| NSW Department of Education
Mathematics Stage 5 – sample scope and sequence
This resource has been designed to support teachers by providing an approach to organising syllabus content and can be modified to
suit individual school contexts and procedures as required.
High quality formative and summative assessment should form an integral part of all teaching and learning programs. For more
information please visit NESA’s Advice on assessment page.
Mathematics K–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New
South Wales, 2022.
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Mathematics Stage 5 – sample scope and sequence | 2
7-10 Core–Paths structure
Intention
The following excerpt from the Mathematics K–10 Syllabus course overview describes the intentions behind the Core–Paths structure in
7-10 and has guided decisions around the organisation of this scope and sequence.
The Core–Paths structure is designed to encourage aspiration in students and provide the flexibility needed to enable
teachers to create pathways for students working towards Stage 6. The structure is intended to extend students as far along
the continuum of learning as possible and provide solid foundations for the highest levels of student achievement.
The aim for most students is to demonstrate achievement of the Core and as many Path outcomes as possible by the end of
Stage 5 and this should guide teacher planning.
This scope and sequence provides multiple options for schools and teachers to consider when making decisions about delivering
curriculum in a manner true to the intention of the syllabus. Schools and teachers can choose to engage with either or both approaches
described below, which are supported with units and lessons.
Path outcomes related to core topics
For the first 13 units in this scope and sequence, specific elements of related Path outcomes have been identified and activities included
that support teachers to expose students to these Paths as they become relevant. This empowers schools to cover these Path concepts
naturally, and as a result of school-based decisions around what is achievable for individual students and cohorts.
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 3
Units and assessments are developed so that teachers and schools choosing to only cover core content in these first 13 units, are
supported.
Optional electives
The optional electives units in Terms 3 and 4 of Year 10 are an acknowledgement that, by this point, most students have made at least
preliminary decisions about their directions for Stage 6 Mathematics study. Schools using this scope and sequence will need to decide
how to engage with this time based on a range of factors, including staffing, student cohort characteristics, timetabling and available
resources.
The intention of this time in the scope and sequence is for students to be given some choice and say in what units, and hence which
Path outcomes, they engage with. Alternatively, the decisions about which students are exposed to which further units, and to what
depth, during this time can be made by schools and teachers.
Optional elective units developed to support this time focus on logical connections between Core and Path outcomes, and applications of
knowledge and skills. These could include units such as:
Planning a trip
Being an entrepreneur
Maths in science
Creating your own space
Maths in engineering and physics.
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 4
These units are designed with a student's path towards specific Stage 6 Mathematics courses in mind, but also to be accessible to as
wide a range of students as possible. This is in line with the Core-Path structure intention that ‘most students … demonstrate
achievement of … as many Path outcomes as possible by the end of Stage 5’.
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 5
Table 1 – Year 9, Term 1
2D Spatial relations 2D Spatial relations
Unit title: Geometrical representations Unit title: Working with triangles
Weeks 1 to 5 Weeks 6 to 10
MAO-WM-01, MA5-GEO-C-01 MAO-WM-01, MA5-TRG-C-01, MA5-LIN-C-01, MA5-MAG-C-01
(Related Life Skills outcomes: MALS-GEO-01) (Related Life Skills outcomes: MALS-POS-01)
Identify and describe the properties of similar figures Demonstrate and explain the constancy of trigonometric ra-
Solve problems using ratio and scale factors in similar fig- tios for a given angle in right-angled triangles
ures Apply trigonometry to solve right-angled triangle problems
