sub-strand.
Please note that these resources do not encompass all that should be taught and learned for
Measurement and Geometry in Year 7. Not all of the content of the curriculum can be
effectively assessed in a written test format.
PDNUM029 | NAPLAN Numeracy Year 7: Measurement and Geometry 1

Numeracy Year 7
Using units of measurement
Perimeter of rectangles

A key concept for students to learn is that for certain types of shapes there are relationships
between lengths of its edges and its perimeter, its area and its volume. Common formulae
are a shorthand way of describing these relationships and are useful to help work out
perimeters, areas and volumes more easily than measuring them directly. Students should
investigate measurement relationships in a range of ways, developing their own short cuts
for solving practical problems. Students can find perimeters directly or by measuring edges
and adding. They will need encouragement to explain their own shortcuts, eg measuring one
side of a pentagon and multiplying by five, or measuring two adjacent sides of a rectangle,
adding and doubling. Memorising formulae is less important than understanding the
relationships involved. Developing activities and questions that focus students on
understanding these relationships will help students to build fluency and the capacity to solve
problems involving perimeter.
For further related information see First Steps in Mathematics Measurement: (book two):
• Chapter 4: Estimate
o Key understanding 1: We can make judgements about order and size without
actually measuring. We should think about how confident we can be of our
estimate. p.72

© Department of Education Western Australia 2004

• Year 5 – Calculate the perimeter and area of rectangles using familiar metric units
(ACMMG109).
• Year 6 – Solve problems involving the comparison of lengths and areas using
appropriate units (ACMMG137).
• Year 7 – Establish the formulas for areas of rectangles, triangles and parallelograms
and use these in problem solving (ACMMG159).

For ideas for activities see First Steps in Mathematics: Measurement (book two):
• Shortcuts for perimeters p. 16 • Turf and rope p. 20
• Fencing for paddock p. 16 • Perimeter or area? p. 21
• Three rectangles p. 20
N7M03 | Perimeter of rectangles 1

Curriculum and Standards Authority; this permission does not constitute Authority endorsement of the resource.
The Authority accepts no liability for any errors or damages arising from reliance on its content. The Western
Australian Curriculum content may be freely copied, or communicated on an intranet, for non-commercial
purposes in educational institutions, provided that the Authority is acknowledged as the copyright owner.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or
with prior written permission of the Authority. Any Australian Curriculum content in the Western Australian
Curriculum is used by the Authority under the terms of the Creative Commons Attribution and NonCommercial
3.0 Australia licence. Licensed for NEALS
Question 1
Skill: Students recognise efficient ways of calculating the perimeter of a rectangle.

Answer key: a, b, e
1. Which method would you have used? Explain.
2. Why couldn’t 22 х 7 be used to find the perimeter?
3. Why couldn’t (22 + 7) х (22 +7) be used to find the perimeter?

Question 2
Skill: Students interpret geometric language to construct a specific shape.
1. What is the perimeter of each rectangle?
2. Draw a rectangle that has twice the length and width of the original rectangle. What is
the perimeter of this rectangle?
3. Draw a rectangle one-third the length and width of the original rectangle.
What is the perimeter of this rectangle?

Question 3
Skill: Given the perimeter and the length, students calculate the width of a rectangle.
Answer key: E (3 cm)
1. What would the width of the note paper be if the length was 8 cm but the perimeter
was 26 centimetres?
2. What would the width of the note paper be if the length was 8 cm but the perimeter
was 35 centimetres?
Question 4
A piece of rectangular notepaper has a length of 8 centimetres and an area of
32 square centimetres.
What is the perimeter of this piece of notepaper?
Skill: Students use the relationship between area and perimeter of a rectangle.
Answer key: 24 cm.
1. What is the formula for finding the area of a rectangle?
2. How does understanding the properties of a rectangle help with this problem?
3. If the note paper had a length of 12cm and an area of 48 square centimetres, what
would the perimeter be?
Measurement (book two):
• Chapter 3: Indirect measure
o Key understanding 1: For certain types of shapes we can describe the
relationship between the lengths of its edges and its perimeter, its area and its
volume. p.12
o Key understanding 4: We can calculate one measurement from others using
relationships between quantities. p.54

Student worksheet
Focus
Perimeter of rectangles
A piece of rectangular notepaper has a length of 8 centimetres and an

area of 32 square centimetres.
What is the perimeter of this piece of notepaper?

Numeracy Year 7
Area of a rectangle

Finding the area or volume of objects directly is more complex that finding length or capacity.
Some of the complexity relates to the use of a physical representation of the unit of choice
and some to the use of rectangular arrays and grids. For finding area, students need to build
up their knowledge of rectangular arrays and how they link to multiplication.
Another key concept for students to learn is that for certain types of shapes there are
relationships between lengths of its edges and its perimeter, its area and its volume.
Common formulae are a shorthand way of describing these relationships and are useful to
help work out perimeters, areas and volumes more easily than measuring them directly.
Students should investigate measurement relationships in a range of ways, developing their
own short cuts for solving practical problems.
For further related information see:

First Steps in Mathematics Measurement (book one):
• Chapter 4: Direct measure
o Background notes p. 161
First Steps in Mathematics: Measurement (book two):
o Background notes p. 68

© Department of Education Western Australia 2004

• Year 5 – Calculate perimeter and area of rectangles using familiar metric units
(ACMMG109).

• Provide rectangles to students where the rectangle has its dimensions clearly marked
in cm squares. Gradually move onto graphics that have fewer lines marked.
Eventually provide blank rectangles and have students use cm squares to cover
rectangles without gaps or overlaps.
• Everyday situations involving measures derived from completing a calculation rather
than directly measuring need lots of exploration and discussion.
• Experiences need to be provided where students can calculate the area of a
rectangle where the sides are not whole numbers. This is harder as students cannot
automatically see the array and the relationship is not intuitive.
• Students need many experiences that help them distinguish between the attributes of
perimeter and area and realise that one figure can have a bigger perimeter than
another but smaller area and vice versa.
N7M04 | Area of a rectangle 1

For further ideas for activities see First Steps in Mathematics: Measurement (book two):
• Turf and rope p. 20 • Perimeter or area? p. 21
• Irregular area p. 20 • Five triangles p. 24
• Square straws p. 20 • Using a formula p. 60
Question 1
Skill: Students estimate the area of a shape drawn on grid paper.

Answer key: Any estimate in the range of 30 to 32 square units.
1. Round your estimate to the nearest whole number of square units if it is not already a
whole number. Then use grid paper to draw a rectangle that has the same area as
the elephant’s footprint.
2. Draw a different rectangle that also has the same area as the elephant’s footprint.

Question 2
Skill: Given the perimeter, students calculate the area of a square.

Answer key: 2 500 cm2.
1. The perimeter of a square is 400 cm. Find its area.
2. If the area of each square of the hop scotch grid was 1 square metre, what would be
the perimeter of the whole hop scotch grid?
3. The area of a square is 9 000 square centimetres. What is its perimeter?
Question 3
Skill: Students calculate area using informal and formal units.

Answer key: C
1. Draw diagrams of two differently shaped rectangular backyards that both have an
area of 128 square metres.
2. A rectangular backyard has an area of 168 square metres and length of 12 metres.
What is the width of the backyard?
3. A rectangular backyard has an area of 95 square metres and length of 10 metres.
What is the perimeter of the backyard?

Question 4
Skill: Students use shortcuts for area of a rectangle.

Answer key: A and C
1. A rectangle has a length of 70 cm and width of 2 m. What is its area?
2. A rectangle has an area of 3 square metres and width of 25 cm.
What is its length?
3. A rectangle has an area of 6 square centimetres and width of 15 mm.
What is its length?
• Chapter 3: Indirect Measure
o Key Understanding 1: For certain types of shapes we can describe the relationship
between the lengths of its edges and its perimeter, its area and its volume. p.12
o Key Understanding 4: We can calculate one measurement from others using

Student worksheet
Focus

Numeracy Year 7
Finding the volume of a prism

For certain types of 3D shapes there are relationships between specified lengths and the
surface area and volume. Formulae are a shorthand way of describing these relationships
and are useful to help work out the volume more easily than measuring them directly.
Memorising formulas is less important than understanding the relationships involved and
students need activities and experiences to understand these relationships. Students should
investigate measurement relationships in a range of ways, developing their own short cuts
for solving practical problems.

• Year 7 – Calculate volumes of rectangular prisms (ACMMG160).
• Year 8 – Develop formulas for volumes of rectangular and triangular prisms and
prisms in general. Use formulas to solve problems involving volume (ACMMG198).

Using 24 cubes have students construct various rectangular prisms recoding the dimensions
in a table. Ask students how they know they have built every possible rectangular prism.
Encourage them to construct their own formulas in working out how many cubes in any given
rectangular prism.
• Building p. 19 • Cubic straws p. 23
• The sealed room pp. 19 • Fractional dimensions p. 23
N7M05 | Finding the volume of a prism 1

Question 1
Skill: Students find the volume of a prism made of unit cubes.

Answer key: D
1. What name is given to the object Tom built?
2. What are the dimensions of Tom’s object?
3. Use grid paper to draw other rectangular prisms with a volume of 30 cubes.
Question 2
Skill: Students visualise a model with doubled dimensions and calculate the volume.
Answer key: 12
1. How did you work out your answer?
2. After the enlargement, what is the height of the prism? Width? Length?
3. If all the dimensions are twice the size why is the volume not doubled?
4. If you make each dimension three times the size of the drawing in the example, what
will be the volume? Use blocks and build this shape.

Question 3
Skill: Students use informal units to measure volume of a prism.

