Oxford Maths 7–10 Victorian Curriculum [Brochure]

MATHEMATICS

OXFORD

MA TH 7– S 10 IDENTIFY AND ADDRESS GAPS IN KNOWLEDGE

D E L I V E R D I F F E R E N T I AT E D M AT H E M AT I C S L E A R N I N G S AV E T I M E O N T R A C K I N G AND REPORTING

O U P.C O M . A U/ M AT H S 7-10 V I C T O R I A N C U R R I C U L U M

Diagnose​and address gaps in students’ knowledge Oxford Maths 7–10 for the Victorian Curriculum utilises an innovative suite of print and digital resources to guide students on a focused mathematics journey. The series makes mathematics accessible to students with differing levels of understanding, increasing engagement by giving learners the opportunity to achieve success at their own skill level.

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Inter-year links

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Investigations

Oxford Maths 7–10 provides students and teachers with interyear links, delivering content and linking concepts across the entire series.

Inter-year level access enables students of all abilities to access both review and extension material.

Each chapter opens with a diagnostic pre-test to help teachers identify and address gaps in students’ knowledge, then targets key learning gaps by recommending interactive skillsheets, before diving into rich textbook content. Understanding is also tested midway through each chapter, and again at the chapter conclusion, to ensure that students’ remain on-track and can consolidate their learning.

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Mid- and end-of-chapter tests

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Chapter and Semester reviews

Mid-chapter tests and end-of-chapter tests keep students on-track as they progress through each topic, identifying and reporting progress against key skills.

Oxford Maths 7–10 features an innovative reporting system that makes it easy for you to identify misconceptions and deliver differentiated, personalised learning experiences, build students’ confidence, and save time planning lessons.

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Diagnostic pre-tests Each chapter begins with a diagnostic pre-test to assess students’ ability level for each prerequisite skill, reporting at three levels.​

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Pre-tests locate gaps in understanding and identify common misconceptions, feature a range of question types, and are auto-marked to provide instant feedback.

Learning Pathway Reports Upon completion of a pre-test, students receive a Learning Pathway Report grading their approximate competency level against the chapter’s prerequisite skills.

The Learning Pathway Report recommends Interactive Skillsheets to address gaps in knowledge, provides a personalised plan for completing the exercises in the chapter, and recommends other digital resources to support progress.

Printable investigations prompt students to apply mathematical concepts in the context of real-world scenarios, taking an in-depth look at the topic studied and interrogating their understanding of key concepts. whole 1C Subtracting numbers

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Chapter and Semester reviews provide additional practice questions to further consolidate understanding and practice key skills.

INVESTIGATION

Rich Student Book content Oxford Maths 7–10 Student Books feature a carefully sequenced flow of mathematical concepts to optimise student understanding of key concepts.

Key Student Book features include: • • • • • • • • • •

New theory backed by the latest pedagogical research Key concepts explained using simple language to aid student understanding Highly visual opening spreads detail prerequisite skills for each chapter Learning intentions for each section are provided in clear English Inter-year links across Years 7–10 provide easy access to both support and extension material as students build knowledge year on year.

Precise diagrams help bring the theory to life Helpful hints provide additional strategies for tackling problems Checkpoint questions for each topic allow students to review what they have learned Chapter summaries​condense theory into an easily accessible format Semester reviews​ consolidate understanding across the course.

Ind ex 1A Place value numbers 1B Adding whole whole numbers 1C Subtracting whole numbers 1D Multiplying

1

plication 1E Long multi numbers 1F Dividing whole square roots 1G Indices and tions 1H Order of opera

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8

Whole Numbers

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Inter-year links tion to the 11A Printing informa Year 7 computer screen 10A Nested loops Year 9 ensional lists 12A Two-dim Year 10

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reached. g condition is d until a stoppin tions that is repeate es a set of instruc • A loop describloops will be covered in this chapter: condition is true. of as long as a certain • Two types ion of items. : a loop that repeats item in a collect computer to repeat tions for each ➝ While loops coder to tell a the that repeats instruc writing allow loop a : the coder from coding, as they ➝ For loops This can save crucial ideas in one of the most to repeat the code.

• Loops areaction over and over, without having the same nal code! lines of additio thousands of d in Year 7 (11D ent that was covere ion of the if statem t of as an extens can be though idea: • A while loopin code). with a similar are concerned Conditions a while loop that statement and in the if Consider an if the condition and

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umbrella hold up your CHAPTER 10 ITY PRESS

COMPUTATION

All diagnostic and chapter tests generate instant, meaningful data for teachers.