Find the midpoint and gradient of a line segment (interval)
and the distance between 2 points on a Cartesian plane
Estimate and round numbers to a specified degree of accur-
acy
Related Path content: MA5-GEO-P-01, MA5-NET-P-01 Related Path content: MA5-LIN-P-01, MA5-IND-P-02
Develop and apply the minimum conditions for triangles to Apply formulas to find the midpoint and gradient/slope of an
be similar interval and the distance between 2 points located on the
Establish and apply properties of similar shapes and solids Cartesian plane
Examine and describe a graph/network Describe surds
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 6
Table 2 – Year 9, Term 2
3D Spatial relations Multiplicative relationships
Unit title: Prisms and cylinders Unit title: Index laws
Weeks 1 to 7 Weeks 8 to 10
MAO-WM-01, MA5-ARE-C-01, MA5-VOL-C-01, MA5-ALG-C-01, MA5-EQU-C-01, MAO-WM-01, MA5-IND-C-01,
MA5-MAG-C-01 MA5-MAG-C-01
(Related Life Skills outcomes: MALS-ADS-01, MALS-MDI-01, MALS-PAT-01, (Related Life Skills outcomes:
MALS-VOL-01, MALS-ARE-01) MALS-MDI-01, MALS-PAT-01)
Solve problems involving areas and surface areas Extend and apply the index laws to
Develop and apply the formula for surface areas of cylinders variables, using positive-integer in-
Solve problems involving surface areas of cylinders and related composite solids dices and the zero index
Solve problems involving composite solids consisting of right prisms and cylinders Simplify algebraic products and quo-
Apply the distributive law to the expansion of algebraic expressions tients using index laws
Solve linear equations involving up to 3 steps Apply index laws to numerical ex-
pressions with negative-integer in-
Solve linear equations arising from word problems and substitution into formulas
dices
Identify and describe very small and very large measurements
Express numbers in scientific nota-
Find absolute and percentage error
tion
Estimate and round numbers to a specific degree of accuracy
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 7
3D Spatial relations Multiplicative relationships
Unit title: Prisms and cylinders Unit title: Index laws
Weeks 1 to 7 Weeks 8 to 10
Related Path content: MA5-ARE-P-01, MA5-VOL-P-01, MA5-EQU-P-02 Related Path content: MA5-IND-P-01,
MA5-IND-P-02
Solve problems involving surface areas
Solve problems involving volumes Apply index laws to algebraic expres-
Solve linear equations involving algebraic fractions and equations of more than 3 sions involving negative-integer in-
steps dices
Rearrange literal equations Describe and use fractional indices
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 8
Table 3 – Year 9, Term 3
Linear relationships Linear relationships
Unit title: Financial mathematics Unit title: Constant rates of change
Weeks 1 to 3 Weeks 4 to 10
MAO-WM-01, MA5-FIN-C-01, MA5-EQU-C-01 MAO-WM-01, MA5-EQU-C-01, MA5-LIN-C-01, MA5-LIN-C-02
(Related Life Skills outcomes: (Related Life Skills outcomes: MALS-ADS-01, MALS-MDI-01, MALS-POS-01)
MALS-FIN-01, MALS-FIN-02)
Solve linear equations arising from word problems and substitution into formulas
Solve problems involving earning money, Recognise and graph equations
simple interest and spending money Examine parallel, horizontal and vertical lines
Solve linear equations involving up to 3 Examine the gradient/slope-intercept form
steps Find the equations of parallel and perpendicular lines
Solve linear equations arising from word
problems and substitution into formulas
No Path content included Related Path content: MA5-LIN-P-01, MA5-EQU-P-02, MA5-RAT-P-01
Use various forms of the equation of a straight line
Solve linear simultaneous equations, both algebraically and graphically
Identify and describe problems and graphs involving direct variation
Solve problems involving direct variation
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 9
Table 4 – Year 9, Term 4
Uncertainty Uncertainty
Unit title: Making predictions Unit title: Making decisions
Weeks 1 to 5 Weeks 6 to 10
MAO-WM-01, MA5-PRO-C-01 MAO-WM-01, MA5-DAT-C-01
(Related Life Skills outcomes: MALS-PRO-01) (Related Life Skills outcomes: MALS-DAT-02)
Describe multistage chance experiments involving independent Standard deviation as a measure of spread
and dependent events Determine quartiles and interquartile range
Solve problems for multistage chance experiments Represent datasets using box plots and use them to com-
Design and use simulations to model and examine situations pare datasets