Answer key: 45
1. What is the volume of the packet of jelly?
2. What is the volume of the box?
3. If the packet of jelly had different dimensions but the same volume, what could the
dimensions be? List three sets.
Question 4
Skill: Given the volume and two dimensions, students find the third dimension of a prism.
Answer key: 0.4 m
1. What would be the height of the fish tank above if it had a volume of 1 m3?
2. A fish tank is built in the shape of a rectangular prism. It has a volume of 0.2 m3. What
could be the dimensions of the fish tank? List three sets.
• Chapter 3: Indirect Measure
o Key Understanding 1: For certain types of shapes we can describe the
volume. p.12
o Key Understanding 4: We can calculate one measurement from others using
Student worksheet
Focus
Finding the volume of a prism

Numeracy Year 7
Perimeters and areas of composite shapes

Students need many experiences that help them distinguish between the attributes of
perimeter and area and realise that one figure can have a bigger perimeter than another but
smaller area and vice versa. Ordering figures using perimeter and area can help students to
realise this.
Students need to understand and use formula for the area of shapes other than rectangles.
For example they may see a triangle as half a rectangle or could rearrange a parallelogram
to form a rectangle of the same area. Memorising formulas is less important than engaging
students in activities and experiences to understand the relationships involved. Students
should investigate measurement relationships in a range of ways, developing their own short
cuts for solving practical problems.
For further related information see First Steps in Mathematics: Measurement (book one):
volume. p.12


• Year 6 – Solve problems involving the comparison of lengths and areas using
appropriate units (ACMMG137).

• Cutting up shapes and rearranging them will help students understand that no matter
how you arrange a shape the area will remain the same.
• Everyday situations need to be explored where the measures have been derived from
completing a calculation rather than directly measuring.
• Three rectangles p. 20 • Triangle in a rectangle p. 23
• Irregular area p. 20 • Rearranging parallelograms p. 24
• Perimeter or area? p. 21 • Area Problems p. 62
• House plans p. 22 • Can you do it? p. 63
N7M06 | Perimeters and areas of composite shapes 1

Question 1
Skill: Students calculate the area of shapes on grid paper.

Answer key: B
1. What is the perimeter of each shape?
2. What is the area of each shape?
3. List the shapes in order from the smallest to the largest perimeter and then largest
to smallest area? What do you notice?
Question 2
Skill: Students use relationships between perimeter and area.

Answer key: D
1. Draw a diagram of a rectangle that would have the same area as this shape.
2. Draw a diagram of a triangle that would have the same area as this shape.

Question 3
Skill: Students calculate the perimeter of a shape composed of rectangles.

Answer key: D
1. What is the area of this shape?
2. Draw a diagram of a rectangle that would have the same area as this shape.
Question 4
Skill: Students calculate area in square centimetres, given a unit of 100 square centimetres.
Answer key: C
Comment: The most common mistake was B, based on not counting the shaded rectangle.
1. What strategy did you follow to calculate the number of rectangles?
2. Draw a diagram, and clearly show the dimensions, of a triangle with an area of
1 200 square centimetres.
3. Draw a diagram of a shape, which is neither a rectangle nor triangle, with an area of
1 200 cm2. Clearly show the dimensions of the shape.

Measurement: (book two):
volume. p.12

Student worksheet
Focus

Question 3
Question 4

Numeracy Year 7
Using units of measurement and geometric reasoning
Reading measure from calibrated scales

Calibrated scales can be used as a substitute for repeating units when measuring length,
capacity, mass, angle and time. Students need to develop an understanding as to why it is
important to line up the zero mark on a ruler or tape measure with the start of the object that
is to be measured. A student who ‘forgets’ to line up the beginning of the object to be
measured with the zero mark on the ruler may not understand the connection between
measuring by repeating units and using a ruler.
Students need to understand that the starting point shows the beginning of the first unit,
which means no units used and so it is labelled 0 (zero). The end of the first unit indicates
one unit used and so it is marked 1; the end of each unit marks the number of units long the
object is. Making their own calibrated scale will assist students to understand how these
scales are made and used.
Students should learn to read a range of graduated scales which progress in complexity
from:
• every mark labelled; eg 1,2,3,…to
• some of the marks not labelled, but each mark is one unit; eg every fifth mark is
labelled 5,10,,15,20…
• scales involving some decimals; eg ten marks are placed between each whole but are
not labelled; to
• the number of marks being fewer or greater than the number of units; eg every fifth
mark is labelled 10, 20, 30, …, or every fifth mark is labelled 1,2,3,…
For related information see First Steps in Mathematics: Measurement (book one):
o Key understanding 4: Calibrated scales can be used as a substitute for repeating
units when measuring length, capacity, mass, angle and time.


• Year 4 – Use scaled instruments to measure and compare lengths, masses,
capacities and temperatures (ACMMG084).
• Year 5 – Estimate, measure and compare angles using degrees. Construct angles
using a protractor (ACMMG112).

• Make a measuring jug p. 127 • Varying measurements p. 129
• Calibrated containers in litres p. 127 • Nails and elastic p. 129
• Matchstick tapes p.128 • Marks not numbered p. 132
N7M07 | Reading measure from calibrated scales 1

Question 1
Skill: Students read a scale graduated at 10g intervals.

Answer key: 190 g
1. There are nine equally spaced markings between 100 and 200. What is each space
between the mark worth on the scale?
2. On this scale, if there were only four equally spaced markings between 100 and 200,
what is the space between each mark worth?
3. Draw an arrow pointing to 275 grams.
4. Draw an arrow pointing to 420 grams.
5. Another orange with a mass of 0.15 kg is placed on the scale; draw an arrow pointing
to the total mass.
Question 2
Skill: Students read the size of an angle using a calibrated scale on a protractor.
Answer key: 45°
1. What does each of the very small graduations mean?
2. Why does the protractor have two rows of numbers?
3. Draw three different sized angles for a partner and have them measure them with
their own protractor.

Question 3
Skill: Students read different scales using millilitres.

Answer key: D
1. How did you work out your answer?
2. Order the containers from the least filled to the most filled.
3. Which container can hold the most fluid? How do you know?
4. Collect a range of jugs/containers with graduations marked for measuring capacity.
Study the graduations and work out the scale used. Which are the easiest/most
difficult to read and use? Why?

Question 4
Skill: Students read a scale in centimetres and convert to metres.

Answer key: C
1. What does each of the calibrations on the ruler indicate?
2. What did you have to do to work out the answer to the question in the example?
3. Work out the height for each of the girls in centimetres and then put them in order
from tallest to shortest.
4. Convert each measurement to metres. How did you work them out?
5. Measure your own height in centimetres. Which girl(s) are you taller/shorter than?
Measurement (book one):
• Chapter 4: Direct Measure
o Key Understanding 4: Calibrated scales can be used as a substitute for repeating
units when measuring length, capacity, mass, angle and time. p.124

Student worksheet
Focus
Reading measure from calibrated scales

Numeracy Year 7
Using elapsed time, calendars and timetables

Students need many opportunities to explore situations involving measuring elapsed time. It
is a difficult concept that many students find difficult to understand. Many students may still
believe that the person who arrives latest is also the one that took the longest time to get
there.
They should read the time on clocks (digital and analogue), calendars, schedules and
timetables to measure elapsed time. Relating elapsed time to the students’ experiences with
TV guides can also assist student understanding.
Students should be able to order familiar events in their lives and use regularly occurring
things as cues to the time of the day or year. They need to develop the skills to be able to
read key times on both digital and analogue clocks, calendars, timetables and schedules and
need opportunities to explore a variety of calendar, timeline and timetable formats.
Recording of time, particularly seasons is cultural. Students can investigate the different
ways cultural groups’ record and designate periods of time to seasons of the year. For
example:
• Australian Aboriginal seasons vary between different groups.
• Early Egyptian calendars had New Year in July.
• Some Asian countries use the Gregorian calendar for daily activities
however use the ancient Chinese calendar for significant celebrations. (eg
Chinese New Year)
Students need to recall the months of the year automatically but need to be given the
opportunity to see how the months fit in a calendar year. The link must be made explicit how
the days of the week continue the same sequence even when the month has changed.

• Year 6 – Interpret and use timetables (ACMMG139).
• Year 8 – Solve problems involving duration, including using 12- and 24-hour time
within a single time zone (ACMMG199).
Learning activities
For ideas for activities see First Steps in Mathematics: Measurement (book one):
• Days and months p. 159 • Comparing elapsed times p. 159
• Ancient measures of time p. 159 • Timetables p. 160
N7M08 | Using elapsed time, calendars and timetables 1

Question 1
th
Today is 30 May. Kerry’s birthday is next MAY
Wednesday.
Sun Mon Tue Wed Thu Fri Sat
Which date is Kerry’s birthday?
nd 1 2 3 4 5
2 May
th 6 7 8 9 10 11 12
30 May
th 13 14 15 16 17 18 19
6 June
th 20 21 22 23 24 25 26
7 June
th 27 28 29 30 31
30 June
th
6 July
Skill: Students read and use a calendar.

Answer key: C
1. What is the date of the day before 1st May?
2. What is the date one week before 1st May?
3. What is the date two weeks after 31 May?
4. Kerry’s brother had a party on the last Wednesday of April. What date was that?
5. Why are there blank spaces on the calendar?
6. What is the day of the week on the 1st June?
Question 2
Which two activities have a combined total of one Timetable
hour?
9:00am – 10:00am writing
writing and assembly
10:00am – 10:15am assembly
assembly and maths
10:15am – 10:45am maths
maths and recess
10:45am – 11:15am recess
assembly and recess
11:15am – 11:45am library
11:45am – 12:30pm music
12:30pm – 1:30pm lunch
1:30pm – 3:30pm sport
Skill: Students calculate elapsed time.

Answer key: C
1. Which class lasts for 45 minutes?
2. A student was asked to take a message to the principal 20 minutes after the music
lesson had started. At what time was this?
3. A student needed to leave the sport class 40 minutes early. At what time was this?

Question 3
What time will this clock show 10 minutes later?
23:55
23:64
12:04
00:04
01:04
Skill: Students use elapsed time in the context of 24-hour time.

Answer key: D
1. What time did the clock show one hour earlier?
2. What time did the clock show one hour later?
3. What time is 21:30 in 12 hour time?
4. It is 23:54 now. Alex went to bed two and a half hours earlier. At what time did Alex
go to bed?
Question 4
How many hours and minutes between 3:26am and 3:17pm on the same day?
11 hours and 10 minutes
Skill: Students calculate elapsed time in the context of 12-hour time.

