Hello, I regret to inform all customers, past and potential, that I will close James' STEM Centre's TES shop by May 31, 2022. I encourage you to view and purchase my current and future products on my TPT shop: https://bit.ly/3yH7ygz

Hello, I regret to inform all customers, past and potential, that I will close James' STEM Centre's TES shop by May 31, 2022. I encourage you to view and purchase my current and future products on my TPT shop: https://bit.ly/3yH7ygz

Description
This test is a summative assessment to evaluate students’ skills with solving higher-level arithmetic problems with any integer or decimal numbers, and intermediate linear algebra equations. The task is intended to be attempted with a calculator. This is suitable for the teaching and learning of Australian Curriculum Year 8 Mathematics (Number and Algebra).
Buying this task will save you around 1 hour of time creating it.
Sequencing
Before this task: students must understand the four operations, how to solve arithmetic problems involving the four operations on any integer or decimal number with clear strategy and communication, and how to approach and solve practical problems involving the application of linear algebraic equations.
If students are not using a calculator: students must have mastered mental or written arithmetic operations on real numbers.
After this task: move onto operations with any fraction or percentage, then applications of ratios and rates, or spend more time on linear algebraic problem solving.
Timing
This task will take approximately 90 minutes to complete.
Differentiation
To support students with lower numeracy ability, reduce the demands to three or even two stars, and model calculator use. To extend students with higher numeracy ability, increase the demands to five stars, lock out the 1-star problems, or disallow calculator use.
Answers
Answers are not provided in this product. Please check back later for a link.
Learning Intention
Demonstrate your ability to solve maths problems involving any integers or decimal numbers, and intermediate algebra equations.
Success Criteria
You understood the requirements of this task.
You chose enough problems to earn 4 stars.
You analysed each problem, underlining the useful information, and drawing a circle around what the problem asks you to do.
You drew a neat diagram for each problem.
You wrote out the necessary calculations.
You labelled each part of the calculation.
You answered the question in the problem.

Description
This worksheet requires that students analyse transducers for the forms of energy going in and out during the energy transformation. This is suitable for the teaching and learning of Australian Curriculum Year 8 Science (Physics: energy transformations).
Buying this worksheet will save you around 1 hour of time creating it.
This is the editable version, allowing you to change and modify the task as you like it. Please respect my copyright by not distributing or selling modified versions of this document.
Sequencing
Before this task: students must understand energy, work, energy forms, energy sources, and energy transformations.
After this task: students can study measuring energy and power, energy efficiency, the second law of thermodynamics, specific heat capacity, and so-called “waste” energy.
Timing
This task will take approximately 30 minutes to complete. The optional extension tasks will take around 4 hours to complete in full and are extensible for your most advanced students.
Answers
Answers are not provided in this product. Please click here to view and purchase the answer key and marking guide: https://www.teacherspayteachers.com/Product/Transducers-worksheet-answer-key-AC-Year-8-Science-Physics-6856701
Learning Intention
Analyse transducers for the forms of energy going in and out during the energy transformation.
Success Criteria
You recalled the different forms of energy, such as heat, light, and gravitational potential.
You analysed common transducers and determined what forms of energy are going in and out.
You determined what transducers would have the given forms of energy going in and out.
Australian Curriculum references
Science Understanding
Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems (ACSSU155)
Science as a Human Endeavour
Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134)
Science Inquiry Skills
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145)
General Capabilities
Critical and Creative Thinking: draw parallels between known and new ideas; generate alternatives and innovative solutions, and adapt ideas when information is limited or conflicting; identify gaps in reasoning and missing elements in information
Cross-Curriculum Priorities: Sustainability

