A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | If you would like a copy of this spread sheet please email me directly. Please reference me Meridith Ebbs - @iMerinet if you are sharing or reusing meridith.ebbs@adelaide.edu.au | |||||||||||||||||||||||||

2 | Outcomes and indicators are listed under each strand. Underlined words are hyperlinked. | |||||||||||||||||||||||||

3 | Under each descriptor is grey text referring to indicators within an outcome and outcomes. Indicators work toward achieving outcomes. | |||||||||||||||||||||||||

4 | Some outcomes are included as they promote the computational thinking process including documentation, some because they investigate digital technologies, others enhance ICT capability | |||||||||||||||||||||||||

5 | Digital Technologies | Number and Algebra | Statistics and Probability | Measurement and Geometry | ||||||||||||||||||||||

6 | ||||||||||||||||||||||||||

7 | MATHEMATICS K–10 | |||||||||||||||||||||||||

8 | Early Stage 1 | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5.1 | Stage 5.2 | Stage 5.3 | ||||||||||||||||||

9 | Working Mathetically: Use of Digital Technologies, Software, Robotics, Coding, MakerSpaces, Modelling | |||||||||||||||||||||||||

10 | selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM | |||||||||||||||||||||||||

11 | MA3-2WM | |||||||||||||||||||||||||

12 | Number and Algebra: Patterns, Identifying, sorting, making, creating, visual representation, coding to represent relationships and to build games to reinforce concepts, Robotics for numeracy games to reinforce concepts | |||||||||||||||||||||||||

13 | develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation | develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation | develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation | |||||||||||||||||||||||

14 | Number and Algebra | Number and Algebra | Number and Algebra | Number and Algebra | Number and Algebra | Number and Algebra | Number and Algebra | Number and Algebra | ||||||||||||||||||

15 | recognises, describes and continues repeating patternsMAe-8NA | creates, represents and continues a variety of patterns with numbers and objectsMA1-8NA | generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing valuesMA2-8NA | analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian planeMA3-8NA | ||||||||||||||||||||||

16 | MAe-8NA | MA1-8NA | MA2-8NA | MA3-8NA | ||||||||||||||||||||||

17 | creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the Cartesian planeMA4-11NA | |||||||||||||||||||||||||

18 | MA4-11NA | |||||||||||||||||||||||||

19 | recognise numbers in a variety of contexts, eg classroom charts, cash register, computer keyboard, telephone (Communicating) | select, use and record a variety of mental strategies, and appropriate digital technologies, to solve simple multiplication problems | interpret information from the internet, the media, the environment and other sources that use large numbers (Communicating, Reasoning) | use a calculator to perform the four operations with integers | connect the calculation of the total value of a compound interest investment to repeated multiplication using a calculator, eg a rate of 5% per annum leads to repeated multiplication by 1.05 (Communicating) | use a spreadsheet to graph the value of an investment of a particular amount at various compound interest rates over time (Problem Solving) | use digital technologies to investigate and describe features of the graphs of parabolas given in the following forms for both positive and negative values of a and k, eg: yyyy=ax2=ax2+k=(x+a)2=(x+a)2+k (Communicating, Reasoning) | |||||||||||||||||||

20 | Preview in context Number and Algebra Whole Numbers | Preview in context Number and Algebra Multiplication and Division 1 | Preview in context Number and Algebra Whole Numbers 1 | Preview in context Number and Algebra Computation with Integers | Preview in context Number and Algebra Financial Mathematics | Preview in context Number and Algebra Financial Mathematics ◊ | Preview in context Number and Algebra Non-Linear Relationships § | |||||||||||||||||||

21 | create or continue a repeating pattern using simple computer graphics (Problem Solving) | create a table or simple spreadsheet to record multiplication facts, eg a 10 × 10 grid showing multiplication facts (Communicating) | explore square and triangular numbers using arrays, grid paper or digital technologies (Communicating, Problem Solving) | investigate whether different digital technologies, such as those found in computer software and on mobile devices, apply the order of operations (Problem Solving) | compare simple interest with compound interest on an investment over various time periods using tables, graphs or spreadsheets (Communicating, Reasoning) | use graphing software or a table of values to graph equations representing linear direct proportion | determine a possible equation from a given graph and check using digital technologies | |||||||||||||||||||