Answer key: B
1. How did you work it out?
2. What would the time be 50 minutes before 3:26am?
3. What would the time be 13 hours after 3:17pm?
4. What would be the time at exactly halfway between 3am and 3pm?
• Chapter 4: Direct Measure
o Key understanding 4: Calibrated scales can be used as a substitute for
repeating units when measuring length, capacity, mass, angle and time. p.124
o Key understanding 6: We can judge and measure time using both natural
cyclical changes and special techniques and tools which people have
developed. p.150

Student worksheet
Focus
Using elapsed time, calendars and timetables
th
Today is 30 May. Kerry’s MAY Which two activities have a Timetable
birthday is next Wednesday. combined total of one hour?
Sun Mon Tue Wed Thu Fri Sat 9:00am – 10:00am writing
Which date is Kerry’s writing and assembly
birthday? 1 2 3 4 5 10:00am – 10:15am assembly
assembly and maths
nd
2 May 6 7 8 9 10 11 12 10:15am – 10:45am maths
maths and recess
th
30 May 13 14 15 16 17 18 19 10:45am – 11:15am recess
assembly and recess
th
6 June 20 21 22 23 24 25 26 11:15am – 11:45am library
th
7 June
27 28 29 30 31 11:45am – 12:30pm music
th
30 June
12:30pm – 1:30pm lunch
th
6 July
1:30pm – 3:30pm sport
What time will this clock show
10 minutes later?
How many hours and minutes between 3:26am and 3:17pm on the same day?
23:55 11 hours and 10 minutes
01:04

Numeracy Year 7
Geometric reasoning
Using a protractor and recognising common angles

We can make judgements about order and size without actually measuring. Being able to
make judgements about order or size without measuring is helpful when actual measurement
is difficult.
We can improve our estimates by getting to know the size of common units and by practising
judging the size of things. Practice helps us to become both better at estimating quantities
and more confident in our judgement, so that we are prepared to trust it. Helpful practice
involves:
• making an estimate
• getting feedback on how close the estimate was (often by measuring immediately)
• consciously using the feedback to improve the next estimate and repeating the cycle.
Calibrated scales can be used as a substitute for repeating units when measuring length,
capacity, mass, angle and time.
Students need to develop an understanding as to why it is important to line up the zero mark
on a protractor with the start of the angle that is to be measured. A student who ‘forgets’ to
line up the beginning of the angle to be measured with the zero mark on the protractor may
not understand the connection between measuring by repeating units and using a protractor.
Students need to understand that the starting point shows the beginning of the first unit,
which means no units used and so it is labelled 0 (zero). The end of the first unit indicates
one unit used and so it is marked 1; the end of each unit marks the number of units long the
object is. Making their own calibrated scale will assist students to understand how these
scales are made and used.
For further related information see First Steps in Mathematics: Measurement (book one):


• Year 5 – Estimate, measure and compare angles using degrees. Construct angles
using a protractor (ACMMG112).
Learning activities
For ideas for activities see First Steps in Mathematics: Measurement (book one):
• Ordering angles p. 102 • Angles p. 131
N7M09 | Using a protractor and recognising common angles 1

Question 1
Skill: Students recognise an angle of 45º.

Answer key: C
1. Estimate the angle to which each of the cards are opened.
2. Fold a piece of paper or straw so it is opened to approximately 60º. Can you find
something that matches this angle? (Repeat for other angle sizes.)
3. Draw a diagram to show a card opened to approximately 135º. How did you know?
4. Now check your estimate with a protractor.
Question 2
Skill: Students recognise an acute angle.

Answer key: C
1. Angles can be classified as reflex, acute, obtuse or right angles. Classify each of the
angles shown above.
2. Estimate, where necessary, the size of each of the angles.
3. Now measure the angles using a protractor to check your estimates.

Question 3
Skill: Students draw an angle of 135º.

1. Draw a line to show an approximate angle of 20º. Justify your decision.
2. Draw a line to show an approximate angle of 100º. Justify your decision.
3. What is the angle of a straight line? How do you know?
Question 4
Skill: Students use a protractor.

Answer key: 119°
1. Use a protractor to assist you to draw a 70º angle.
2. Use a protractor to assist you to construct a right angled triangle that also has a 40º
angle.
3. Use a protractor and a ruler to construct two different right-angled triangles that have
a 50º angle and a 6 cm side.

• Chapter 4: Estimate
o Key understanding 2: We can improve our estimates by getting to know the size
of common units and by practising judging the size of things. p.80

Student worksheet
Focus
Using a protractor and recognising common angles

Numeracy Year 7
Shape
Describing geometric properties of familiar 2D shapes

Shape is a property or attribute of things and there are infinitely variable shapes just as there
are infinitely variable colours. As for colour, we have developed standard classification of
shapes and given classes and names of their own. This naming helps students to distinguish
shapes and remember them. The classes themselves become concepts (‘triangle’) with
properties of their own. Thus a ‘triangle’ is the bearer of a set of properties.
Students should understand that figures that they recognise as being, for example,
rectangles all have certain properties in common. They should then move on to realise that it
is the properties that define the class of the figure. Students will benefit from activities
focusing on relationships between properties. Only when students understand that properties
are related to each other do they understand that knowing just a few properties of a figure or
object enables them to work out other properties. This is the most useful aspect of geometry.
For further related information see First Steps in Mathematics: Space:

• Chapter 6: Reason geometrically
o Key Understanding 4: People have developed useful ways to classify shapes.
Knowing that a shape is one of the standard types can tell us a lot about it. p.196


• Year 4 - Compare and describe two dimensional shapes that result from combining
and splitting common shapes, with and without the use of digital technologies
(ACMMG088).
Learning activities
For further ideas for activities see First Steps in Mathematics: Space:
• Quadrilaterals p. 203 • Every square a rectangle p. 205
• Geoboard p. 203 • Quadrilaterals p. 205
• Shape clues p. 204 • Relationships p. 205
N7S03 | Describing geometric properties of familiar 2D shapes 1

Question 1
Skill: Students identify parallel sides in familiar 2D shapes.

Answer key: Shapes B, C, D and E have parallel sides.
1. What does parallel mean?
2. Name the shape with no parallel sides.
3. Which of these shapes are regular shapes?
4. Draw a different shape with three pairs of parallel sides.
Question 2
Skill: Students identify parallel sides and acute angles in familiar 2D shapes.
Answer key: D
1. What is the name of the shapes above?
2. Draw a different shape that has exactly two pairs of parallel sides and exactly two
acute angles.
3. Write a description of the third shape.
4. Draw your own shape and write a description. Swap with a partner and draw the
shape they have described.

Question 3
Skill: Students use properties of the angles in a triangle.

Answer key: C
1. How many degrees in a triangle?
2. If the 130° angle is decreased to 125°, what is the value of x?
3. If the 110° angle is increased to 120 °, what is the value of x?
4. What are the other missing angle sizes of the triangle? How do you know?
Question 4
Skill: Students use properties of the angles in geometric shapes.

Answer key: 75°
1. How did you work it out? Is there another way you could work it out?
2. How many degrees are there in a straight line? How does this help work out the
answer to this problem?
3. What is the size of the small angle next to this one? How do you know?

Space:
o Key understanding 3: There are special words, phrases and symbols that help us
to think about and describe the shape and structure of things. p.182
o Key understanding 4: People have developed useful ways to classify shapes.

Student worksheet
Focus
Describing geometric properties of familiar 2D shapes

Numeracy Year 7
Geometric reasoning
Classifying and describing geometric properties of triangles

In order for students to learn to reason about shape and structure and hence to solve spatial
problems, they need to learn to notice shape, think of it as something significant and have
appropriate vocabulary and notations for describing it.
Shape is a property or attribute of things and there are infinitely variable shapes possible.
Standard classification of shapes has therefore been developed and shapes have been
given classes and names of their own. This naming helps students to distinguish shapes and
remember them. The classes themselves become concepts with properties of their own.
Thus a triangle is the bearer of sets of properties.
Students should understand that figures that they recognise as being, for example, triangles
all have certain properties in common. They should then move on to realise that it is the
properties that define the class of the figure. Students will benefit from activities focusing on
relationships between properties. Only when students understand that properties are related
to each other do they understand that knowing just a few properties of a figure or object
enables them to work out other properties. This is the most useful aspect of geometry.

Knowing that a shape is one of the standard types can tell us a lot about it. .196


• Year 7 – Demonstrate that the angle sum of a triangle is 180° and use this to find the
angle sum of a quadrilateral (ACMMG166).
• Year 7 – Classify triangles according to their side and angle properties and describe
quadrilaterals (ACMMG165).
Learning activities
• Geoboard p. 203 • Relationships p. 205
• Shape clues p. 204 • Sorting triangles p. 205
N7S04 | Classifying and describing geometric properties of triangles 1

Question 1
Skill: Students use properties of a triangle.

Answer key: B
2. What type of triangle is this? How do you know?
3. Would this work for an equilateral triangle? What about a right angle triangle?
4. Draw a triangle for your partner and measure two of its angles. Swap and work out
the third angle. Check by using a protractor.
Question 2
Skill: Students use properties of the equilateral triangle.

Answer key: C
2. What is the perimeter of the large equilateral triangle?
3. How does the perimeter of one of the smaller equilateral triangles compare to the
perimeter of the larger equilateral triangle?
4. If you added two more small triangles to the diagram to make a larger equilateral
triangle, what would be the perimeter of the new triangle?

Question 3
Skill: Students visualise right-angled triangles.

Answer key: C
1. What shape did Tara draw?
2. Enlarge Tara’s shape on grid paper.
3. Draw the four resulting shapes on grid paper and indicate the right angles.
Question 4
Skill: Students identify a triangle with specified geometric properties.

Answer key: C
1. What name best describes the first shape?
2. In each triangle, indicate the equal angles.
3. Find the size of the angles in each of the above triangles.
4. Can you think of a way to prove that the sum of the angles in every triangle is 180o?
Space:

Student worksheet
Focus
Classifying and describing geometric properties of triangles.