involving probability
Related Path content: MA5-PRO-P-01 No Path content included
Solve problems involving Venn diagrams and 2-way tables
Use the language, ‘if…then’, ‘given’, ‘of’ and ‘knowing that’, to
examine conditional statements and identify common mistakes
in interpreting the language
Describe mutually and non-mutually exclusive events using
specific language and calculate related probabilities
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Year 9 overview
© NSW Department of Education, Jan-24
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Table 5 – Year 10, Term 1
Spatial relations Algebraic relations
Unit title: Surveying Unit title: Expressions and equations
Weeks 1 to 7 Weeks 8 to 10
MAO-WM-01, MA5-TRG-C-02 MAO-WM-01, MA5-ALG-C-01, MA5-EQU-C-01
(Related Life Skills outcomes: MALS-LEN-01, MALS-GEO-01, MALS-POS-01) (Related Life Skills outcomes:
MALS-ADS-01, MALS-MDI-01, MALS-PAT-01)
Solve right-angled triangle problems involving angles of elevation and depres-
sion Apply the 4 operations to simplify algebraic
Solve right-angled triangle problems involving bearings fractions with numerical denominators
Apply the distributive law to the expansion
of algebraic expressions, and collect like
terms where appropriate
Solve linear equations involving up to 3
steps
Solve linear equations involving one algeb-
raic fraction
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 12
Spatial relations Algebraic relations
Unit title: Surveying Unit title: Expressions and equations
Weeks 1 to 7 Weeks 8 to 10
Related Path content: MA5-TRG-P-01, MA5-EQU-P-02 Related Path content: MA5-ALG-P-01,
MA5-ALG-P-02, MA5-EQU-P-02
Solve 3-dimensional problems involving right-angled triangles
Apply the sine, cosine and area rules to any triangle and solve related prob- Apply the 4 operations involving algebraic
lems fractions with pronumerals in the denomin-
Rearrange literal equations ator
Factorise algebraic expressions by taking
out a common algebraic factor
Operate with algebraic fractions involving
binomial numerators and numerical de-
nominators
Solve linear equations involving algebraic
fractions and equations of more than 3
steps
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 13
Table 6 – Year 10, Term 2
Non-linear relationships Non-linear relationships
Unit title: Applying exponentials Unit title: Investigating parabolas
Weeks 1 to 5 Weeks 6 to 10
MAO-WM-01, MA5-FIN-C-02, MA5-NLI-C-01, MA5-NLI-C-02 (Re- MAO-WM-01, MA5-ALG-C-01, MA5-NLI-C-01, MA5-NLI-C-02
lated Life Skills outcomes: MALS-FIN-01, MALS-FIN-02) (Related Life Skills outcomes: MALS-PAT-01)
Solve problems involving compound interest and depreciation Apply the distributive law to the expansion of algebraic ex-
Examine the connection between algebraic and graphical rep- pressions, and collect like terms where appropriate
resentations of quadratics and exponentials Examine the connection between algebraic and graphical
Graph and examine exponential relationships representations of quadratics and exponentials
Distinguish between linear, quadratic and exponential relation- Graph and examine quadratic relationships
ships by examining their graphical representations
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 14
Non-linear relationships Non-linear relationships
Unit title: Applying exponentials Unit title: Investigating parabolas
Weeks 1 to 5 Weeks 6 to 10
Related Path content: MA5-NLI-P-01 Related Path content: MA5-ALG-P-01, MA5-ALG-P-02,
MA5-EQU-P-01, MA5-EQU-P-02, MA5-NLI-P-01
Graph exponentials and describe their features and transform-
ations Expand binomial products and factorise monic quadratic
Distinguish between different types of graphs by examining expressions
their algebraic and graphical representations and solve prob- Expand, factorise and simplify algebraic expressions in-
lems cluding special products
Solve monic quadratic equations
Solve quadratic equations using a variety of methods
Graph parabolas and describe their features and trans-
formations
Distinguish between different types of graphs by examin-
ing their algebraic and graphical representations and solve
problems
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 15
Table 7 – Year 10, Term 3
Uncertainty Optional Elective
Unit title: Correlation Unit title:
Weeks 1 to 5 Weeks 6 to 10
MAO-WM-01, MA5-DAT-C-02, MA5-LIN-C-02 MAO-WM-01, [school to enter outcomes]
(Related Life Skills outcomes: MALS-DAT-02) (Related Life Skills outcomes: [school to enter outcomes])