Description
This task requires that students design and make a real model building using architectural principles, where the model building must be either highly sustainable or well-insulated to heat. This is suitable for the teaching and learning of Australian Curriculum Year 7/8 Design and Technologies (Technologies in society: architecture).
Buying this task will save you around 30 minutes of time creating it.
Sequencing
Before this task: students must understand the purpose of architecture, appreciate that building design is conducted considering both aesthetics and functionality, have some experience with functional materials testing, understand the purpose of scale models and prototyping, have some technical drawing or CAD skills, and have some simple construction skills and experience
After this task: where the opportunity for combining with AC Science exists, this task combines perfectly with AC Year 8 Science (physics - energy forms and sources). Students can evaluate their model buildings within a more rigorous scientific framework, focused on energy consumption and production.
Timing
This task will take approximately 8 hours to complete.
Answers
Answers are not provided in this product, but page 2 features a marking rubric.
Learning Intention
Evaluate opportunities to design and construct a product, prepare detailed and justifiable product plans, then construct and evaluate the product according to your chosen success criteria.
Success Criteria
You chose a clear goal, target consumer, and purpose for your model building.
You prepared 3 designs for your model building.
You gathered appropriate physical resources to construct your model building.
You prepared a comprehensive and complete design brief for your model building.
You constructed your model building safely and effectively.
You evaluated your model building according to your success criteria.
Please click here to view a design brief template that matches this task: https://www.tes.com/teaching-resource/resource-12536093

This is the answer key and marking guide for the order of operations investigation.
Suggested answers, guidance, and marking guide is generally in red text, except when it would conflict with other art assets.
Buying this answer key and marking guide will save you around 3 hours of time and a great deal of effort.
Description
This investigation helps students build understanding of the order of operations (BODMAS), and then develop fluency when using it to solve multi-step calculations with positive integers and all four operations. This is suitable for the teaching and learning of Australian Curriculum Year 6 Mathematics (Number and Algebra).
Buying this investigation will save you around 3 hours of time creating it.
Sequencing
Before this task: students must understand and be able to do the four operations with positive integers without a calculator, and must recognise and use arrays to represent multiplication.
After this task: students can practice more calculations involving BODMAS, and then solve practical and applied problems involving multi-step calculations with positive integers and all four operations.
Timing
This task will take approximately 90 minutes to complete. The optional extension tasks will take around 2 hours to complete in full and are extensible for your most advanced students.
Answers
Answers are not provided in this product. Please check back later for a link.
Learning Intention
Explain why following the order of operations (BODMAS) in a number sentence results in a calculation that makes sense.
Success Criteria
You recalled simple times-tables like 3×4=12.
You understood that calculating a number sentence left-to-right doesn’t always find a result that makes sense.
You understood that some operations need to be calculated in a number sentence before others.
You recalled what BODMAS means.
You recalled that BODMAS turns into BEDMAS when you put in the exponentiation operation, usually introduced at Year 7.

Description
This investigation helps students review exponentiation and extend it to build understanding of index laws 1-3. This is suitable for the teaching and learning of Australian Curriculum Year 8 Mathematics (Number and Algebra).
Buying this presentation will save you around 3 hours of time creating it.
Sequencing
Before this task: students must understand multiplication and whole number place value to 1 million. For students who already recall exponentiation from Year 7, you can skip the first chunk of this presentation.
After this task: students can study index laws 4-5. Rigorous fluency practice is recommended once this presentation is complete and once you have checked their understanding.
The next step is index law 6, index laws on pronumerals, and logarithms.
Timing
This task will take approximately 60 minutes to present for whole-class instruction, or 40-80 minutes for independent student learning in a flipped classroom. The optional extension task will take around 5 minutes to complete.
Answers
Answers are not provided in this product. Please check back later for a link.
Learning Intention
Figure out the rules of exponentiation and how to use them in different situations.
Success Criteria
You explained how exponentiation works.
You drew exponentiation.
You described square and cube numbers.
You explained how the zero index works.
You converted numbers from base-exponent to factor form.
You recalled index laws 1-3 and used them fluently.
Australian Curriculum references
Number and Algebra
Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNA182)
Mathematics Understanding
Recognising multiplication and its relationship to exponentiation, converting base-exponent form to factor form
Mathematics Fluency
Using index laws 1-3 to simplify calculations involving numbers in base-exponent form
Mathematics Reasoning
Generalising multiple multiplication to exponentiation, explaining and proving how index laws work
General Capabilities
Numeracy: solve complex problems by estimating and calculating using efficient mental, written and digital strategies, identify trends using number rules and relationships
Critical and Creative Thinking: critically analyse information and evidence according to criteria such as validity and relevance, predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action, assess assumptions in their thinking and invite alternative opinions