Numeracy Year 7
Shape
Recognising the top or a side view of an object

There are a number of standard ways of representing space that are in widespread use
internationally and students need to learn the conventions for interpreting and producing
them. Students should understand that we often interpret diagrams by reading beyond them
to what is not in the diagram but must have been there.
The ability to produce representations of 3D objects drawn from a fixed viewpoint develops
slowly and students will need considerable experience in interpreting 2D representations of
3D objects and spaces, varying from photographs and semi-realistic sketches to various
geometric diagrams. They also need experience in looking at 3D objects from different
viewpoints so that when it is not possible to look at an object from a different view point, the
student can visualise its features.

• Chapter 4: Represent shape:
o Key understanding 3: To understand drawings of objects we need to combine
what we can actually see with what we think is there. Special drawing techniques
emphasise different aspects of an object. p.84


• Year 7 – Draw different views of prisms and solids formed from combinations of
prisms (ACMMG161).
Learning activities
• Viewpoint p. 89 • Drawing a cube p. 92
• Drawing the top p. 89 • Viewpoints p. 92
• Four-cube houses p. 91 • Carton and cup p. 93
N7S05 | Recognising the top or a side view of an object 1

Question 1
Skill: Students visualise the top and side view of an object made of blocks.
Answer key: C
1. Make these objects with blocks. Use these models, if necessary, to draw the front,
side and top view of these shapes.

Question 2
Skill: Students select an object made of unit cubes, given its top and side views.
Answer key: E
1. Construct each of the models with blocks. Draw these models on isometric grid
paper.
2. Use square grid paper to draw the side and the top view of each model.
3. D is very similar to E. Why can’t D be the answer? What change would be needed for
D to be correct?

Question 3
Skill: Given an oblique drawing and the top view of an object, students visualise the right-
side view.
Answer key: A
1. Make this model with blocks and look at the side view.
2. Use grid paper to draw the top view of this model.
3. Helen wants C to be the correct answer. She needs to remove only one cube. Which
one?
4. Make two models which would make D the correct answer.

Question 4
Skill: Given an isometric drawing of an object made of cubes, students visualise its top view.
Answer key: A
1. What is the least number of blocks needed to make this model?
2. On the isometric drawing above, draw in extra cubes, so that, B is the correct answer.
3. Make this model using blocks and use grid paper to draw the views from the side and
front.
Space:
• Chapter 4: Represent shape

Student worksheet
Focus
Recognising the top or a side view of an object


Numeracy Year 7
Shape
Visualising and recognsing prisms and pyramids given skeletons

and nets

A net is a special technique used for producing objects. It is composed of figures arranged in
a particular flat configuration. The arrangement of these figures does not exactly match the
arrangement on the object to be made, as some sides may be some distance from each
other. This arrangement is such that when it is folded all the parts will come together in the
right relationship. Through experience that focuses upon the component parts of a figure and
how they fit together, students learn that the net of any given object will need:
• figures of the right shape and size
• the right number of figures and
• figures located in the correct position relative to each other.
Students should be able to match provided nets to actual objects and to make their own nets
for 3D objects. Activities that involve students in investigating which 2D shapes go together
to make a particular prism or pyramid and how these shapes are connected to each other will
help them to see the parts that make up the whole object.

o Key Understanding 2: The net of an object has to have the same component
parts as the object and the parts have to be in the right relationship to each other.
p.72


• Year 3 – Make models of three-dimensional objects and describe key features
(ACMMG063).
• Year 5 – Connect three-dimensional objects with their nets and other two-dimensional
representations (ACMMG111).
• Year 6 – Construct simple prisms and pyramids (ACMMG140).

• Collect everyday packages, such as cereal, toothpaste and chocolate boxes, and
plastic wrap cylinders. Ask students to cut along selected edges and fold out flat to
show the net. Identify and discuss the 2D shapes that make up the 3D object.
• Students use a wooden 3D shape and paint each face a different colour. After each
face is painted use it to make one print on a sheet of paper. After all faces are printed
discuss the face shapes and the number of each shape to assist students to make
connections between the 2D representations of the 3D solid.
N7S06 | Visualising and recognsing prisms and pyramids given skeletons and nets 1
• Students need to recognise, name, build, draw, compare and sort two–dimensional
shapes and three dimensional objects. Patterns blocks and 3D geometric solids are a
valuable resource for students to manipulate and explore.
• In pairs, students take turns building and describing the selection and placement of
3D objects to their partner from behind a barrier. The partner recreates the
construction by following the directions.
• Students explore the characteristics of prisms and pyramids. Make posters describing
the characteristics of the shapes.
• Opening 3D objects p. 74 • Tracing p. 76
• Matching Nets p. 74 • Matching 2D with 3D p. 76
Question 1
Skill: Students visualise a skeleton of a square-based pyramid.

Answer key: B
1. How many faces does a cube have? What shape are they?
2. How many edges does a cube have?
3. Create a square pyramid using straws and plasticine.
4. How many faces does a square pyramid have? What shape are they?
5. How many edges does a square pyramid have?
6. Name an object that has eight vertices and twelve edges.
Question 2
Skill: Students visualise the faces of a square-based pyramid.

Answer key: A
1. Ann said that she selected the last shape. Why is Ann is wrong?
2. Cut up some different shapes such as triangles, squares and rectangles. What object
can you make with the shapes?
3. How many faces does your object have?
4. What would the net of your object look like?
Question 3
Skill: Students visualise the faces of a hexagonal prism.

Answer key: B
1. What shapes are missing from the incorrect choices?
2. How many edges does this object have?
3. Make the shape using straws or construction materials.
4. If the sides were squares would it still be a hexagonal prism?
Question 4
Skill: Students recognise a net of a cube.

Answer key: The two nets on the right.
1. Look at a cube. How many squares will the net of the cube have?
2. Ask students to cut out a copy of each net and fold them into cubes. Which nets did
not work?
3. Draw a net for a cube that is different from the ones shown above.
4. How did you know your net would make a cube?
5. On a net of a cube, tick two faces that will be opposite to each other when the net is
folded.
Space:
o Key understanding 1: When we copy and make figures and objects, we need to
think about how the whole thing looks and about how the parts relate to each
other and to the whole. p.58
o Key understanding 2: The net of an object has to have the same component
parts as the object and the parts have to be in the right relationship to each other.
p.72
Student worksheet
Focus
Identifying 2D shapes within 3D objects
N7S06 | Identifying 2D shapes within 3D objects 5

N7S06 | Identifying 2D shapes within 3D objects 6

Numeracy Year 7
Shape
Visualising 3D objects given isometric drawings

When we draw any object we have the choice of drawing it ‘flat’ (2D) or as a ‘solid’ (3D) and
our choice is determined by the purpose of the drawing. Perspective, oblique and isometric
drawings are three common forms of representation which, to varying degrees, ‘look like’ 3D
objects to us. Isometric drawings have an edge positioned towards the front of the drawing.
The three faces are drawn with the length of all edges to scale and parallelism maintained.
However, the shapes of these faces and the angles are not the same as on the object. For
example, parallelograms are used to represent square and rectangle faces.



• Year 7 – Draw different views of prisms and solids formed from combinations of
prisms (ACMMG161).
Learning activities
• Isometric drawings p. 90 • Building complex structures p. 93
• Soma cube p. 91 • Elevation plans p. 96
N7S07 | Visualising 3D objects given isometric drawings 1

and Standards Authority; this permission does not constitute Authority endorsement of the resource. The
Authority accepts no liability for any errors or damages arising from reliance on its content. The Western
Question 1
On the grid provided, draw the L-piece in a ‘lying down’ position.
Skill: Given an isometric drawing of a 3D object, students draw the object in a different
position.
Answer key:
1. What would the shape in the new position look like from the top? How is this different
from the view from the top of the original position?
2. Use four to six blocks and make an arrangement. Draw it isometrically. Change the
position of the blocks to make a new arrangement.
3. Draw your new arrangement from the top, side and back views.

Question 2
Skill: Recognising different views of the same 3D object from isometric drawings
Answer key: D
1. Which of the rectangular prisms is made with the most number of cubes?
2. Which of the rectangular prisms has a surface area of 40 square units?
3. Sam removed the top layer of Prism C and said, “Prism A is now the same as Prism
C.” Is Sam correct? Explain your thinking.
Question 3
Skill: Students visualise the two pieces needed to make a model.

Answer key: A and C
1. Explain how you worked out your answer.
2. How do you know that pieces B and C are not the pieces Sue used? Draw what the
shape might look like if you combined these two pieces? (Note: There may be more
than one answer depending on how the students combine the pieces.)
3. Have the students create each of the shapes from interlocking cubes using a different
colour for each shape. Allow the students to manipulate the pieces to solve the
problem. Ask: What did you have to do to the pieces to make them fit?
Ask the students to use the pieces to make different models and have other students
draw them.
Question 4
Skill: Students draw orthogonal views of a 3D object given its isometric drawing.
Answer key:
1. How many edges does this solid have?
2. If the volume of the solid is 8 cm3, what is its surface area?
3. In what way is the right – side view different to the left – side view?
Space:

Student worksheet
Focus
Visualising 3D objects given isometric drawings
On the grid provided, draw the L-piece in a ‘lying down’
position.


Numeracy Year 7
Shape
Identifying 3D objects with given properties

In order for students to learn to reason about shape and structure and hence to solve spatial
problems they need to learn to ‘notice’ shape and think of it as something significant, and
have appropriate vocabulary and notations for describing it. Noticing and describing spatial
features interact with each other. Students need opportunities to analyse and describe the
component parts that form a 3D object (shapes, size, and placement) and consider how the
components fit and hold together.
Teachers need to build on these experiences by introducing the vocabulary and names of
the 3D objects and their features. Students will gradually learn and use the mathematical
names of classes of standard shapes as they manipulate and talk about the shapes, objects
and their properties. Many of the names of 3D objects relate to 2D figures and discussion
can help children see the connections and similarities.

to think about and describe the shape and structure of things.
Knowing that a shape is one of the standard types can tell us a lot about it.