Skills reports link test results to key skills, providing valuable insight into student strengths and weaknesses.

Curriculum reports chart student results against VCAA curriculum codes, providing teachers with key data for reporting.

These reports save teachers time and support lesson planning, providing insights into student achievement at all stages of the course, with access to individual and class perspectives.

rs subtract intege order, add and • Compare, (VCMNA241) e and iative, commutativ • Apply the assoc to aid mental and written these for distributive laws ates and make estim computation (VCMNA240) ct computations e roots of perfe and use squar • Investigate 9) ers (VCMNA23 © VCAA square numb

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Automatically-generated Skills and Curriculum reports

sheets Interactive skill skill Complete these the sheets to develop for prerequisite skills this chapter.

Diagnostic pre-test to Take the pre-test ready make sure you’re ! for this chapter

AL THINKING

— 9

Experience enhanced digital support with obook pro

Partner with industry leaders to boost student results

Oxford Maths 7–10 print resources are supported by Oxford’s innovative new obook pro format.

• • • •

Enhanced eReader functionality Integrated assessment features with a diverse range of question formats and activities Tracking and reporting functionality that makes it easy to monitor student progress and achievement Clear learning pathways for students.

Desmos tools can be accessed directly from the Student obook, enabling students to focus on problems without interruption.

Oxford University Press is proud to announce our exclusive partnership with the Australian Maths Trust (AMT), an organisation dedicated to empowering students to become better problem solvers in school, so they can be creative solution finders in the future.

Digital resources for students

A laptagon is a right-angled shape with integer rectangles. The side lengths, in overlap must have Chapter 9 centim first three diagra non-zero area but it cannot compl etres, which is formed from ms show legitim two overlapping ate laptagons but etely cover either the final two diagra of the two rectan ms do not. gles. So the

• a complete digital version of the Student Book with note-taking and bookmarking functionality

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What r copy box with anothe and replace the

• a history of all assessment results to track progress • weblinks to more helpful resources.

Digital resources for teachers

Free teacher resources* | Free account set-up With Teacher obook pro, teachers can set up classes, assign work, monitor student progress and graph results. In addition to all Student resources, each Teacher obook pro also offers: • innovative assessment reporting functionality. Focus on teaching - administration is taken care of!

• worked solutions for every Student Book question • chapter tests for every chapter in the Student Book (excluding Computational Thinking) • Curriculum reports that provide an overview of student understanding of key knowledge areas • detailed course planners, teaching programs and lesson plans • answers to all questions and assessment tasks • reports tracking student progress and success against Study Design key knowledge

4x + 2 + 1 2(2x + 1) + 1 = = 4x + 3.

8x + 7. in the expression 2x + 1 for x results

that substituting

+ 3, show b Explain why the answer 4x x again? substitution? the follwin ute 2x + 1 for a Starting with you repeat this g grids if you aresubstit explain why not magical: the next two answers when answer n times. Can you What is the next

ution b can you predict repeat the substit the calculation, sion when you c Without doing for x, then for the final expres substitute x + y a general rule as follows: first d Write down ute x + y into itself y at each stage. this works? get when you substit on, alternating between x and so expressions you

• targeted instructional videos

• a huge variety of interactive question types, powered by Learnosity

EXPLORAT

• innovative Quizlet content including real-time online quizzes

• Interactive skillsheets

a Show how a 6 × 6 square

and a 7 × 7 square with perimeter

can overlap to 30 cm. Which form one laptag other perimeters b A laptagon on with perime can be achieved with perimeter ter 48 cm and using these square 32 cm is formed another two squares. s? from two square s with 1 cm 2 of c A laptagon overlap. Find all with perimeter possible sizes 30 cm is formed of the two squares. from two square s with 2 12 cm of overlap. d A laptagon Find all possib with perimeter le sizes of the 30 cm is formed What is the largest from two rectan possible area of gles (not necess the laptagon? arily squares) with 12 cm 2 of overla 5 Magical aver p. ages A grid consisting Chapter 6 of n cells is called of the numbers magical if it can in every row and + 1’ column is the same. be filled with the numbers 1about the expression ‘2 × Chapter 10 is, think to n in such a way Note that a Show that thes someThat itself? that the averag get rows or colum following grids sion 2x + 1 into e nswe simplifying, expres 1 Substitute may and are the ts only all ute magic have bracke ing one cell. al: you substit happens when of ‘2x + 1’. Expand