Description
This document is a useful tool for students undertaking the Model building project for Australian Curriculum Year 7/8 Design and Technologies (Technologies in society: architecture), available here: https://www.tes.com/teaching-resource/resource-12536091
Buying this document will save you around 30 minutes of time creating it.
This is the editable version, allowing you to change and modify the task as you like it. Please respect my copyright by not distributing or selling modified versions of this document.
Sequencing
Before this task: students must understand the design process, understand the purpose and audience of a design brief, be able to generate meaningful and evaluable success criteria, be able to prepare instructions and design specifications for a project they have not yet undertaken, be able to justify design choices, and be able to evaluate their own designed solutions based on their own success criteria.
After this task: students can adapt this document to any design and technologies concept involving the creation of a physical product.
Timing
This document will take approximately 10 minutes to read and interpret, then can support 2-3 hours of work within the entire project.

Description
This test is a summative assessment to evaluate students’ skills with index laws 1-6 on numbers and pronumerals. This is suitable for the teaching and learning of Australian Curriculum Year 9 Mathematics (Number and Algebra).
Buying this test will save you around 2 hours of time creating it.
Sequencing
Before this task: students must understand index laws 1-6 and have had an opportunity for rigorous fluency practice.
After this task: there’s nothing left for this topic. Consider starting your algebraic expressions and equations topic, which extends students’ generalising skill.
Timing
This test will take approximately 45 minutes to conduct.
Answers
Answers are not provided in this product. Please click here to view and purchase the answer key and marking guide: https://www.teacherspayteachers.com/Product/Index-laws-summative-test-answer-key-AC-Year-9-Maths-NumberAlgebra-6892559
Learning Intention
Recall, use, and explain index laws 1-6 to simplify calculations with numerals and expressions with pronumerals.
Success Criteria
You recalled index laws 1-6 and used them fluently on numerals and pronumerals.
You solved multi-step arithmetic problems logically and simplify multi-step algebra expressions logically, following the correct order of operations.
Australian Curriculum references
Number and Algebra
Apply index laws to numerical expressions with integer indices (ACMNA209), extend and apply the index laws to variables, using positive integer indices and the zero index (ACMNA212)
Mathematics Understanding
Recognising multiplication and its relationship to exponentiation, converting base-exponent form to factor form, understanding the purpose and application of pronumerals, connecting decimal place value to negative powers of ten
Mathematics Fluency
Using index laws 1-6 to simplify calculations involving numbers and pronumerals in base-exponent form
Mathematics Reasoning
Generalising multiple multiplication to exponentiation, explaining and proving how index laws work, utilising algebra formalisms to express generalisations and rules
General Capabilities
Numeracy: solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies; explain how the practical application of patterns can be used to identify trends
Critical and Creative Thinking: analyse reasoning used in finding and applying solutions, and in choice of resources; use logical and abstract thinking to analyse and synthesise complex information to inform a course of action

Description
This test is a diagnostic formative assessment to evaluate students’ general understanding of number. This is suitable for the teaching and learning of Australian Curriculum Mathematics from Years 2-10.
Buying this test will save you around 1 hour of time creating it.
Sequencing
Before this task: students must have a positive attitude towards maths learning, and must understand the purpose and benefits of diagnostic formative assessment.
After this task: analyse your students’ test results to inform your maths planning and teaching.
Timing
This test will take approximately 45 minutes to conduct.
Answers
Answers are not provided in this product. Please click here to view and purchase the answer key and marking guide: https://www.teacherspayteachers.com/Product/Diagnostic-maths-test-progressive-number-line-answer-key-suits-AC-Years-2-10-6873122
Learning Intention
Figure out your understanding of number.
Success Criteria
You tried the test with bravery and honesty.
You followed the teacher’s instructions for how to do this test.
You followed the teacher’s feedback if you made an error on the test.
You moved through the test steadily.

