MATHS-+6

= YEAR 6 MATHS =
 * ** MATHEMATICS STRANDS ** || ** MATH SUB-STRANDS **  || ** ELEMENT **  || * ** ELABORATION ** || ** GENERAL CAPABILITIES **  || ** CROSS-CURRICULA PRIORITIES **  ||
 * Number and Algebra || Number and place value (F-8) || Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122) || * understanding that some numbers have special properties and that these properties can be used to solve problems
 * representing composite numbers as a product of their prime factors and using this form to simplify calculations by cancelling common primes
 * understanding that if a number is divisible by a composite number then it is also divisible by the prime factors of that number (for example 216 is divisible by 8 because the number represented by the last three digits is divisible by 8, and hence 216 is also divisible by 2 and 4) || Literacy, Numeracy ||  ||
 * Number and Algebra || Number and place value (F-8) || Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">applying strategies already developed for solving problems involving small numbers to those involving large numbers
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">applying a range of strategies to solve realistic problems and commenting on the efficiency of different strategies || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and place value (F-8) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Investigate everyday situations that use positive and negative whole numbers and zero. Locate and represent these numbers on a number line (ACMNA124) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">understanding that whole numbers can be positive and negative and continue indefinitely in both directions
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">investigating everyday situations that use positive and negative integers, such as temperatures, to understand how the positive numbers (whole numbers, fractions, decimals and percentages) can be extended to include negative numbers
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">using number lines to position and order positive and negative integers around zero
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">solving everyday additive problems involving positive and negative integers without developing formal rules for the operations (for example using a number line and counting to find the resulting outside temperature if it is 5°C at 7pm and drops by 8°C overnight) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fractions and Decimals (1-6) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Compare fractions with related denominators and locate and represent them on a number line (ACMNA125) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">demonstrating equivalence between fractions using drawings and models || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fractions and Decimals (1-6) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">modelling and solving additive problems involving fractions by using methods such as jumps on a number line, or by making diagrams of fractions as parts of shapes || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fractions and Decimals (1-6) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127) ||  || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Literacy , Numeracy ||   ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fractions and Decimals (1-6) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">extending whole-number strategies to explore and develop meaningful written strategies for addition and subtraction of decimal numbers to thousandths
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">exploring and practising efficient methods for solving problems requiring operations on decimals, to gain fluency with calculating with decimals and with recognising appropriate operations || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fractions and Decimals (1-6) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Multiply decimals by whole numbers and perform divisions that result in terminating decimals, with and without digital technologies (ACMNA129) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">interpreting and representing the remainder in division calculations, including non-integral remainders, appropriate to the context (for example understanding that the result of 6.5 ÷ 4 is sensibly expressed as 1.625km if the context involves dividing a 6.5km running course into four equal legs; $1.63 if it represents the price of one item where four sell for $6.50) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fractions and Decimals (1-6) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Multiply and divide decimals by powers of 10 (ACMNA130) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">understanding and using the fact that equivalent division calculations result if both numbers are multiplied or divided by the same amount (for example 34.87 ÷ 7 is equivalent to 3487 ÷ 700)
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">using and explaining the use of multiplication and division by powers of 10 to multiply decimal numbers mentally (for example 1.4 × 0.6 can be calculated by multiplying 14 by 6 and dividing the result by 100) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fractions and Decimals (1-6) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Make connections between equivalent fractions, decimals and percentages (ACMNA131) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Money and financial Maths (1-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">using authentic information to calculate prices on sale goods || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Patterns and algebra (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">identifying and generalising number patterns as the beginning of algebraic thinking
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern, looking for patterns in the way the numbers increase/decrease || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Number and Algebra || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Patterns and algebra (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Explore the use of brackets and order of operations to write number sentences (ACMNA134) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">appreciating the need for rules to complete multiple operations within the same number sentence || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Using units of measurement (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Connect decimal representations to the metric system (ACMMG135) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising the equivalence of measurements such as 1.25 metres and 125 centimetres || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Using units of measurement (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Convert between common metric units of length, mass and capacity (ACMMG136) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">identifying and using the correct operations when converting units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising the significance of the prefixes in units of measurement || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Using