22 | Preview in context Number and Algebra Patterns and Algebra | Preview in context Number and Algebra Multiplication and Division 2 | Preview in context Number and Algebra Whole Numbers 2 | Preview in context Number and Algebra Computation with Integers | Preview in context Number and Algebra Financial Mathematics | Preview in context Number and Algebra Ratios and Rates | Preview in context Number and Algebra Non-Linear Relationships § | |||||||||||||||||||

23 | check the answer to a word problem using digital technologies (Reasoning) | select and apply efficient mental, written and calculator strategies to solve addition and subtraction word problems, including problems involving money | interpret calculator displays in formulating solutions to problems involving percentages by appropriately rounding decimals (Communicating) | use graphing software to find the midpoint and gradient of an interval | solve linear simultaneous equations by finding the point of intersection of their graphs, with and without the use of digital technologies | compare and contrast different types of graphs and determine possible equations from the key features, eg y=2, y=2−x, y=(x−2)2, y=2x, (x−2)2+(y−2)2=4, y=1x−2, y=2x2 (Communicating, Reasoning) | ||||||||||||||||||||

24 | Preview in context Number and Algebra Multiplication and Division 2 | Preview in context Number and Algebra Addition and Subtraction 1 | Preview in context Number and Algebra Fractions, Decimals and Percentages | Preview in context Number and Algebra Linear Relationships | Preview in context Number and Algebra Equations | Preview in context Number and Algebra Non-Linear Relationships § | ||||||||||||||||||||

25 | record numerical data in a simple spreadsheet (Communicating) | use price comparison websites to make informed decisions related to purchases under given conditions (Problem Solving) | use graphing software to find the distance between two points on the Cartesian plane | graph equations of the form y=mx+b by using the gradient and the y-intercept, and with the use of digital technologies | determine the points of intersection of a line with a parabola, hyperbola or circle, graphically and algebraically | |||||||||||||||||||||

26 | Preview in context Number and Algebra Addition and Subtraction 1 | Preview in context Number and Algebra Financial Mathematics | Preview in context Number and Algebra Linear Relationships | Preview in context Number and Algebra Linear Relationships | Preview in context Number and Algebra Non-Linear Relationships § | |||||||||||||||||||||

27 | select and apply appropriate mental and written strategies, with and without the use of digital technologies, to solve unfamiliar problems (Problem Solving) | interpret statements involving algebraic symbols in other contexts, eg cell references when creating and formatting spreadsheets (Communicating) | graph a variety of linear relationships on the Cartesian plane, with and without the use of digital technologies, eg: y=3−x, y=x+12, x+y=5, x−y=2, y=23x | use graphing software to graph a variety of equations of straight lines, and describe the similarities and differences between them, eg: y=−3x,y=−3x+2,y=−3x−2 y=12x,y=−2x,y=3x x=2,y=2 (Communicating) | use digital technologies to graph polynomials of odd and even degree and investigate the relationship between the number of zeros and the degree of the polynomial (Communicating, Problem Solving) | |||||||||||||||||||||

28 | Preview in context Number and Algebra Addition and Subtraction 2 | Preview in context Number and Algebra Algebraic Techniques 1 | Preview in context Number and Algebra Linear Relationships | Preview in context Number and Algebra Linear Relationships | Preview in context Number and Algebra Polynomials # | |||||||||||||||||||||

29 | use digital technologies to multiply numbers of up to four digits | apply the order of operations to evaluate expressions involving indices, with and without using a calculator, eg 32+42, 43+2×52 | use digital technologies to compare the graphs of a variety of straight lines with their respective gradients and establish the condition for lines to be parallel (Communicating, Reasoning) | graph a variety of straight lines, including perpendicular lines, using digital technologies and compare their gradients to establish the condition for lines to be perpendicular (Communicating, Reasoning) | ||||||||||||||||||||||

30 | Preview in context Number and Algebra Multiplication and Division 1 | Preview in context Number and Algebra Indices | Preview in context Number and Algebra Linear Relationships | Preview in context Number and Algebra Linear Relationships | ||||||||||||||||||||||

