What students learn in AC9M2N06
This unit helps students build a clear, usable understanding of Mathematical modelling to solve practical problems involving additive and multiplicative.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition or subtraction, multiplication or division to solve the problem and justifying the choice of operation; for example, “I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part” modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division; for example, if each member of our class contributes \$5, how much money will we have in total?
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
- E1: modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition or subtraction, multiplication or division to solve the problem and justifying the choice of operation; for example, “I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part”
- E2: modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division; for example, if each member of our class contributes \$5, how much money will we have in total?
- E3: modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, how to share out some food or distributing money in whole dollar amounts, including deciding what to do if there is a remainder
- E4: modelling and solving the problem “How many days are there left in this year?” by using a calendar
- E5: modelling problems involving equal grouping and sharing in First Nations Australian children’s instructive games; for example, Yangamini from the Tiwi Island Peoples, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context (teaching context)
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M2N06 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M2N06 — use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation |
| Victoria | Victorian Curriculum F-10 | Year 2 Maths: closest match in Number. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 1 Maths: closest content focus for Mathematical modelling to solve practical problems involving additive and multiplicative... and related outcomes. |
| United States | Common Core / NGSS | Grade 2 Common Core Mathematics/ELA closest topic match for Mathematical modelling to solve practical problems involving additive and multiplicative.... |
| England / UK | National Curriculum | Key Stage 1 / Year 2: closest programme-of-study match for Mathematical modelling to solve practical problems involving additive and multiplicative.... |
| Canada | Provincial and territory curricula | Grade 2 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 1 Maths: closest achievement-objective topic for Mathematical modelling to solve practical problems involving additive and multiplicative.... |
| India | NCERT / CBSE | Class 2 closest NCERT/CBSE topic match for Mathematical modelling to solve practical problems involving additive and multiplicative.... |