# Full Year 8 authority and bounded crosswalk

The authority is the [official Australian Curriculum v 9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), fetched 2 October 2026 in Brisbane. It contains the actual Year 8 Mathematics introduction, 27 content descriptions and whole achievement standard selected here. The dated held canonical snapshot is `acara-v9.0-snapshot-2026-09-29`; its file SHA256 is `15fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60`. The new workbook SHA256 is `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`.

The complete wording is in [NATIONAL-WORDING.md](NATIONAL-WORDING.md). national-authority.json (private verification witness) holds literal strings, raw XML/cell identities and current canonical binding. The actual workbook bytes are held privately in sources/curriculum-workbook.xlsx (private verification witness). This source page cites the official workbook and a dated snapshot/hash, rather than a machine-specific canonical path.

The population check independently selected the 27 ordinary Year 8 Mathematics description codes from the raw workbook, excluded elaborations and found the same exact code set in the canonical selection. All 29 record identities, full literal text strings, source cells and subject/level bindings matched. Introduction is Learningareas D18106; descriptions are Learningareas J at the listed rows; the whole standard is Achievementstandards F231, level E231. No achievement-standard code is invented.

## All 27 descriptions

“Partial target” means the activities offer evidence about a component, not that the entire description is covered or achieved. “Supporting” means an idea may help this sequence but is not assessed as a complete target. “Remaining” identifies work still open after this proposal. Earlier packs' evidence is not re-certified here.

| Code | Raw row | Proposed evidence | Remaining after this sequence |
|---|---:|---|---|
| AC9M8N01 |18108| No target | Irrational numbers, square roots and π in applied contexts |
| AC9M8N02 |18113| No target | Positive-integer and zero exponent laws |
| AC9M8N03 |18118| Supporting: Day 27 finite decimals versus exact fractions | Recognising and working with terminating/recurring decimal expansions; later Week 8 |
| AC9M8N04 |18121| Partial target: Day 26 integer four operations; Days 27–29 positive rational four operations, efficient choices; F rational multiplication/addition | Breadth, transfer and appropriate actual digital use; E/F alone do not sample all operations |
| AC9M8N05 |18125| Partial target: Days 29–30 rational practical/fictional financial model, formulation, interpretation and review | Full percentage modelling, broader financial applications, learner choice and appropriate actual digital use; later Week 7 |
| AC9M8A01 |18131| Supporting prior expression work; Day 26 brackets and Day 29 meaningful expressions | Full create/expand/factorise/rearrange/simplify repertoire |
| AC9M8A02 |18135| No new target; previous sequence used equation methods | Graphs, rational solutions, inequalities and broad graphical/algebraic evidence remain outside this proposal |
| AC9M8A03 |18142| Supporting: Day 24B uses a simple cost relation | Full applied linear modelling, representations, broader interpretation/review; no re-certification of earlier pack |
| AC9M8A04 |18147| Conditional supporting proposal: learner's own conjecture in S10 or a future explorer | Actual digital experimentation and tested linear conjectures; a design or paper response is not digital evidence |
| AC9M8M01 |18153| No target | Composite perimeter and area, appropriate units |
| AC9M8M02 |18157| No target | Volume/capacity of right prisms |
| AC9M8M03 |18162| No target | Circle circumference/area formulas and units |
| AC9M8M04 |18167| No target | Duration in 12/24-hour cycles and multiple time zones; minute rates here do not cover this |
| AC9M8M05 |18171| Partial target: Days 23–24 and 29, E/F rates with different units; $/item, length/time and $/length | Broader contexts, representations, learner fluency and transfer |
| AC9M8M06 |18177| No target | Pythagoras and unknown right-triangle lengths |
| AC9M8M07 |18183| Partial target: Days 21–25 and 29–30 ratio/rate model, financial conditions, interpretation/review | Broader formulation, settings and actual digital choices where appropriate |
| AC9M8SP01 |18190| No target | Congruence/similarity through transformations; scaling a quantity is not geometry evidence |
| AC9M8SP02 |18197| No target | Quadrilateral properties and geometrical reasoning |
| AC9M8SP03 |18201| No target | Position in 3D coordinates using digital tools |
| AC9M8SP04 |18208| No target | Algorithms testing congruence/similarity |
| AC9M8ST01 |18213| No new target | Data methods and practical implications; earlier evidence not re-certified |
| AC9M8ST02 |18219| No new target | Distribution analysis and random/non-random samples |
| AC9M8ST03 |18224| No new target | Sampling variation, proportions and sample size effects |
| AC9M8ST04 |18231| No target | Ethical/fair statistical investigations and uncertain inferences |
| AC9M8P01 |18236| No target | Complementary events and their combined probability |
| AC9M8P02 |18241| No target | Two-event tables, tree diagrams, Venn diagrams and probabilities |
| AC9M8P03 |18246| No target | Actual repeated chance experiments and digital simulations |

## Introduction and whole standard

The full introduction's prior learning, connections, reasoning, problem-solving, practice and positive mathematical dispositions inform the choices of diagram, table, explanation and exact calculation. It also describes the broad number, algebra, measurement, space, statistics and probability repertoire. This ten-lesson plan does not replace that repertoire.

Within the whole achievement standard, the evidence sought concerns four operations with integers and positive rational numbers and the ratio/rate components of practical modelling in measurement and financial contexts. E/F are especially narrow: they do not independently establish the integer four-operation sentence or every rational operation. The percentage component and all later geometry, measurement, time-zone, data and probability expectations remain open. Actual learner evidence, accumulated across a programme, would be needed for a school judgement.

The [official QCAA Year 8 Mathematics alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr8_as_cd_alignment.pdf) was read as indexed text, 234 lines across three indexed pages, dated March 2023. It links the whole standard's practical ratio/percentage/rate modelling sentence to N04, N05, M05, M07. This supports the bounded code selection; it does not show that this proposal completes those descriptions. The native request returned 403 HTML, so no native PDF or visual-layout verification is claimed.

Modified from **© State of Queensland (QCAA) 2023**, for the alignment commentary; the national wording retains its separate full ACARA notice. QCAA source/licence limits are recorded in [SOURCE-SCOPE.md](SOURCE-SCOPE.md).