• integrated Desmos functionality

• Learning pathway reports

6

7 x + y for x, and Investigate what c Investi e gate Chapters 6 and y, then substitute rectan x + y for grids with two equal substitute gular are magic diagram, al and which are length rows. Can point. In the secondAfter this, not? you comea up commo withnacentre diagram. conjec the third (guess Rhombus rings ring of 7 identical rhombuses all sharing ) about which is added in ture Plus2print se, a third ring

er shows a the first. Likewi The first diagram uses is added around

Pseudo-code is ring of 7 rhomb β r informal way anothean to describe a compu about the precise can be added. rings ls ter program withou no moresymbo and commands Chapter 11 specific progra t worrying that are needed mming langua to correctly write ge. An example enter a number α it up in a of pseudo-code n is shown on the loop a How many plus symbols are right. printed if n is 26? if n is 0 b How many quit plus symbols are printed if n is 89? else if n is odd c Find two consec print "+" utive values of n, one which prints which prints only 3rd ring reduce n by 6 one. plus ring 1 symbols and the 2nd α and β. else other the size of the ifangles 1st ring d Investigate n is even whether it is possib in each ring. Find divide last ring? n by 2 le for three consec in the with 5 rhombuses a patternutive ring has in each rhombus valuesare diagram shows ofthe in the second last n toangles print the same a The fourth each rrhombus each ring. What numbe 20◦ and there in total and of many plus symbo 8 rhombuses in rings are has an angle of ls. b A pattern has last ring? How us in the last ring

Take the hard work out of cross-curricular projects third rhomb inspire by the , each rhombus in the c In anothedr pattern ring have Austra angles in each ◦ . What lianthe are Maths Trust’s compe uses in the second an angle of 60 ring? titions and progra Show that rhomb pattern uses are in each ms:. www.amt.edu continue? a rhombus ring how many rhomb .au at the centre of 3α. Does this pattern have an angle of size of the angles s are there? d Let α be the in the third ring s. s. How many square and rhombuses possible answer consists of square an angle of 2α centre? Find all are there at the rhombus ring pattern a of uses ring rhomb e The third Chapter 8 7 rings. How many ring pattern has f A rhombus eral triangles. a grid of equilat on s r. s diagram stack onal the shapes fit togethe 3 Ambiguous a convenient way to draw three-dimensi tell exactly how the other so that is is, you cannot floating above Isometric view ambiguous, that idth apart, is one with each other? the diagrams are But sometimes level and one cube-wso that their left faces are in line cubes on the same away top Are these two floating further float above corner, or is one below. Cubes cannot they touch at a on a table, as shown face. cubes are stacked al entire an identic Nine ‘side’. t cubes must share the table and adjacen n of the arrow marked looking in the directio top view view, as seen by corresponding a Draw the side the draw view. Also te corner. front lity for the front from the opposi side b Draw one possibi view as seen from above but ric top view and the and the isomet the corresponding are touching!) the front view, high nt possibility for only look like they is three cubes some cubes may c Draw a differe view, one which ric view. (Hint: same isometric top views of each. opposite isomet which have the side, front and different stacks ric view and the two isomet design n cubes, Draw the commo d Using eight two cubes high. and the other only

Explorations

Integrated STEAM coverage

In an Australian first, the Victorian editions of Oxford Maths 7–10, Oxford Science 7–10 and Oxford Humanities 7–10 each feature fully scaffolded, curriculum-aligned STEAM projects.

Each project has been designed to meaningfully cover mathematics content, and is accompanied by a comprehensive suite of teacher resources, including videos, teacher notes, implementation advice and assessment.

STEAM projects encourage students to work collaboratively, make connections between learning areas, and use design thinking to solve real-world problems.

1

How can we use sustainable farming practices, so that no-one goes hungry in the future?

HUMANITIES

Your task

In Geography this year, you will be learning about food production Australia and the factors that limit it. For example, soil moisture an water resources can limit crop yield.

• To complete this task successfully, you will need to: • investigate the environmental constraints on agricultural producti in Australia, such as soil moisture, water resources and soils, and t extent to which agricultural innovations have overcome them.

You will find more information on this on pages 173-190 of Oxfo Humanities 9.

• Questions to ask yourself as you complete your background resea might include: • What environmental problems do farmers face when growing foo Australia? What do we know about these problems?

• What kind of technological innovations have been used improve c yield?

• Why is it important to improve crop yield?

You have been commissioned by a local market gardener to increase the growing capacity (productivity) of a 100m x 100m plot of land without altering the environment any further.

