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 NUMERACY LEVEL 4 4.10 Selects from, and applies, an expanding range of mathematical and problem solving strategies in a range of contexts SUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY Works independently and initiates and uses support from a range of established resources Range of contexts, including some that are unfamiliar and/ or unpredictable Some specialisation in less familiar/known contexts Complex texts Embedded information Includes specialised vocabulary Includes abstraction and symbolism Complex task organisation and analysis involving application of a number of steps Processes include extracting, extrapolating, inferencing, reflecting, abstracting FOCUS AREA: PERFORMANCE FEATURES INCLUDE: Problem solving processes including estimating and reflecting - Draws on prior mathematical knowledge and experience, diagrammatic, symbolic and other mathematical processes to: represent the mathematical information in a form that is personally useful as an aid to problem solving, e.g. table, summary or sketchselect appropriate strategies from an expanding range of mathematical processesuse estimation and other assessment skills to check the outcomes and decide on the appropriate accuracy for the outcomereflect on and evaluate the mathematics used and the outcomes obtained relative to personal, contextual and real-world implications Mathematical methods and use of tools –  Flexibly uses both ‘in-the-head’ methods and formal pen and paper methods to calculate and uses technological processes and tools, including a range of calculator or spreadsheet functions, e.g. memory function on a calculator, formulae in a spreadsheet or software to undertake a problem solving process –  Selects and flexibly uses a range of tools, hand-held devices, computers and technological processes, e.g. enters a set of statistical data into a spreadsheet and uses it to calculate the mean and to plot an appropriate graph Mathematical knowledge and skills: number and algebra –  Uses and applies relevant ratio, rates and proportions, e.g. scales on maps and plans, in the mixing of chemicals or ingredients, or calculating magnification factors –  Calculates with fractions, decimals and percentages and flexibly uses equivalent forms; calculates with relevant positive and negative numbers; and uses numbers expressed as roots and powers, e.g. 23 = 8, √4 = 2 or 3.6 x 103 = 3,600 –  Develops, interprets and uses routine formulae and algebraic representations and conventions that describe relationships between variables in relevant contexts, e.g. in sport, when considering the cost of repairs, in calculating routine area and volume, using Pythagoras’s theorem or in using workplace formulae Mathematical knowledge and skills: measurement and geometry –  Uses knowledge about space and shape, including angle properties, symmetry and similarity to describe, draw or construct relevant common 2D and 3D shapes, such as compound shapes –  Estimates, accurately measures and calculates quantities, including areas and volumes, using relevant routine formulae –  Converts within the metric system and between metric and other relevant non-metric units –  Uses, calculates and interprets information based on maps and plans, including scales, bearings, travel distances, speeds and times, and time zones Mathematical knowledge and skills: statistics and probability –  Collects, represents, summarises and interprets a range of statistical data appropriately, e.g. in tables, spreadsheets, graphs, plots, measures of central tendency (mean, median, mode) and simple measures of spread –  Uses knowledge about chance and probability to estimate and interpret the outcomes of common chance events in both numerical and qualitative terms