Identify and describe numerical datasets involving 2 vari- [School to enter content dot points]
ables
Represent datasets involving 2 numerical variables, using a
scatter plot and a line of best fit, by eye
Interpret data involving 2 numerical variables, using graph-
ical representation
Examine the gradient/slope-intercept form
Related Path content: MA5-DAT-P-01 Related Path content: [School to enter Path outcomes]
Plan and conduct a statistical inquiry into a question of in- [School to enter content dot points]
terest
Examine reports of studies in digital media and elsewhere for
information on their planning and implementation
© NSW Department of Education, Jan-24
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© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 17
Table 8 – Year 10, Term 4
Optional elective Optional elective
Unit title: Unit title:
Weeks 1 to 5 Weeks 6 to 10
MAO-WM-01, [school to enter outcomes] MAO-WM-01, [school to enter outcomes]
(Related Life Skills outcomes: [school to enter outcomes]) (Related Life Skills outcomes: [school to enter outcomes])
[School to enter content dot points] [School to enter content dot points]
Related Path content: [School to enter Path outcomes] Related Path content: [School to enter Path outcomes]
[School to enter content dot points] [School to enter content dot points]
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 18
Example optional electives
Table 9 – two examples of optional electives that could be taught during Year 10, Terms 3 and 4
Optional elective Optional elective
Unit title: Being an entrepreneur Unit title: Maths in Science
Weeks 1 to 5 Weeks 6 to 10
MAO-WM-01, MA5-FIN-C-01, MA5-FIN-C-02, MA5-LIN-C-01, MAO-WM-01, MA5-GEO-C-01, MA5-DAT-C-02, MA5-PRO-C-01
MA5-LIN-C-02 (Related Life Skills outcomes: MALS-DAT-01, MALS-DAT-02,
(Related Life Skills outcomes: MALS-FIN-01, MALS-FIN-02, MALS-PRO-01, MALS-MDI-01, MALS-GEO-01)
MALS-PAT-01)
Solve problems using ratio and scale factors in similar fig-
Solve problems involving spending money ures
Solve problems involving compound interest and depreci- Identify and describe numerical datasets involving 2 vari-
ation ables
Recognise and graph equations Represent datasets involving 2 numerical variables, using a
Examine the gradient/slope-intercept form scatter plot and a line of best fit, by eye
Interpret data involving 2 numerical variables, using graph-
ical representation
Design and use simulations to model and examine situations
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 19
Optional elective Optional elective
Unit title: Being an entrepreneur Unit title: Maths in Science
Weeks 1 to 5 Weeks 6 to 10
involving probability
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 20
Optional elective Optional elective
Unit title: Being an entrepreneur Unit title: Maths in Science
Weeks 1 to 5 Weeks 6 to 10
Related Path content: MA5-LIN-P-01, MA5-EQU-P-02, Related Path content: MA5-GEO-P-01, MA5-LOG-P-01,
MA5-NET-P-01, MA5-RAT-P-01 MA5-IND-P-02, MA5-RAT-P-01, MA5-EQU-P-01,
MA5-EQU-P-02, MA5-PRO-P-01
Solve linear simultaneous equations, both algebraically and
graphically Identify and describe problems and graphs involving direct
Identify and describe graphs involving direct and inverse and inverse variation
variation Solve problems involving direct and inverse variation and ex-
Solve problems involving direct and inverse variation and ex- amine the relationship between graphs and equations cor-
amine the relationship between graphs and equations cor- responding to proportion
responding to proportionality Establish and apply properties of similar shapes and solids
Examine and describe a graph/network Examine logarithms both numerically and graphically
Define a planar graph and apply Euler’s formula for planar Establish and apply the laws of logarithms to solve problems
graphs Solve linear inequalities and graph their solutions on a num-
Explain the concept of Eulerian trails and circuits in the con- ber line
text of the Königsberg bridges problem Solve linear simultaneous equations, both algebraically and
graphically
Solves problems involving Venn diagrams and 2-way tables
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 21
Year 10 overview
© NSW Department of Education, Jan-24
Mathematics Stage 5 – sample scope and sequence | 22
© State of New South Wales (Department of Education), 2023
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