The United Nations ranks Food shortages and Hunger among the most serious issues effecting humankind. They predict that over 840 million people will be hungry by 2030. Even a wealthy country such as Australia has 5% of the population that are unable to access enough nutritious food. Food insecurity is linked to poor general health, higher rates of some cancers and higher mortality.

Climate change is increasing the threat to Australia’s and the world’s food security.

To successfully complete this task, you will need to complete each of the phases the design thinking Changes in the amount of rainfall, longer cycle. droughts and an increase in the number of extreme Determining the criteria weather events is expected to disrupt the and amount and quality of the food that Australia can 1 What is the total surface area of the horizontal produce. A hotter climate is expected to increase (100 m x 100 m) plot of land? (Remember to the amount of water needed for irrigation and use the correct units.)

Figure 1 Farmers in Australia work in2harsh cause stress in livestock animals such as chickens, If the plants need to be planted 25 cm apart, environmental conditions, that can impact sheep and cattle. how many plants could be planted in a 100m crop yield. row? HINT: Draw the plot of land to ensure Sustainable farming you reach maximum capacity.

3 If the rows are place one metre apart, how Sustainable farming practices uses methods many plants could be planted in the plot of that balances the needs of all members of the land? HINT: Draw the plot of land to make • Ecologically sound: If the local environment community. This means that new and old you reach maximum capacity. is not supported, then the land will besure unable technologies are used to make sure the food 4 What criteria will you use to know that the to support food production. Sustainable produced is: solutionofis successful? HINT: How will you farming also works to maintain the diversity • Economically viable: If the farmers cannot measure how much the group has been the local wildlife. make enough money to survive, then the Sustainable farming uses technologyhelped? to farming practice is not sustainable.

MATHS

In Maths this year, you will learn about measurement and geometry Being able to use measurement and geometry is a useful skill for designers who come up with new and innovative products to help people. that will test t Build To complete this task successfully, you will need to:prototype. Yo that you can c • make suredesigns. you canLabel confidently calculate Draw your top two each part of thesurface area, and angles u variables betw what you learntthat thiswill year. designs. Include the have materials be used for their crite • build a to-scale prototype in this project, so before you What get started construction. yourratios. prototyp you feel comfortable using scale factors and Includemake in thesure designs: Conduct y You will find information help for these maths skills on surface areamore available for plantand growth a The total appropriate ta pages 173-190 of the Oxford 9. will be b A description of how foodMaths production increased.

Prototype c A description of how the design (inputs and waste) will If your pro SCIENCE impact the local ecosystem. gardener, the d A description how the you workers will access areas In Scienceofthis year, will learn aboutall the biotic andifabiotic facto the prototy of the design to tend plants.ecosystems. You will need to use your that support and the maintain they use it? W one advantage and the disadvantage of eachnutrients and e At least knowledge to consider role of different sunlight Would theyon c design. the plants and the effects each of these will have on the surrounding If your pro ecosystem.

Select one of the designs to take to the building and or the indigen testing stage.

To complete this task successfully, you will need to:consider how • understand the factors required keep a system, suchthe as aprototype vertical Build the prototype garden, alive. prototype affe You will• need to build least factors three versions of yourand controlled automat consider howatthese are monitored prototype. first prototype will be tested for and understand Prototype • The be familiar with the scientific method how to con effectiveness andtest. strength. The second prototype will be a fair Your last p increase the production of fresh, nutritious • Socially supportive: If the lifestyle of the used to test/survey the group who you are helping.

The You will find more information on this on pages 173-190 oftwo Oxfo the first v food while minimising the impact onDefine the local your version of the Figure 2 Are vertical gardens the answerthird farming community is not supported, then to prototype Science 7will be used for the presentation. The useable for th problem potential food shortages? people will not want to live in the area. prototype may be full size, or it may be a scale model (10 Discover environment. use the first t Rewrite the problem so that you describe the cm = 1 m). the design ha you are helping, the problem thatOXFORD they UNIVERSITY are STEAM PROJECT OXFORDgroup UNIVERSITY PRESS PRESS OXFORD INSIGHT SCIENCE FOR NSW STAGE 4 When designing a prototype solution to a Use the following questions as a guideline for your experiencing and why it is important. Use the prototype. problem, you need to consider who you are following phrase as a guide.

Commu helping and what they need to solve their • What materials will you use?

‘How can … (the problem experienced by the problem.

• What material will you use to represent the plants?

Present your group) ...so that… (why it is important you help Consider the following questions to help you • How will you represent the height, width and angle of going to inves them) ...’ empathise with your end-users (the people who the finished prototype?

In the pres will use this solution): • Explain wh • Who am I designing for?