• Year 6 – Construct simple prisms and pyramids (ACMMG140).
Learning activities
• Polyhedrons p. 66 • Guess my shape 1 p. 191
• Trapezoids and triangles p. 167 • Charts of words p. 191
N7S08 | Identifying 3D objects with given properties 1

Question 1
Which candle looks most like a sphere?
Shade one
bubble.
Skill: Students recognise a sphere.

Answer key: D
1. Name the other objects that you can see.
2. Describe the geometric features of the triangular prism and the square prism.
Question 2
The net of a shape is made up of two circles the same size and a
rectangle.
The shape of the net is a
cone
cylinder
rectangular prism
cube
Skill: Students recognise the net and the 2D shapes of a cylinder.

Answer key: B
1. Nelly drew a net of a triangular pyramid. What shapes did she draw?
2. How many vertices does a triangular pyramid have?
3. Name and draw a pyramid that has two more vertices than a triangular pyramid.
2
N7S08 | Identifying 3D objects with given properties
Question 3
Which 3D object has 5 faces and 9 edges?
rectangular prism
square-based pyramid
triangular pyramid
triangular prism
Skill: Students visualise familiar 3D objects.

Answer key: D
1. How many faces and edges does each of the listed objects have?
2. Which of the listed 3D objects has the most vertices?
3. Which of the listed 3D objects could have six square faces?
Question 4
Jeff has a 3D object.
Shade one
bubble.
“My object has 6
vertices, 6 faces
and 10 edges.”
Which 3D object does he have?

cube triangular prism hexagonal prism pentagonal pyramid
Skill: Students identify 3D objects with given properties.

Answer key: D
Additional question
1. Make a table of the names and quantities of the 2D shapes that would be found in the
net of each of the listed objects?
Space:
o Key understanding 3: There are special words, phrases and symbols that help
us to think about and describe the shape and structure of things. p.182
3
N7S08 | Identifying 3D objects with given properties
Student worksheet
Focus
Identifying 3D objects with given properties
Which candle looks most like a sphere? Shade one The net of a shape is made up of two circles the same size and a rectangle.
bubble.
cone
cylinder
rectangular prism
cube
The net of a shape is made up of two circles the same size and shape. Jeff has a 3D object.
Shade one
bubble.
“My object has 6
rectangular prism vertices, 6 faces
and 10 edges.”
square-based pyramid
triangular pyramid
Which 3D object does he have?
triangular prism
cube triangular prism hexagonal prism pentagonal pyramid
N7S08 | Identifying 3D objects with given properties 4

Numeracy Year 7
Location and transformation
Identifying lines of symmetry in 2D shapes

There is a form of symmetry associated with each of the transformations. They are:
translational (or slide) symmetry; reflectional (or mirror) symmetry; and rotational (or turn)
symmetry. Each of the transformations maintains shape and size, and it is this property that
makes symmetry possible.
All symmetrical things have congruent or identical units that can be matched in some way.
We say that a figure or object is symmetrical if a transformation exists that moves its
individual points or parts into a different position but leaves the whole thing looking the same.
Improving students’ capacity to visualise is important, both for its direct benefit and because
of its helpfulness in learning further geometrical and other mathematical ideas.

• Chapter 5: Represent transformation
o Key Understanding 4: Symmetrical things have component parts which can be
matched by rotating, reflecting or translating. p.140
Rigby Harcourt Education Australia


• Year 7 – Describe translations, reflections in an axis, and rotations of multiples of 90°
on the Cartesian plane using coordinates. Identify line and rotational symmetries
(ACMMG181).
Learning activities
• Logos and crests p. 146 • Card designs p.147
• Regular polygons p. 146 • Rotational designs p. 147
N7S09 | Identifying lines of symmetry in 2D shapes 1

Question 1
Skill: Students recognise a line of symmetry.

Answer key: A
1. Get students to use a mirror to check their answers.
2. For each of the incorrect responses, draw the reflection that would occur from the line
shown.
3. Use copies of alphabet letters and mirrors for students to identify letters that are
symmetrical.
Question 2
Skill: Students recognise a line of symmetry.

Answer key: C
1. Draw the line of symmetry on the second shape.
2. How could you change shape D so the line is showing symmetry?
3. Why is A incorrect?

Question 3
Skill: Students visualise reflection.

Answer key: B
1. Name the shapes that the other three reflections would make.
2. Draw your own shape that, when reflected, would make a regular hexagon.
3. Draw your own shape that, when reflected, would make an irregular pentagon.
Question 4
Skill: Students construct a symmetrical shape.
1. On another 5 x 5 grid, shade some squares to show a design that has two lines of
symmetry.
2. Draw a triangle that has one line of symmetry.
3. Draw three different quadrilaterals – one quadrilateral that has no lines of symmetry,
one quadrilateral that has one line of symmetry and one quadrilateral that has two
lines of symmetry only.
Space:
• Chapter 5: Represent transformation
o Key understanding 4: Symmetrical things have component parts which can be
matched by rotating, reflecting or translating. p.140
Student worksheet
Focus
Identifying lines of symmetry in 2D shapes

Numeracy Year 7
Using compass points, including NE, NW, SE, SW, and turns in
angles in degrees

Students should develop the basic concepts underlying the mathematical representation of
arrangement and location by exploring and describing the layout and position of things in
their environment and paths and movements within it. Their work with maps should begin
with those most familiar within their home communities and gradually expand to include
those that are less familiar and more conventionally mathematical. They should use sketches
of their locality or road maps to describe the position of local features, understand and use
bearings to define direction and specify location by using simple coordinate grids and
distances and directions. They should learn to relate direction and angle of turning to
compass directions and use a magnetic compass to determine simple directions.

• Chapter 3: Represent location
o Key understanding 2: Some maps or diagrams show the order of things and what
comes between what. Others also represent distances and directions between
things. p.26


• Year 5 – Use a grid reference system to describe locations. Describe routes using
landmarks and directional language (ACMMG113).
Learning activities
• Sorting maps p. 34 • Fun run p. 35
• Local maps p. 35 • Orienteering p. 35
N7S10 | Using compass points, including NE, NW, SE, SW, and turns in angles in degrees 1
accepts no liability for any errors or damages arising from reliance on its content. The Western Australian
Curriculum content may be freely copied, or communicated on an intranet, for non-commercial purposes in
educational institutions, provided that the Authority is acknowledged as the copyright owner. Copying or
communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior
written permission of the Authority. Any Australian Curriculum content in the Western Australian Curriculum is used
by the Authority under the terms of the Creative Commons Attribution and NonCommercial 3.0 Australia licence. Licensed for NEALS
Question 1
Skill: Students use compass points for directions.

Answer key: B
1. Using compass points, describe the location of the school in relation to the police
station.
2. Describe the location of the town hall in relation to the restaurant and the school.
3. Describe the location of the garage in relation to the town hall and the hospital.
N7S10 | Using compass points, including NE, NW, SE, SW, and turns in angles in degrees. 2
Question 2
Skill: Students identify key directions.

Answer key: B
1. What direction was Emma facing when she turned the corner after passing the
school?
2. As Emma walked around the track she was walking in six different directions.
3. List the directions in which she was walking, in order, from the start point.
4. Approximately how far did Emma walk? How did you work it out?
Question 3
Skill: Students apply knowledge of direction and rotation in a clockwise direction.

Answer key: A
1. Gemma is at Lake Susan facing the lookout. She turns 90º anticlockwise. Which lake
is she now facing?
2. From question 1 above, in what direction was Gemma looking when she was looking
at Lake Lilly?
3. Gemma is at the lookout looking north-west. Which lake is she facing now?
4. Approximately how many degrees should she turn to face Lake Lilly?/Lake Susan?
Question 4
Skill: Students apply knowledge of key rotations and scale.

Answer key: A
1. Omar was at point C facing point X. Using compass points, in what direction should
he walk to get to point X?
2. Omar walked 10 m east of point D. He turned 45º clockwise and walked 30 m.
He then turned 135º anti-clockwise and walked 30 m. What point is west of his final
position?
3. Write the directions for Omar’s path in question 2 above, using compass points
instead of angles and direction of rotations.
Space:
o Key understanding 1: We describe where things are in relation to other things.
There are special words, phrases and symbols that help us with this. p .12
things. p.26
Student worksheet
Focus
Using compass points, including NE, NW, SE, SW, and turns in angles in degrees
N7S10 | Using compass points, including NE, NW, SE, SW, and turns in angles in degrees 6
7
N7S10 | Using compass points, including NE, NW, SE, SW, and turns in angles in degrees
Numeracy Year 7
Following directions on maps and plans with reference to key

features, distance and orientation

Some maps or diagrams show the order of things and what comes between what, others
also represent distances and directions between things. Students need to be taught and
exposed to the wide variety of map types. The common feature of all maps is that they
represent the order of objects within the environment that is they should be enable you to tell
whether you can get you from one place to another, whether you have to go through another
place on the way, which places come first or second, and what routes are possible.
Some maps do not indicate direction or distance. Examples include the network diagrams of
rail and subway systems and air routes. These schematic network diagrams do not enable
you to tell how far it is from one place or another or in what ‘true’ direction you are going.
Students need to develop the basic concepts underlying the mathematical representation of
arrangement and location by exploring and describing the layout and position of things in
their environment and paths and movements within it. While it is important for students to
develop the ability to produce accurate scale maps, making this the sole focus of mapping
activities may lead students to the conclusion that maps and diagrams are always drawn to
scale, when this is clearly not the case.
Students need to use the language associated with directions and movement (clockwise,
forward) and develop their use of technical spatial terms, symbols and methods of
representation (angle, NWW, grids and coordinates). Many students initially think of direction
in relation to their own bodies and therefore find directions like ‘turn left’, ‘turn right’ easier
than the fixed external references such as ‘ turn east’ or ‘head towards the coast’. Grids and
coordinates provide the major mathematical contribution to representing location and
direction, the essential idea being that we can use numbers (usually pairs of numbers) to
describe where something is.