31 | check answers to mental calculations using digital technologies (Problem Solving) | verify the various tests of divisibility using a calculator (Problem Solving) | use digital technologies to graph a variety of straight lines, including parallel lines, and identify similarities and differences in their equations (Communicating, Reasoning) | |||||||||||||||||||||||

32 | Preview in context Number and Algebra Multiplication and Division 1 | Preview in context Number and Algebra Indices | Preview in context Number and Algebra Linear Relationships | |||||||||||||||||||||||

33 | apply appropriate mental and written strategies, and digital technologies, to solve multiplication word problems | find square roots and cube roots of any non-square whole number using a calculator, after first estimating | complete tables of values to graph simple non-linear relationships and compare these with graphs drawn using digital technologies, eg y=x2, y=x2+2, y=2x | |||||||||||||||||||||||

34 | Preview in context Number and Algebra Multiplication and Division 1 | Preview in context Number and Algebra Indices | Preview in context Number and Algebra Non-Linear Relationships | |||||||||||||||||||||||

35 | use digital technologies to divide whole numbers by one- and two-digit divisors | apply the order of operations to evaluate expressions involving square roots and cube roots, with and without using a calculator, eg 16+9‾‾‾‾‾‾√,16‾‾‾√+9,100−64√9,100−649‾‾‾‾‾‾√ | use digital technologies to graph simple quadratics, exponentials and circles, eg: y=x2,y=−x2,y=x2+1,y=x2−1y=2x,y=3x,y=4xx2+y2=1,x2+y2=4 | |||||||||||||||||||||||

36 | Preview in context Number and Algebra Multiplication and Division 1 | Preview in context Number and Algebra Indices | Preview in context Number and Algebra Non-Linear Relationships | |||||||||||||||||||||||

37 | check answers to mental calculations using digital technologies (Problem Solving) | verify the zero index law using a calculator (Reasoning) | ||||||||||||||||||||||||

38 | Preview in context Number and Algebra Multiplication and Division 1 | Preview in context Number and Algebra Indices | ||||||||||||||||||||||||

39 | apply appropriate mental and written strategies, and digital technologies, to solve division word problems | graph more than one line on the same set of axes using digital technologies and compare the graphs to determine similarities and differences, eg parallel, pass through the same point | ||||||||||||||||||||||||

40 | Preview in context Number and Algebra Multiplication and Division 1 | Preview in context Number and Algebra Linear Relationships | ||||||||||||||||||||||||

41 | use a table or similar organiser to record methods used to solve problems (Communicating, Problem Solving) | use digital technologies to graph linear and simple non-linear relationships, such as y=x2 | ||||||||||||||||||||||||

42 | Preview in context Number and Algebra Multiplication and Division 2 | Preview in context Number and Algebra Linear Relationships | ||||||||||||||||||||||||

43 | investigate whether different digital technologies apply the order of operations (Reasoning) | use graphs of linear relationships to solve a corresponding linear equation, with and without the use of digital technologies, eg use the graph of y=2x+3 to find the solution of the equation 2x+3=11 | ||||||||||||||||||||||||

44 | Preview in context Number and Algebra Multiplication and Division 2 | Preview in context Number and Algebra Linear Relationships | ||||||||||||||||||||||||

45 | calculate unit fractions of collections, with and without the use of digital technologies, eg calculate 15 of 30 | |||||||||||||||||||||||||

46 | Preview in context Number and Algebra Fractions and Decimals 2 | |||||||||||||||||||||||||

47 | calculate a simple fraction of a collection/quantity, with and without the use of digital technologies, eg calculate 25 of 30 | |||||||||||||||||||||||||

48 | Preview in context Number and Algebra Fractions and Decimals 2 | |||||||||||||||||||||||||

49 | add and subtract decimals with the same number of decimal places, with and without the use of digital technologies | |||||||||||||||||||||||||

50 | Preview in context Number and Algebra Fractions and Decimals 2 | |||||||||||||||||||||||||

51 | add and subtract decimals with a different number of decimal places, with and without the use of digital technologies | |||||||||||||||||||||||||