Test Ideate production • What problems are they facing? Why are they • Describe t As a group, brainstorm at least 30 ways the facing them?

Prototype 1 improve or problem can be solved. Remember there are no • What do they need? What do they not need?

Use the scientific method to design and experiment bad ideas at this stage. Allow any ideas to be • What does it feel like to face these problems? written down. One silly thought could lead to a What words would you use to describe these Check your Student obook for the following digital resources to help you with this S genius innovation! feelings?

Once you have many possible solutions, it Student guidebook How to manage a project How to pitch To answer these questions, you may need This helpful booklet will This is one of many ‘howThis is one o is time to sort them into ideas that are possible to investigate using different resources or even guide you step-by-step to’ videos available online to’ videos av and those that are impossible. Select 3-5 ideas conduct first-hand interviews. through the project. to help you with your to help you w that are possible and research if these ideas have project project. already been produced by someone else. If the prototype idea is already on the market, can you Define Check your Teacher obook assess for these digital resources and more: make a better version? If the prototype idea is not Before you start to design your solution, you need being used, what will be needed to make it?

Implementation advice Assessment resources Heading to define the criteria that you will use to test the Find curriculum links and Find information about text advice for this project. assessment for this success of your goal.

The design cycle

discover

communicate test

define

ideate

build

project.

3

*where the Student Book is added to the school booklist or a class set of more than 25 copies is purchased

Quizlet drives engagement as students compete in real-time online quizzes with live leaderboards and fun study activities.

4 Laptagons

Each Student obook pro offers:

• three stages of automatically-marked tests for each chapter (pre-, mid- and end-of-chapter)

Oxford has partnered with Quizlet to offer free access to additional online content.

Each Student Book contains two doublepage spreads of curriculum-aligned AMT problem-solving challenges.​

[STEAM project]

New Oxford Digital platform features include:

Oxford Maths 7–10 features integrated Desmos functionality, providing students with a powerful suite site of maths tools, including the renowned Desmos Graphing Calculator and Scientific Calculator.

[STEAM project]

Providing a significant upgrade to existing obook capabilities, obook pro features market-leading interactive resources and enhanced assessment, tracking and reporting functionality, all hosted on Oxford Digital.

OXFORD INSIGHT SCIENCE FOR NSW STAGE 4

OXFORD UNIVERSITY PRESS

OXFORD UNIVERSITY PRESS

Student Book contents

Our expert author team

Oxford Maths 7 Victorian Curriculum

Oxford Maths 8 Victorian Curriculum

Chapter 1 Chapter 2 Chapter 3 Chapter 4

Whole numbers Factors and primes Fractions and ratios Decimals and percentages Chapter 5 Negative numbers and the Cartesian plane Chapter 6 Algebra Chapter 7 Angles Chapter 8 Shapes and objects Chapter 9 Length, area and volume Chapter 10 Statistics and probability Chapter 11 Computational thinking

Chapter 1 Chapter 2 Chapter 3

Oxford Maths 9 Victorian Curriculum

Oxford Maths 10/10A Victorian Curriculum

Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5

Financial mathematics Indices Algebra Linear relationships Non-linear relationships Chapter 6 Measurement and geometry Chapter 7 Pythagoras’ theorem and trigonometry Chapter 8 Statistics Chapter 9 Probability Chapter 10 Computational thinking

Integers Fractions and decimals Percentages, ratios and rates Chapter 4 Indices Chapter 5 Algebra Chapter 6 Linear relationships Chapter 7 Congruence Chapter 8 Length, area and volume Chapter 9 Statistics and probability Chapter 10 Computational thinking

Series consultant:

Thomas Christiansen

Authors: Alex Blanksby Helen Sorenson Morgan Levick Eugene Roizman Jennifer Nolan Joe Marsiglio

Melanie Koetsveld Sonja Stambulic Robert Bell Lyn Elms Dina Antoniou

To learn more about the Oxford Maths 7–10 author team, visit oup.com.au/maths

Purchasing options Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5

Financial mathematics Algebra Real numbers (10A) Linear relationships Non-linear relationships Chapter 6 Polynomials (10A) Chapter 7 Geometry Chapter 8 Pythagoras’ theorem and trigonometry Chapter 9 Measurement Chapter 10 Statistics Chapter 11 Probability Chapter 12 Computational thinking

Oxford Maths 7 for the Victorian Curriculum ISBN

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Oxford Maths 9 for the Victorian Curriculum ISBN

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Oxford Maths 10/10A for the Victorian Curriculum RRP† (A$)

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