There are special words, phrases and symbols that help us with this. p.12
things. p.26
o Did you know? p.53


landmarks and directional language (ACMMG113).
N7S12 | Following directions on maps and plans with reference to key features, distance and orientation 1
Any Western Australian Curriculum content in this resource is used with the permission of the School Curriculum and
Standards Authority; this permission does not constitute Authority endorsement of the resource. The Authority accepts
no liability for any errors or damages arising from reliance on its content. The Western Australian Curriculum content
may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions,
provided that the Authority is acknowledged as the copyright owner. Copying or communication for any other purpose
can be done only within the terms of the Copyright Act 1968 or with prior written permission of the Authority. Any
Australian Curriculum content in the Western Australian Curriculum is used by the Authority under the terms of the
Creative Commons Attribution and NonCommercial 3.0 Australia licence. Licensed for NEALS
It is important to take into account cultural differences, experiences and location finding
strengths of all students and to build upon them. For further information see First Steps in
Mathematics: Space: Did you know?
• Where in the world? p.21 • Mud map p. 21
• Holiday map p. 21 • Car rally navigator p. 21
Question 1
Skill: Students interpret a set of instructions in a familiar context.

Answer key: C
1. What are the grid coordinates of the empty seat on the first row?
2. Jane has a window seat on the same row where Rob is sitting.
What seat does Jane have?
3. Someone decides to sit three seats to the right and one seat back from Rob’s seat.
What are the grid coordinates of this seat?
Question 2
Skill: Students read and apply knowledge of a scale.

Answer key: C
1. What are the coordinates of Safety Head?
2. If the distance between Point Hook and Safety Head was 650 metres, what would be
the distance between Windy Point and Cape Scanlon?
3. The distance from Point Hook to Safety Head is 1300 metres.
What could the scale of the map be?
4. Use the map above to estimate the distance between Windy Point and Safety Head.
Question 3
Skill: Students visualise positions of objects on a plan.

Answer key: A
1. Alex said that option D is not correct. How could he know?
2. For each of the options, list the features that make it correct or incorrect.
3. Imagine Player 3 standing opposite Player 1 and in front of the window.
Make a drawing of the view from behind Player 3.
Question 4
Skill: Students visualise following a set of instructions on a plan.

Answer key: A; 32 m
Additional Questions
1. A student walks out of Room 6 and follows the dotted line into Room 1.
Write the instructions that the student needs to follow.
2. If the scale of the map was 1 cm represents 5 m, what would the area of Room 4 be?
3. The dark line on the diagram shows the fence of the school. Use the scale of the map
to estimate the actual length of the fence.
Space:
things. p.26
Student worksheet
Focus
Following directions on maps and plans with reference to key features, distance and orientation
Numeracy Year 7
Calculating distances using scale on a map or diagram

Scale maps use a scale to represent the distance and direction between objects. This scale
may be measured precisely or estimated. The positions of objects on the map or plan
replicate their position in real life. On plans, the objects themselves are also drawn to the
same scale. Scale maps, however, are normally of much larger areas, so a smaller scale is
needed to represent the distances between objects. For this reason, the objects themselves
cannot be drawn to the same scale and may be represented using a different scale, or by
symbols, eg the roads in street directories.
Scale maps:
• Key features within certain boundaries are represented (mainly with symbols).
• Distances between objects are drawn to scale.
• Positions of objects are a bird’s eye view.
Plans:
• Key features within certain boundaries are drawn to scale.
• Distances between objects are drawn to scale.
• Positions of objects are a bird’s eye view, showing orientation.

• Chapter 3: Represent Location
Rigby Harcourt Education Australia


• Year 4 – Use simple scales, legends and directions to interpret information contained
in basic maps (ACMMG090).
landmarks and directional language (ACMMG113)

Students need to move from describing routes and distances in a narrative form, to
representing and interpreting a bird’s eye view, using scale and then onto grid coordinates,
bearings and scale. The successful use of scale is also dependent upon students’
understanding of multiplicative comparisons and computational skills.
For ideas for activities see First Steps in Mathematics: Space:

• Mud maps p. 34 • Scale p. 35
• Fun run p. 35 • Orienteering p. 35
N7S13 | Calculating distances using scale on a map or diagram 1

Curriculum and Standards Authority; this permission does not constitute Authority endorsement of the resource.
The Authority accepts no liability for any errors or damages arising from reliance on its content. The Western
Question 1
Skill: Students estimate actual distance using a simple numerical scale.

Answer key: 100 m
1. What distance does 1 cm distance on the map represent? How do you know?
2. Use the scale to find the distance between the Church and the Service Station.
3. Peter’s place is in a north-east direction from the Service Station. The distance
between his place and the Station is 200 metres. Put a cross on the map to show the
position of Peter’s place.
Question 2
Skill: Students use a numerical scale with different units to calculate distance.
Answer key: B
1. How did you work out the real distance? How did the scale help you?
2. The distance between two places is 10 km. What will be the distance between them
on the map above?
3. The distance between two places is 10 km. Jane is drawing a map using a scale
1 cm: 5 km. On her map, what would the distance between the two places be?
How do you know?
Question 3
Skill: Students identify and use a numerical scale in a familiar context.

Answer key: 180 cm
These scales will make the same enlargement:
1cm: 12 cm
2 cm: 24 cm
10 cm: 120 cm
1. On the diagram above, when enlarged, a distance of 20 cm corresponds to a
distance of 240 cm. What is the scale? How do you know?
2. Which of these does not represent the scale in the diagram? How do you know?
a) 1 cm represents 12 cm
b) 10 cm represent 120 cm
c) 15 cm represent 180 cm
d) 30 cm represent 300 cm
3. Which of these represent the same scale as the diagram above? Check your
prediction.
a) 1 cm : 20 m
b) 1 cm : 20 000 cm
c) 1 mm : 20 000 mm
d) 1 mm : 2000 mm

Question 4
Skill: Students identify and use a numerical scale.

Answer key: C
1. What distance would one unit on the grid represent? How do you know?
2. A scale 1:10 means that 1 unit on a map represents 10 units real distance.
Cathy made a map of her house. She used a scale 1 cm represents 1 m.
Which one of these shows the same scale?
a) 1 : 1
b) 1 : 10
c) 1 : 100
d) 1 : 1000
e) 1 : 10 000
3. Which of these shows a scale 1 cm represents 200 m?
a) 1 : 20
b) 1 : 200
c) 1 : 2000
d) 1 : 20 000
Space:
things. p.26
Measurement (book 2):
o Key understanding 3: Scale drawings and models have the same shape as the
original object. This can be useful for comparing and calculating dimensions and
for making judgements about position. p.44

Student worksheet
Focus
Calculating distances using scale on a map or diagram


Numeracy Year 7
Statistics and Probability
NAPLAN Numeracy Year 7: Statistics and Probability
This document contains Year 7 Statistics and Probability resources for the sub-strands:
• Chance
• Data representation and interpretation
These items aim to test students’ proficiency with the content described in these sub-strands.
Not all of the content in the Statistics and Probability strand can be effectively assessed in a
written test format.
PDNUM028 | NAPLAN Numeracy Year 7: Statistics and Probability 1

Numeracy Year 7
Data representation and interpretation
Reading and interpreting data presented in diagrams and tables

Much information that is collected or responded to is presented in an unstructured way. Lists,
tables and diagrams are used to exhibit data in a definite and compact form or scheme
where the arrangement of the information is significant in interpreting it. The simplest
representation is a list, which may or may not be ordered. An alphabetical list of names and
the ‘six times table’ are examples of organised lists. Slightly more complex are:
One-way tables
One-way tables require students to place information in the right position in relation to other
information. Only the columns in one-way tables are labelled. The list of names or
information in the first column links in rows to other information across the page.
Two-way tables
Two-way tables are more complex and require students to coordinate two constraints at
once. Information is shown in two or more categories in columns and rows, which may or
may not need to be totalled. It is useful for showing how different types of frequency data
might be related, for example, the different ways that boys and girls travel to school.
Specific techniques for reading visual and tabular displays of data need to be explicitly
taught. Tables tend to use a grid structure so the conventional techniques of scanning and
reading left-to-right, top-to-bottom may be unhelpful. Modelling how the content of the table is
determined and the conventions for labelling will help students read and interpret the
information in tables.
Diagrams such as Venn diagrams and arrow diagram may highlight relationships, categories
or ideas.
For further related information see First Steps in Mathematics: Chance and data:
• Chapter 5: Collect and process data
o Key understanding 4: We use tables and diagrams to organise and
summarise data in a systematic way. p.174
• Chapter 6: Interpret data

o Key understanding 1: Graphs, tables and diagrams display data about the real
world, although they are not pictures of the real world. We need to learn how
to read them
N7C02 | Reading and interpreting data presented in diagrams and tables 1

• Year 6 – Interpret and compare a range of data displays, including side-by-side
column graphs for two categorical variables (ACMSP147).
• Year 6 – Interpret secondary data presented in digital media and elsewhere
(ACMSP148).
• Year 7 – Identify and investigate issues involving numerical data collected from
primary and secondary sources (ACMSP169).

Tables and diagrams have their own conventions therefore students need to have these
conventions modelled and practise describing or recounting the information provided in
tables or diagrams. Use the opportunities that exist across the curriculum and in topics of
interest to students, to provide realistic purposes for the use of tables.
For further ideas for activities see First Steps in Mathematics: Chance and data.
• Studying tables p. 180 • Totals tables p. 181
• Changing headings p. 180 • Tennis graph p. 223
• Venn diagrams p. 180 • Pocket money p. 223
• Arrow diagrams p. 181 • Lunch p. 224
Question 1
Skill: Students identify where data goes in a two-way table.

Answer key: C
1. How did you work out the answer?
2. Write another number in each of the boxes.
3. Are there any other numbers that could go in the top row? How do you know?
4. Are there any other numbers that could go in the bottom row? How do you know?
How many others are there?

Question 2
Skill: Students read and interpret information presented in a Venn diagram.

Answer key: B
1. How many children belong to both the swimming club and the karate club?
2. Write two other questions that could be answered using the data in the diagram.
3. Danni, Freya and Adrian do not belong to either club. Where would you put their
names in the diagram above?
4. There is also a softball club in town. How could you modify the diagram to show the
children who also belong to this club?
5. What is another way you could present this information? Does presenting the
information in this new way make it easier to interpret? Explain.