Description
This investigation helps students build understanding of slope in linear functions and then develop fluency to calculate it from graphs of linear functions. This is suitable for the teaching and learning of Australian Curriculum Year 8 Mathematics (Number and Algebra).
Buying this investigation will save you around 3 hours of time creating it.
Sequencing
Before this task: students must understand algebraic functions, recognise and use a Cartesian plane to plot points, plot simple linear functions by hand onto a Cartesian plane, understand X- and Y-intercepts, and perform all four operations on all real numbers with or without a calculator
After this task: students can investigate more patterns and relationships expressed with linear functions in slope-intercept and general form, then can apply them to describe authentic situations with linear functions such as rates and profit/loss.
Timing
This task will take approximately 3 hours to complete. The optional extension tasks will take around 2 hours to complete in full and are extensible for your most advanced students.
Answers
Answers are not provided in this product. Please click here to view and purchase the answer key and marking guide: https://www.teacherspayteachers.com/Product/Slope-of-a-line-investigation-answer-key-AC-Year-8-Maths-NumberAlgebra-6884630
Learning Intention
Explain how parts of the algebraic equation defining a linear function affect the characteristics of the graph of that linear function.
Success Criteria
You recalled what an algebraic function is.
You defined “linear”, “parallel”, and “perpendicular” in the context of this topic.
You interpreted a Cartesian plane correctly.
You plotted points on a Cartesian plane correctly.
You performed operations on positive and negative whole numbers and fractions with or without a calculator.
You generalised patterns and rules in algebra in the form of algebraic functions, relations, and equations.
You derived the algebraic equation whose graph forms a vertical or horizontal line on a Cartesian plane.
You determined whether the graphs of two linear functions or relations form parallel or perpendicular lines on a Cartesian plane.
Australian Curriculum references
Number and Algebra
Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies (ACMNA183)
Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking

Description
This investigation helps students review index laws 1-3 and extend them to build understanding of index laws 4-5. This is suitable for the teaching and learning of Australian Curriculum Year 8 Mathematics (Number and Algebra).
Buying this presentation will save you around 3 hours of time creating it.
This is the editable version, allowing you to change and modify the task as you like it. Please respect my copyright by not distributing or selling modified versions of this document.
Sequencing
Before this task: students must understand index laws 1-3.
After this task: rigorous fluency practice is recommended once this presentation is complete and once you have checked their understanding.
The next step is index law 6, index laws on pronumerals, and logarithms.
Timing
This task will take approximately 60 minutes to present for whole-class instruction, or 40-80 minutes for independent student learning in a flipped classroom.
Answers
Answers are not provided in this product. Please check back later for a link.
Learning Intention
Figure out additional rules of exponentiation and how to use them in different situations.
Success Criteria
*You explained how exponentiation works.
*You recalled index laws 1-5 and use them fluently
*You solved multi-step arithmetic problems logically, following the correct order of operations.
Australian Curriculum references
Number and Algebra
Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNA182)
Mathematics Understanding
Recognising multiplication and its relationship to exponentiation, converting base-exponent form to factor form
Mathematics Fluency
Using index laws 1-5 to simplify calculations involving numbers in base-exponent form
Mathematics Reasoning
Generalising multiple multiplication to exponentiation, explaining and proving how index laws work
General Capabilities
Numeracy: solve complex problems by estimating and calculating using efficient mental, written and digital strategies, identify trends using number rules and relationships
Critical and Creative Thinking: critically analyse information and evidence according to criteria such as validity and relevance, predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action, assess assumptions in their thinking and invite alternative opinions