52 | Preview in context Number and Algebra Fractions and Decimals 2 | |||||||||||||||||||||||||

53 | multiply decimals of up to three decimal places by whole numbers of up to two digits, with and without the use of digital technologies, eg 'I measured three desks. Each desk was 1.25 m in length, so the total length is 3 × 1.25 = 3.75 m' | |||||||||||||||||||||||||

54 | Preview in context Number and Algebra Fractions and Decimals 2 | |||||||||||||||||||||||||

55 | calculate common percentages (10%, 25%, 50%) of quantities, with and without the use of digital technologies | |||||||||||||||||||||||||

56 | Preview in context Number and Algebra Fractions and Decimals 2 | |||||||||||||||||||||||||

57 | calculate the sale price of an item after a discount of 10%, 25% and 50%, with and without the use of digital technologies, recording the strategy and result | |||||||||||||||||||||||||

58 | Preview in context Number and Algebra Fractions and Decimals 2 | |||||||||||||||||||||||||

59 | create, with materials or digital technologies, a variety of patterns using whole numbers, fractions or decimals, eg 14, 24, 34, 44, 54, 64, … or 2.2, 2.0, 1.8, 1.6, … | |||||||||||||||||||||||||

60 | Preview in context Number and Algebra Patterns and Algebra 1 | |||||||||||||||||||||||||

61 | continue and create number patterns, with and without the use of digital technologies, using whole numbers, fractions and decimals, eg 14, 18, 116, … or 1.25, 2.5, 5, … | |||||||||||||||||||||||||

62 | Preview in context Number and Algebra Patterns and Algebra 2 | |||||||||||||||||||||||||

63 | Statistics and Probability: Representing Data, collecting data, interpreting data, visualising data, graphing | |||||||||||||||||||||||||

64 | collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements | |||||||||||||||||||||||||

65 | Statistics and Probability | |||||||||||||||||||||||||

66 | represents data and interprets data displays made from objects MAe-17SP | gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results MA1-17SP | selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs MA2-18SP | uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tablesMA3-18SP | collects, represents and interprets single sets of data, using appropriate statistical displays MA4-19SP | |||||||||||||||||||||

67 | MAe-17SP | MA1-17SP | MA2-18SP | MA3-18SP | MA4-19SP | |||||||||||||||||||||

68 | analyses single sets of data using measures of location, and range MA4-20SP | uses statistical displays to compare sets of data, and evaluates statistical claims made in the media MA5.1-12SP | uses quartiles and box plots to compare sets of data, and evaluates sources of data MA5.2-15SP | uses standard deviation to analyse dataMA5.3-18SP | ||||||||||||||||||||||

69 | MA4-20SP | MA5.1-12SP | MA5.2-15SP | MA5.3-18SP | ||||||||||||||||||||||

70 | investigates the relationship between numerical variables using lines of best fit, and explores how data is used to inform decision-making processesMA5.3-19SP | |||||||||||||||||||||||||

71 | MA5.3-19SP | |||||||||||||||||||||||||

72 | investigates the relationship between numerical variables using lines of best fit, and explores how data is used to inform decision-making processesMA5.3-19SP | |||||||||||||||||||||||||

73 | MA5.3-19SP | |||||||||||||||||||||||||

74 | investigates the relationship between numerical variables using lines of best fit, and explores how data is used to inform decision-making processesMA5.3-19SP | |||||||||||||||||||||||||

75 | MA5.3-19SP | |||||||||||||||||||||||||

76 | ||||||||||||||||||||||||||

77 | MA5.3-19SP | |||||||||||||||||||||||||

78 | ||||||||||||||||||||||||||

79 | MA5.3-19SP | |||||||||||||||||||||||||

80 | use digital technologies to create picture graphs (Communicating) | use computer software to create a table to organise collected data, eg a spreadsheet (Communicating) | tabulate collected data, including numerical data, with and without the use of digital technologies such as spreadsheets | analyse a variety of data displays used in the print or digital media and in other school subject areas, eg share-movement graphs, data displays showing sustainable food production (Problem Solving) | investigate survey data reported in the digital media and elsewhere to critically evaluate the reliability/validity of the source of the data and the usefulness of the data | investigate the meaning and calculation of standard deviation using a small set of data | ||||||||||||||||||||