units of measurement (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising and investigating familiar objects using concrete materials and digital technologies || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Using units of measurement (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Connect volume and capacity and their units of measurement (ACMMG138) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">recognising that 1ml is equivalent to 1cm3 || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Using units of measurement (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Interpret and use timetables (ACMMG139) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">planning a trip involving one or more modes of public transport || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Shape (F-7) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Construct simple prisms and pyramids (ACMMG140) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">considering the history and significance of pyramids from a range of cultural perspectives including those structures found in China, Korea and Indonesia
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">constructing prisms and pyramids from nets, and skeletal models || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Asia and Australia’s engagement with Asia ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Location and transformation (F-7) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">understanding that translations, rotations and reflections can change the position and orientation of shapes and objects but not their geometric features or size
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">visualising, demonstrating and describing the effects of transformations, such as using computer technology to visualise, test and record the movement of two-dimensional shapes, or designing a school or brand logo using transformation of one or more shapes || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Location and transformation (F-7) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Introduce the Cartesian coordinate system using all four quadrants (ACMMG143) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">understanding that the Cartesian plane provides a graphical or visual way of describing location, and can be used to represent relationships || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Measurement and Geometry || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Geometric reasoning (3-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">building on students' understanding of turn and rotation in mapping and rotational symmetry to measure, estimate and compare angles in degrees and classify angles according to their sizes
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">investigating the use of rotation and symmetry in the diagrammatic representations of kinship relationships of Central and Western Desert people
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">estimating, measuring and comparing angles, for example, by recognising the magnitude of angles including 30°, 45°, 90°, 180° and 270° to make reasonable estimates of angles up to a complete turn of 360°, or using a protractor to measure angles to the nearest degree
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">identifying that angles have arms and a vertex, and that size is the amount of turn required for one arm to coincide with the other; the size is measured in degrees with a protractor using the two alternate conventions for naming angles
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">identifying that the size of a right angle is 90° and defining acute, obtuse and reflex angles and rotation by relating them to right angles || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Literacy , Numeracy || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Aboriginal Torres Straight Is history and culture ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Chance (1-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Describe probabilities using fractions, decimals and percentages (ACMSP144) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">investigating games of chance popular in different cultures and evaluating the relative benefits to the organisers and participants (for example Pachinko) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Literacy, Numeracy || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Asia and Australia’s engagement with Asia ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Chance (1-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">conducting repeated trials of chance experiments, identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, ICT, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Chance (1-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Compare observed frequencies across experiments with expected frequencies (ACMSP146) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">predicting likely outcomes from a run of chance events and distinguishing these from surprising results || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Data representation / interpretation (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">understanding that data can be represented in different ways, sometimes with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgments
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">exploring ways of presenting data and showing the results of investigations, including creating dot plots with many-to-one correspondence between data and symbols
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">comparing different student-generated diagrams, tables and graphs, and describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Statistics and Probability || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Data representation / interpretation (F-10) || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Interpret secondary data presented in digital media and elsewhere (ACMSP148) || * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">developing an understanding of sampling and the ability to interpret secondary data in order to critique data-based claims made in the media, advertising and elsewhere
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">understanding the various influences on data collection and display, including who created the representation, who funded the data collection and whether the representation is part of an advertisement; in order to be alert to possible biases in data representations
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">identifying potentially misleading data representations in the media, such as graphs with ‘broken’ axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made, and pie charts in which the whole pie does not represent the entire population about which the claims are made
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">considering the need for sampling and recognising when a census of an entire population is not possible or not necessary, and identifying examples of sampling in the media || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Critical and creative thinking, Literacy , Numeracy ||  ||