Description
This investigation helps students build understanding of the order of operations (BODMAS), and then develop fluency when using it to solve multi-step calculations with positive integers and all four operations. This is suitable for the teaching and learning of Australian Curriculum Year 6 Mathematics (Number and Algebra).
Buying this investigation will save you around 3 hours of time creating it.
This is the editable version, allowing you to change and modify the task as you like it. Please respect my copyright by not distributing or selling modified versions of this document.
Sequencing
Before this task: students must understand and be able to do the four operations with positive integers without a calculator, and must recognise and use arrays to represent multiplication.
After this task: students can practice more calculations involving BODMAS, and then solve practical and applied problems involving multi-step calculations with positive integers and all four operations.
Timing
This task will take approximately 90 minutes to complete. The optional extension tasks will take around 2 hours to complete in full and are extensible for your most advanced students.
Answers
Answers are not provided in this product. Please check back later for a link.
Learning Intention
Explain why following the order of operations (BODMAS) in a number sentence results in a calculation that makes sense.
Success Criteria
You recalled simple times-tables like 3×4=12.
You understood that calculating a number sentence left-to-right doesn’t always find a result that makes sense.
You understood that some operations need to be calculated in a number sentence before others.
You recalled what BODMAS means.
You recalled that BODMAS turns into BEDMAS when you put in the exponentiation operation, usually introduced at Year 7.
Australian Curriculum references
Number and Algebra
Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
Explore the use of brackets and order of operations to write number sentences (ACMNA134)
Mathematics Understanding
Recognising multiplication with arrays, understanding commutative property of multiplication, understanding inverse relationship between addition/subtraction and multiplication/division
Mathematics Fluency
Using brackets appropriately, recalling and using BODMAS mnemonic for correct order of operations, performing simple calculations on positive integers with all four operations
Mathematics Problem Solving
Developing novel strategies to solve constrained problems involving number sentences with positive integers
Mathematics Reasoning
Explaining the need and purpose for an agreed order of operations, evaluating and proving number sentences and calculation sequences as correct or incorrect

Description
This test is a summative assessment to evaluate students’ skills with measuring, drawing, and classifying angles. This is suitable for the teaching and learning of Australian Curriculum Year 5 Mathematics (Measurement and Geometry).
Buying this test will save you around 2 hours of time creating it.
Sequencing
Before this task: students must understand that angles are a measure of rotation, be able to interpret angle diagrams and the Greek letter θ (theta), use a protractor to measure and draw angles up to 360º, and be able to classify angles according to their size.
After this task: there’s nothing left for this topic.
Timing
This test will take approximately 45 minutes to conduct.
Answers
Answers are not provided in this product. Please click here to view and purchase the answer key and marking guide: https://www.tes.com/teaching-resource/resource-12568607
Learning Intention
Measure and draw angles accurately up to 360º, and classify them into types.
Success Criteria
You used a protractor accurately to measure angles of any size up to 360º.
You used a protractor and a ruler accurately to draw angles of any size up to 360º.
You used the degrees symbol º correctly as a unit of measurement for angles.
You classified angles into any of the six types.
Australian Curriculum references
Measurement and Geometry
Estimate, measure and compare angles using degrees, and construct angles using a protractor (ACMMG112)
Mathematical Understanding
Describing and classifying angles by size
Mathematical Fluency
Using a protractor to measure and draw angles accurately, using the degree unit of measurement
Mathematical Problem Solving
Comparing and sorting angles given incomplete information, solving unfamiliar geometry problems using angles, communicating solutions to problems with angle diagrams
Mathematical Reasoning
Using mathematical formalisms to characterise angles, evaluating and proving statements about angles
General Capabilities
Numeracy: visualise, sort, describe and compare the features of objects
Critical and Creative Thinking: identify and clarify relevant information and prioritise ideas, identify and justify the thinking behind choices they have made, assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome

Description
This investigation helps students review understanding of negative integers and extend them to negative decimals and fractions. This is suitable for the teaching and learning of Australian Curriculum Year 7 Mathematics (Number and Algebra).
Buying this presentation will save you around 3 hours of time creating it.
This is the editable version, allowing you to change and modify the task as you like it. Please respect my copyright by not distributing or selling modified versions of this document.
Sequencing
Before this task: students must understand negative whole numbers (integers) and be able to place them on a number line, and be able to compare the size of positive decimal numbers and fractions.
After this task: Students can learn to add and subtract integers, and practice placing points on the Cartesian plane in all four quadrants. Rigorous fluency practice is recommended once this presentation is complete and once you have checked their understanding.
The next step is performing all operations on all real numbers.
Timing
This task will take approximately 60 minutes to present for whole-class instruction, or 40-80 minutes for independent student learning in a flipped classroom.
Answers
Answers are not provided in this product. Please check back later for a link.
Learning Intention
Revise negative numbers and extend them to negative decimals and fractions.
Success Criteria
You put negative whole numbers, decimal numbers, and fractions on number lines.
You described some ways that negative numbers are used.
You used the words “integer” and “non-integer”.
You compared the size of negative numbers.
You defined and used the absolute value operation.
Australian Curriculum references
Number and Algebra
Compare, order, add and subtract integers (ACMNA280), Locate and represent positive and negative fractions and mixed numbers on a number line (ACMNA152)
Mathematics Understanding
Representing positive and negative real numbers on a number line, comparing the size of real numbers, using “integer” terminology
Mathematics Fluency
Using the absolute value (modulus) operation
Mathematics Problem Solving
Applying negative numbers to authentic real-life scenarios, modelling real-life phenomena in terms of positive and negative numbers, comparing fractions and decimals using equivalence and interconversion
General Capabilities
Numeracy: compare, order and use positive and negative numbers to solve everyday problems; solve complex problems by estimating and calculating using efficient mental, written and digital strategies; identify trends using number rules and relationships
Critical and Creative Thinking: draw parallels between known and new ideas to create, new ways of achieving goals, identify gaps in reasoning and missing elements in information

This is the answer key and marking guide for the transducers worksheet available here, free of charge: https://www.tes.com/teaching-resource/resource-12527966
Suggested answers, guidance, and marking guide is generally in red text, except when it would conflict with other art assets.
Buying this answer key and marking guide will save you around 1 hour of time and a good deal of effort.
Description
This worksheet requires that students analyse transducers for the forms of energy going in and out during the energy transformation. This is suitable for the teaching and learning of Australian Curriculum Year 8 Science (Physics: energy transformations).
Buying this worksheet will save you around 1 hour of time creating it.
Sequencing
Before this task: students must understand energy, work, energy forms, energy sources, and energy transformations.
After this task: students can study measuring energy and power, energy efficiency, the second law of thermodynamics, specific heat capacity, and so-called “waste” energy.
Timing
This task will take approximately 30 minutes to complete. The optional extension tasks will take around 4 hours to complete in full and are extensible for your most advanced students.
Answers
Answers are not provided in this product. Please click here to view and purchase the answer key and marking guide: https://www.teacherspayteachers.com/Product/Transducers-worksheet-answer-key-AC-Year-8-Science-Physics-6856701
Learning Intention
Analyse transducers for the forms of energy going in and out during the energy transformation.
Success Criteria
You recalled the different forms of energy, such as heat, light, and gravitational potential.
You analysed common transducers and determined what forms of energy are going in and out.
You determined what transducers would have the given forms of energy going in and out.
Australian Curriculum references
Science Understanding
Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems (ACSSU155)
Science as a Human Endeavour
Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134)
Science Inquiry Skills
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145)
General Capabilities
Critical and Creative Thinking: draw parallels between known and new ideas; generate alternatives and innovative solutions, and adapt ideas when information is limited or conflicting; identify gaps in reasoning and missing elements in information
Cross-Curriculum Priorities: Sustainability