Question 3
Skill: Students read information from a flow diagram.

Answer key: A
2. Which student is shorter, Belle or David? How do you know?
3. Which student is the shortest? How do you know? Is there more information you
need? (Note: It could be David or Eva as we do not know which of these children is
taller. We do know that the other three children are taller than these two.)
4. Represent this information another way using a diagram.
5. How could you represent this information in a graph? What type of graph would you
use? What other information would you need?

Question 4
Skill: Students interpret information presented in a table.

Answer key: A
2. Why are there blank spaces diagonally down the middle of the table?
3. Which two cities are the closest together? Which have the greatest distance between
them?
4. Use this information to draw a diagram to show the possible positions of the cities to
each other. Check against a map. Are you correct? Why/Why not?
Chance and data:
• Chapter 5: Collect and process data (Part B)
o Key understanding 4: We use tables and diagrams to organise and summarise
data in a systematic way. p.174
world, although they are not pictures of the real world. We need to learn how to
read them. p.214

Student worksheet
Focus
Reading and interpreting data presented in diagrams and tables


Numeracy Year 7
Chance
Identify events as more or less likely or equally likely to happen

In their day to day lives students will encounter many situations in which chance plays a part,
although they are probably unaware of this at the time. Students do not need to correctly
classify actions or events by whether chance is involved but rather have a deep
understanding that some things are affected by chance processes and others are not.
It is not until students have had frequent and varied experiences of chance events that they
can refute previous beliefs that certain results are more difficult to achieve than others, when
in reality they may not be.
Events can be ordered and compared by how likely they are to happen. When first
comparing events it is better to use examples that are obviously different in likelihood. The
criteria students produce for evaluating the order of events should relate to whether their
explanations show understanding of the idea of ‘more likely’ rather than whether they
understand the events themselves or have sufficient experience or knowledge to make an
accurate assessment of likelihood.
As students gain more experience they should be asked to order events that are closer in
likelihood and begin to compare events based on numerical or measurement information.
Only after students understand the idea of more, less or equally likely should they begin to
quantify chance.
• Chapter 3: Understand chance
o Key Understanding 2: There are special words and phrases we use to describe
how likely we think things are to happen. p.20
o Key Understanding 3: We can compare and order things by whether they are
more or less likely to happen. p.30
o Key Understanding 5: We can use numbers to describe how likely something is
to happen. p.52


• Year 7 – Assign probabilities to the outcomes of events and determine probabilities
for events (ACMSP168).

• Chance cards (1) and (2) p. 19 • Chance situations p. 39
• Fitting expressions p. 27 • Pigs might fly p. 39
• Influencing events p. 38 • Prize box (1) p. 58
N7M10 | Identify events as more or less likely or equally likely to happen 1

Question 1
Skill: Students calculate probability in a familiar context.

Answer key: A
1. Lee takes one ball out of one of the buckets, without looking. It is equally likely he will
get a black or white ball. From which bucket did he choose the ball?
2. Without looking, Lee takes one ball out of one of the buckets. Which bucket should he
choose so that he is most likely to take a black ball?
3. Draw a bucket of balls from which Lee could choose a ball and be certain that it could
not be black.
Question 2
Skill: Students identify and compare the likelihood of a simple event.

Answer key: D
1. If we made the red section on the spinner yellow, which statement would be true?
2. The spinner can land on five different colours. List the colours on which the spinner
could stop, in order from least likely to most likely.

Question 3
Skill: Students design a probability device.

Answer key: 5B, 2Y, 2W, 1R
1. Colour the spinner so that the spinner would be most likely to land on red and have
an equal chance of landing on black, yellow or white?
2. Explain why it is impossible to colour this spinner so that there is an equal chance of
landing on any of these four colours.
Question 4
Skill: Students order probability devices.

Answer key: B
1. Which spinners have the same chance of stopping on 3?
2. Consider spinner B. List the numbers, in order from least likely to most likely, on
which the spinner could stop.
3. Consider spinner C. List the numbers, in order from least likely to most likely, on
which the spinner could stop.
Chance and data:
o Key understanding 2: There are special words and phrases we use to describe
how likely we think things are to happen. p.20
o Key understanding 3: We can compare and order things by whether they are
more or less likely to happen. p.30
o Key understanding 5: We can use numbers to describe how likely something is to
happen. p.52

Student worksheet
Focus
Identify events as more or less likely or equally likely to happen

Numeracy Year 7
Chance
Expressing chance events with a numerical value

Just like measuring physical attributes or time, the likelihood that something will happen can
also be measured. A numerical scale of 0–1 is used to measure the chance of an event
happening. Events that cannot possibly happen are said to have a chance of 0 (0%)
probability and events that are certain to happen have a probability of 1 or 100%. The
likelihood of events occurring which fall somewhere between these two ends of the scale can
be represented as common fractions, decimal fractions, percentages and whole number
ratios.
Students need to have experience in activities where the likelihood can be determined by
experimenting by doing an activity a given number of times and theoretically, where they
analyse and list all possible outcomes. Then the probability of is the ratio of the number of
favourable outcomes to the number of outcomes in the experiment or the sample size.
Experimenting
Probability = Number of favourable outcomes (outcome you are looking for)
Number of outcomes in the experiment
Theoretically
Probability = Number of favourable outcomes (outcome you are looking for)
Number of the sample size
Some students may learn to describe chance numerically in simple situations involving
equally likely events, by counting the number of ways an event can happen out of the total
possible events. However, it is likely to be more helpful for students to take the time needed
to develop sound basic concepts about chance processes through experimentation and
ordering events non-numerically, than to rush to numerical probability.
o Key Understanding 5: We can use numbers to describe how likely something is to
happen. p.52
o Key understanding 6: Sometimes we list and compare all the possible thins that
could happen to predict how likely something is to happen. p.60

• Year 7 – Assign probabilities to the outcomes of events and determine probabilities
for events (ACMSP168).
• Year 8 - Identify complementary events and use the sum of probabilities to solve
problems (ACMSP204).
N7M11 | Expressing chance events with a numerical value 1

• Sorting percentages p. 58 • Making selection p. 65
• Prize box (1) and (2) p. 58 • Frequencies of balls p. 65
• Chance of red p. 59 • What colour p. 67
Question 1
Jenny buys the following drinks in cups:
2 colas, 2 lemonades, 1 milkshake and 1 orange juice.
Billy takes one drink.

What is the chance that he takes a cola?
1 in 2 1 in 3 1 in 4 1 in 6
Skill: Students calculate the chance of a simple event.

Answer key: B
1. Which drinks have the same chance of being taken?
2. If Billy took a cola drink, what is the chance of Jenny taking a cola drink after him?
3. Who had the greater chance of taking a cola drink, Billy or Jenny? Explain why.

Question 2
Eva put some coloured marbles in a bag. There were twice as many blue
marbles as red, and there were half as many green marbles as red.
There are 8 red marbles.
She had to choose one without looking.
What is the chance of her choosing a green marble?
1 in 3 Shade one
bubble.
1 in 4
1 in 7
1 in 8
Skill: Students calculate chance of a simple event in a familiar context.

Answer key: C
1. In total, how many marbles are there in the bag?
2. What is the chance of choosing a blue marble?
3. What is the chance of choosing a red marble?
4. Some of the blue marbles are replaced by green marbles so that the number of red
and green marbles is the same. What is the chance of choosing a blue marble now?

Question 3
Shade two
bubbles.
A B C D
From which two boxes would Melissa have the same chance of taking
out a ?
A B C D
Melissa emptied all of the shapes into one big bag.

Shade one
What is the chance of taking out a ? bubble.
1 1 1 1
30 6 5 4
Skill: Students calculate the probability of a simple event.

Answer key: B and C; C
1. From which box would Melissa have the best chance of taking out a pyramid?
2. From which box would Melissa have the best chance of taking out a sphere?
3. Melissa emptied all of the shapes from the boxes into one big bag. What would be the
chance of taking out a ball from the bag?
4. Two of the boxes are emptied into one bag and the other two boxes into another bag.
Which boxes will be put together so that the chance of getting a is the same for
both bags?

Question 4
Shade one
bubble.
Use the table to answer the question below.

What is the probability of rolling 10?
3 3 3 3
10 36 11 12
Skill: Students calculate the probability of a simple event.

Answer key: B
1. Is there another way of writing the correct answer?
2. What is the probability of rolling a total of five or nine?
3. If the total is eight, what is the probability one die showed a five?
4. If a six-sided die and a 10-sided dice were thrown at the same time, which totals
would have the best probability of occurring? (Use the table below which shows the
possible totals for a six–sided and 10 sided die.)
+ 1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10 11
2 3 4 5 6 7 8 9 10 11 12
3 4 5 6 7 8 9 10 11 12 13
4 5 6 7 8 9 10 11 12 13 14
5 6 7 8 9 10 11 12 13 14 15
6 7 8 9 10 11 12 13 14 15 16
Chance and data:
o Key understanding 5: We can use numbers to describe how likely something is
to happen.
o Key understanding 6: Sometimes we list and compare all the possible things that
could happen to predict how likely something is to happen.

Student worksheet
Focus
Expressing chance events with a numerical value
Jenny buys the following drinks in cups: Eva put some coloured marbles in a bag. There were twice as many blue
2 colas, 2 lemonades, 1 milkshake and 1 orange juice. marbles as red, and there were half as many green marbles as red. There
are 8 red marbles.
She had to choose one without looking.
What is the chance of her choosing a green marble?
1 in 3
Shade one
1 in 4 bubble.
1 in 7
1 in 8
Billy takes one drink.
What is the chance that he takes a cola?
1 in 2 1 in 3 1 in 4 1 in 6

Question 3
Shade two
bubbles.
A B C D
From which two boxes would Melissa have the same chance of taking
out a ?
A B C D
Melissa emptied all of the shapes into one big bag.

Shade one
What is the chance of taking out a ? bubble.
1 1 1 1
30 6 5 4
Question 4
Shade one
bubble.
Use the table to answer the question below.

