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Skills available for Australia year 11 maths curriculum

Objectives are in black and IXL maths skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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11-12.1.1 Calculations, percentages and rates

11-12.1.2 Measurement

11-12.1.3 Algebra

11-12.1.4 Graphs

11-12.2.1 Representing and comparing data

11-12.2.2 Percentages

11-12.2.3 Rates and ratios

11-12.2.4 Time and motion

  • 11-12. Time:

    • 11-12.ACMEM076 use units of time, conversions between units, fractional, digital and decimal representations

    • 11-12.ACMEM077 represent time using 12-hour and 24-hour clocks

    • 11-12.ACMEM078 calculate time intervals, such as time between, time ahead, time behind

    • 11-12.ACMEM079 interpret timetables, such as bus, train and ferry timetables

    • 11-12.ACMEM080 use several timetables and electronic technologies to plan the most time-efficient routes

    • 11-12.ACMEM081 interpret complex timetables, such as tide charts, sunrise charts and moon phases

    • 11-12.ACMEM082 compare the time taken to travel a specific distance with various modes of transport.

  • 11-12. Distance:

    • 11-12.ACMEM083 use scales to find distances, such as on maps; for example, road maps, street maps, bushwalking maps, online maps and cadastral maps

    • 11-12.ACMEM084 optimise distances through trial-and-error and systematic methods; for example, shortest path, routes to visit all towns, and routes to use all roads.

  • 11-12. Speed:

    • 11-12.ACMEM085 identify the appropriate units for different activities, such as walking, running, swimming and flying

    • 11-12.ACMEM086 calculate speed, distance or time using the formula speed = distance/time

    • 11-12.ACMEM087 calculate the time or costs for a journey from distances estimated from maps

    • 11-12.ACMEM088 interpret distance-versus-time graphs

    • 11-12.ACMEM089 calculate and interpret average speed; for example, a 4-hour trip covering 250 km.

11-12.3.1 Measurement

11-12.3.2 Scales, plans and models

11-12.3.3 Graphs

11-12.3.4 Data collection

  • 11-12. Census:

    • 11-12.ACMEM127 investigate the procedure for conducting a census

    • 11-12.ACMEM128 investigate the advantages and disadvantages of conducting a census

  • 11-12. Surveys:

    • 11-12.ACMEM129 understand the purpose of sampling to provide an estimate of population values when a census is not used

    • 11-12.ACMEM130 investigate the different kinds of samples; for example, systematic samples, self-selected samples, simple random samples

    • 11-12.ACMEM131 investigate the advantages and disadvantages of these kinds of samples; for example, comparing simple random samples with self-selected samples.

  • 11-12. Simple survey procedure:

    • 11-12.ACMEM132 identify the target population to be surveyed

    • 11-12.ACMEM133 investigate questionnaire design principles; for example, simple language, unambiguous questions, consideration of number of choices, issues of privacy and ethics, and freedom from bias.

  • 11-12. Sources of bias:

    • 11-12.ACMEM134 describe the faults in the collection of data process

    • 11-12.ACMEM135 describe sources of error in surveys; for example, sampling error and measurement error

    • 11-12.ACMEM136 investigate the possible misrepresentation of the results of a survey due to misunderstanding the procedure, or misunderstanding the reliability of generalising the survey findings to the entire population

    • 11-12.ACMEM137 investigate errors and misrepresentation in surveys, including examples of media misrepresentations of surveys.

  • 11-12. Bivariate scatterplots:

    • 11-12.ACMEM138 describe the patterns and features of bivariate data

    • 11-12.ACMEM139 describe the association between two numerical variables in terms of direction (positive/negative), form (linear/non-linear) and strength (strong/moderate/weak).

  • 11-12. Line of best fit:

    • 11-12.ACMEM140 identify the dependent and independent variable

    • 11-12.ACMEM141 find the line of best fit by eye

    • 11-12.ACMEM142 use technology to find the line of best fit

    • 11-12.ACMEM143 interpret relationships in terms of the variables

    • 11-12.ACMEM144 use technology to find the correlation coefficient (an indicator of the strength of linear association)

    • 11-12.ACMEM145 use the line of best fit to make predictions, both by interpolation and extrapolation

    • 11-12.ACMEM146 recognise the dangers of extrapolation

    • 11-12.ACMEM147 distinguish between causality and correlation through examples.

11-12.4.1 Probability and relative frequencies

11-12.4.2 Earth geometry and time zones

  • 11-12. Location:

    • 11-12.ACMEM159 locate positions on Earth's surface given latitude and longitude using GPS, a globe, an atlas, and digital technologies

    • 11-12.ACMEM160 find distances between two places on Earth on the same longitude

    • 11-12.ACMEM161 find distances between two places on Earth using appropriate technology.

  • 11-12. Time:

    • 11-12.ACMEM162 understand the link between longitude and time

    • 11-12.ACMEM163 solve problems involving time zones in Australia and in neighbouring nations, making any necessary allowances for daylight saving

    • 11-12.ACMEM164 solve problems involving Greenwich Mean Time and the International Date Line

    • 11-12.ACMEM165 find time differences between two places on Earth

    • 11-12.ACMEM166 solve problems associated with time zones; for example, internet and phone usage

    • 11-12.ACMEM167 solve problems relating to travelling east and west, incorporating time zone changes.

11-12.4.3 Loans and compound interest