81 | Preview in context Statistics and Probability Data 2 | Preview in context Statistics and Probability Data 1 | Preview in context Statistics and Probability Data 1 | Preview in context Statistics and Probability Data Collection and Representation | Preview in context Statistics and Probability Single Variable Data Analysis ◊ | Preview in context Statistics and Probability Single Variable Data Analysis | ||||||||||||||||||||

82 | use graphing software to enter data and create column graphs that represent data (Communicating) | construct dot plots for numerical data, eg the number of siblings of each student in the class | use spreadsheets or statistical software packages to tabulate and graph data | investigate a matter of interest involving two numerical variables and construct a scatter plot, with or without the use of digital technologies, to determine and comment on the relationship between them, eg height versus arm span, reaction time versus hours of sleep | find the standard deviation of a set of data using digital technologies | |||||||||||||||||||||

83 | Preview in context Statistics and Probability Data 1 | Preview in context Statistics and Probability Data 1 | Preview in context Statistics and Probability Data Collection and Representation | Preview in context Statistics and Probability Bivariate Data Analysis | Preview in context Statistics and Probability Single Variable Data Analysis | |||||||||||||||||||||

84 | use data in a spreadsheet to create column graphs with appropriately labelled axes (Communicating, Problem Solving) | interpret data representations found in digital media and in factual texts | use the statistical functions of a calculator to determine the mean for small sets of data (Problem Solving) | investigate and describe the effect, if any, on the standard deviation of adding a data value to the set of data, eg adding a data value equivalent to the mean, or adding a data value more or less than one standard deviation from the mean (Problem Solving, Reasoning) | ||||||||||||||||||||||

85 | Preview in context Statistics and Probability Data 2 | Preview in context Statistics and Probability Data 2 | Preview in context Statistics and Probability Single Variable Data Analysis | Preview in context Statistics and Probability Single Variable Data Analysis | ||||||||||||||||||||||

86 | interpret and evaluate the effectiveness of various data displays found in media and in factual texts, where displays represent data using a scale of many-to-one correspondence | interpret tables and graphs from the media and online sources, eg data about different sports teams (Reasoning) | use the statistical functions of a spreadsheet to determine the mean for large sets of data (Problem Solving) | investigate and describe the effect, if any, on the standard deviation of altering all of the data values in the set of data by operations such as doubling all data values or adding a constant to all data values (Problem Solving, Reasoning) | ||||||||||||||||||||||

87 | Preview in context Statistics and Probability Data 2 | Preview in context Statistics and Probability Data 2 | Preview in context Statistics and Probability Single Variable Data Analysis | Preview in context Statistics and Probability Single Variable Data Analysis | ||||||||||||||||||||||

88 | critically evaluate data representations found in digital media and related claims | recognise which statistical measures are appropriate for the data type, eg the mean, median and range are meaningless for categorical data (Reasoning) | use digital technologies, such as a spreadsheet, to construct a line of best fit for bivariate numerical data | |||||||||||||||||||||||

89 | Preview in context Statistics and Probability Data 2 | Preview in context Statistics and Probability Single Variable Data Analysis | Preview in context Statistics and Probability Bivariate Data Analysis | |||||||||||||||||||||||

90 | identify misleading representations of data in the media, eg broken axes, graphics that are not drawn to scale (Reasoning) | use the statistical functions of a spreadsheet to determine the median, mode and range for large sets of data (Communicating, Problem Solving) | investigate different methods of constructing a line of best fit using digital technologies (Problem Solving) | |||||||||||||||||||||||

91 | Preview in context Statistics and Probability Data 2 | Preview in context Statistics and Probability Single Variable Data Analysis | Preview in context Statistics and Probability Bivariate Data Analysis | |||||||||||||||||||||||

92 | determine the likelihood of winning simple games by considering the number of possible outcomes, eg in a 'rock-paper-scissors' game (Problem Solving, Reasoning) | use a spreadsheet to calculate and compare summary statistics of different random samples drawn from the same population (Communicating, Problem Solving) | use lines of best fit to predict what might happen between known data values (interpolation) and predict what might happen beyond known data values (extrapolation) | |||||||||||||||||||||||