What is the probability of rolling 10?
3 3 3 3
10 36 11 12

Numeracy Year 7
Interpreting data presented in graphs

Many students are unable to separate their reading of a graph from their personal knowledge
of the situation being represented. Thus, students may ignore the ‘obvious’ information, such
as that red is the favourite colour, in favour of statements about their own preferences. To
overcome this, students should read graphs about situations for which they are not already
privy to information.
Graphs have their own conventions and students need structured activities that require them
to describe or recount information provided in a graph. Even reading bar graphs requires that
students read labels properly and read frequencies and measures from a range of scales,
including reading between calibrations. Students seem to respond to graphs intuitively and
can read them without specific instruction, eg where bar graphs refer to the heights of
children. Perhaps the most difficult for students to read are those that involve two variables
and when the graph’s appearance doesn’t directly match the idea it represents. Students
should learn to write brief stories to describe what is represented by such graphs. The aim is
for students to understand that such graphs are intended to help us get a feeling for how
variables relate to each other; they are not pictures of situations.
Plots and graphs are used to represent one variable data where the frequency or
measurement is the thing that varies, as in line plots, stem plots, pictographs, bar graphs,
histograms and pie graphs. With the exception of pie graphs these are based on columns or
rows, each labelled with a category or group, where the length of a column or row represents
the frequency or measurement associated with that category or group.
For further related information see First Steps in Mathematics: Chance and Data:
• Chapter 5: Collect and process data (part B)
o Key understanding 1: We can display data visually; some graphs and plots show
how many or how much is in each category or group.
o Background notes p. 207.
o Did you know? p. 187.
world, although they are not pictures of the real world. We need to learn how
to read them. p.214


• Year 6 – Interpret and compare a range of data displays, including side-by-side
column graphs for two categorical variables (ACMSP147).
• Year 7 - Construct and compare a range of data displays including stem-and-leaf
plots and dot plots (ACMSP170).
N7M12 | Interpreting data presented in graphs 1

Providing students with a range of data and having them draw graphs in isolations is of
limited value. Students should locate and interpret data from a wide range of sources and
generate reports of their own.
• Estimating values p. 221 • Collecting graphs (1) (2) p. 222
• Double bar graphs p. 221 • People graph p. 222
• Statements/collecting graphs p. 221 • Eating patterns p. 223
Question 1
Skill: Students read information from a pictograph where each symbol represents more than
one item.
Answer key: F
1. How many more people chose Dockers than Lions?
2. Write three different questions that could be answered by the information in the
pictograph.
3. Would it be reasonable to represent the information in a column graph? Explain why.
What about a line graph, scatter graph or a pie chart?

Question 2
Skill: Students read and interpret a bar graph.

Answer key: C
1. Which year group has the least number of girls?
2. Write two other questions that could be answered by using the data in the graph.
3. Use the information about Vale School to draw another graph which shows the total
number of students in each year level.
4. Write two questions that are more easily answered by looking at your new graph than
the original graph.
Question 3
Skill: Students read and interpret a scatter plot.

Answer key: C
1. Bill had a higher score than Rob but took a shorter time than Jacob. Place a point on
the graph to represent Bill’s time and score.
2. Sally’s score was lower than Pat’s score and she took a longer time than Pat. Place a
point on the graph to represent Sally’s time and score.
3. Xu and Rob had the same score but Rob took a longer time than Xu. Place a point on
the graph to represent Xu’s time and score.
Question 4
Skill: Students link information in different displays.

Answer key: C
1. Draw column graphs that could represent the other three pie graphs.
What assumptions did you make?
Chance and data:
• Chapter 5: Collect and process data
o Key understanding 1: We can display data visually; some graphs and plots
show how many or how much is in each category or group. p.140
o Key understanding 1: Graphs, tables and diagrams display data about the
real world, although they are not pictures of the real world. We need to learn
how to read them. P.214

Student worksheet
Focus
Interpreting data presented in graphs


Numeracy Year 7
Finding mean

To summarise data means to describe, usually numerically, features of the whole group and
not necessary individual scores or data. When summarising data an important feature
relates to the idea of ‘being typical’ or ‘average’ and there are universal descriptors used to
describe this average. They are: mode, median and mean.
The concept that a single number can represent a set of data is a complex one and students
need a wide range of experiences with different data to explore the relationships to
understand the mean. Working out these averages using a ‘formula’ (add all the values and
divide by the number of values) is unlikely to help students understand their meaning.
Exploring sets of data can help them develop a sense of what is ‘typical’ of it. Initially
students will concentrate on individual pieces of data and find it hard to make sense of
questions that ask them to consider measures of the group as a whole. They may pick the
largest number when asked about what is ‘typical’ or ‘average’, or list the complete set of
scores. Later they may invent measures that make sense, eg suggesting that a typical score
on a game was “between 0 and 7” or “it’s mostly 3 or 4”. Over time they should come to
understand the distinction between the three common measures of average: mode, median
and mean. They should also informally investigate the effects of outliers (pieces of data that
are very different from the rest) and zero scores.
o Key Understanding 6: We can use words and numbers to summarise features of
a set of data.


• Year 7 – Calculate mean, median, mode and range for sets of data. Interpret these
statistics in the context of data (ACMSP171).
• Year 7 – Describe and interpret data displays using median, mean, and range
(ACMSP172).

• Students’ everyday lives should be used as the context to interpret data. By
contextualising the experiences students can build their own intuition and make
sense of the data and understand the mean, median and mode.
• Using line plots to represent the data and writing the data on sticky notes allow
students to physically move the data in order to find the mean.
N7M13 | Finding mean 1

• Mean averages and fair shares (2) p. 200 • Line plots (1) and (2) p. 201
• Mean averages and fair shares (3) p. 200 • Families (1), (2) and (3) p. 201
• Mean heights p. 200 • More choc-chips p. 201
Question 1
Skill: Students calculate the mean using a tally table.

Answer key: B
1. What was the maximum number of trees planted in one month?
2. What was the range of the number of trees planted in one month?
3. What type of graph would be best suited to represent the information in the table?
Why? What labels would you choose for the axes of this graph?
Question 2
Skill: Students calculate the mean in a familiar context.

Answer key: B
1. Another town registered the same average (mean) rainfall over the same time period
of five days. However, the rainfall received for each of the five days at the second
town was quite different to that received at the first town. What might have been the
rainfall received on each of the five days at the second town?
2. Represent the information for both sets of rainfall on a graph. Choose a scale for the
axis so that 8.4 mm and 8.8 mm are shown accurately.

Question 3
Skill: Students calculate the mean of four numbers.

Answer key: C
1. Ben added five more jelly beans to each of the packets.
How did the new mean change?
2. If 20 more jelly beans are added only to the first packet, what would happen to the
average?
3. Compare the situations in Questions 1 and 2 by considering three things:
a. the total number of jelly beans, and
b. the average number of jelly beans, and
c. the number of jelly beans in each of the four packets.
What is the same and what is different?
Demonstrate that if the total number of jelly beans stays the same, but the number of
jelly beans in each of the four packets is changed, the average stays the same.
Question 4
Skill: Students use knowledge of how mean is calculated to answer a related question.
Answer key: C
1. Explain what you understand by the term mean (average).
2. How does knowing how to calculate the mean help you answer this question?
3. If the mean (average) is 34 does that mean that all of the original scores have to be
34? Why or why not?
4. Explain why adding 40 would give a mean of 35.

Chance and data:
o Key understanding 6: We use words and numbers to summarise features of a
set of data.

Student worksheet
Focus
Finding mean


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PDNUM014 | Year 7 NAPLAN Numeracy overview and resources – Download all 1

Measurement Perimeter of rectangles ACMMG109 ACMMG137 ACMMG159

Perimeters and areas of composite shapes ACMMG137 ACMMG159

PDNUM014 | Year 7 NAPLAN Numeracy overview and resources – Download all 2

Number and Algebra

NAPLAN Numeracy Year 7: Number and Algebra

PDNUM026 | NAPLAN Numeracy Year 7: Number and Algebra 1

Patterns and algebra

Equivalence in number sentences

Background information/teaching focus

Rigby Harcourt Education, Australia

Western Australian Curriculum

N7A03 | Equivalence in number sentences 1

Numeracy online resources

Skill: Students recall known facts to check equivalence.

N7A03 | Equivalence in number sentences 2

Skill: Students use relationships between addition and subtraction.

Which number sentences are not true?

Skill: Students identify the statements that are not true.

N7A03 | Equivalence in number sentences 3

Skill: Students use place value understandings to create equivalence.

N7A03 | Equivalence in number sentences 4

Which number sentences are not true?

Which number sentence is correct?

N7A03 | Equivalence in number sentences 5

Patterns and algebra

Using the order of operations to solve problems

Background information/teaching focus

Often the acronym of BIMDAS (Brackets, Indices, Multiplication/Division,

Rigby Harcourt Education, Australia

Western Australian Curriculum

Learning experiences and activities

N7A05 | Using the order of operations to solve problems 1

Skill: Students use the order of operations to solve problems.

N7A05 | Using the order of operations to solve problems 2

Skill: Students use the distributive law to calculate efficiently.

N7A05 | Using the order of operations to solve problems 3

N7A05 | Using the order of operations to solve problems 4

Patterns and algebra

Background information/teaching focus

Addition and subtraction

Rigby Harcourt Education, Australia.

Multiplication and division

Rigby Harcourt Education, Australia.

Using arithmetic laws

N7A06 | Using inverse relationships and the laws of arithmetic 1

Western Australian Curriculum

Rigby Harcourt Education, Australia.

Learning experiences and activities

N7A06 | Using inverse relationships and the laws of arithmetic 2

Skill: Students write the correct expression to find a missing number.

1. Represent 18 +  = 75 using a similar diagram and show the correct order of

N7A06 | Using inverse relationships and the laws of arithmetic 3

Skill: Students complete related number sentences.

2.4, 3.7, 3.1, 2.5, 3.8, 3.2, , 3.9, , , . . .

2.4, 3.7, 3.1, 2.5, 3.8, 3.2, , 3.9, , , . . .