93 | Preview in context Statistics and Probability Chance 1 | Preview in context Statistics and Probability Single Variable Data Analysis | Preview in context Statistics and Probability Bivariate Data Analysis | |||||||||||||||||||||||

94 | assign expected probabilities to outcomes in chance experiments with random generators, including digital simulators, and compare the expected probabilities with the observed probabilities after both small and large numbers of trials | describe the effect of the use of 'and' and 'or' when using internet search engines (Communicating, Problem Solving) | compare predictions obtained from different lines of best fit (Problem Solving, Reasoning) | |||||||||||||||||||||||

95 | Preview in context Statistics and Probability Chance 2 | Preview in context Statistics and Probability Probability 2 | Preview in context Statistics and Probability Bivariate Data Analysis | |||||||||||||||||||||||

96 | Measurement and Geometry: Angles, position, geometry, shapes, use robotics for position, measurement, grids and angles, Use coding to illustrate 2D shapes, represent area, perimeter, symmetry, tessellations, circular geometry, co-ordinate geometry | |||||||||||||||||||||||||

97 | use computer software to draw a closed shape, colouring in the area (Communicating) | choose a variety of materials to represent three-dimensional objects, including digital technologies (Communicating) | explore and use the various date input and output options of digital technologies (Communicating) | use bus, train, ferry and airline timetables, including those accessed on the internet, to prepare simple travel itineraries | demonstrate by practical means that the ratio of the circumference to the diameter of a circle is constant, eg measure and compare the diameters and circumferences of various cylinders or use dynamic geometry software to measure circumferences and diameters | investigate and recognise that some digital devices may use different notations to record measurements of digital information, eg 40 kB may appear as 40 K or 40 k or 40 KB (Communicating) | use a calculator to find the values of the trigonometric ratios, given angles measured in degrees and minutes | use the unit circle and digital technologies to investigate the sine, cosine and tangent ratios for (at least) 0∘≤x≤360∘and sketch the results | ||||||||||||||||||

98 | Preview in context Measurement and Geometry Area | Preview in context Measurement and Geometry Three-Dimensional Space 2 | Preview in context Measurement and Geometry Time 2 | Preview in context Measurement and Geometry Time 2 | Preview in context Measurement and Geometry Length | Preview in context Measurement and Geometry Numbers of Any Magnitude | Preview in context Measurement and Geometry Right-Angled Triangles (Trigonometry) ◊ | Preview in context Measurement and Geometry Trigonometry and Pythagoras' Theorem § | ||||||||||||||||||

99 | make representations of two-dimensional shapes using a variety of materials, including paint, paper, body movements and computer drawing tools | use computer drawing tools to outline shapes embedded in a digital picture or design (Communicating) | draw three-dimensional objects using a computer drawing tool, attempting to show depth (Communicating) | use computer drawing tools to construct a shape from a description of its side and angle properties (Communicating, Problem Solving) | develop, with or without the use of digital technologies, and use the formulas to find the areas of parallelograms and triangles, including triangles for which the perpendicular height needs to be shown outside the shape: Area of parallelogram=bh where b is the length of the base and h is the perpendicular height Area of triangle=12bh where b is the length of the base and h is the perpendicular height | convert between units of measurement of digital information, eg gigabytes to terabytes, megabytes to kilobytes | use a calculator to find the size in degrees and minutes of an angle, given a trigonometric ratio for the angle | use dynamic geometry software to investigate and test conjectures about geometrical figures (Problem Solving, Reasoning) | ||||||||||||||||||

100 | Preview in context Measurement and Geometry Two-Dimensional Space | Preview in context Measurement and Geometry Two-Dimensional Space 1 | Preview in context Measurement and Geometry Three-Dimensional Space 2 | Preview in context Measurement and Geometry Two-Dimensional Space 1 | Preview in context Measurement and Geometry Area | Preview in context Measurement and Geometry Numbers of Any Magnitude | Preview in context Measurement and Geometry Right-Angled Triangles (Trigonometry) ◊ | Preview in context Measurement and Geometry Properties of Geometrical Figures § |

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