# Australian Curriculum v9 · Year 8 Algebra crosswalk

The three codes below are **partial content-description encounters**. They do not certify complete Year 8 algebra, a full achievement standard, a whole year of mathematics, or state/territory adoption. Exact code, workbook `source_row`, level and full wording come from the pinned official import; display collapses a duplicate space in AC9M8A03 without changing its words. Our taught-slice notes state narrower evidence and remaining work.

Source: [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 2026-09-29; source workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. See [terms and original-material rights](SOURCES-AND-REVIEW.md).

| Code | Workbook row | Exact level / area / subject | Full official content description | Taught slice and limit |
| --- | ---: | --- | --- | --- |
| `AC9M8A01` | 18131 | Year 8 / Mathematics / Mathematics | create, expand, factorise, rearrange and simplify linear expressions, applying the associative, commutative, identity, distributive and inverse properties | Days 11–15: distribute, group signed like terms, factorise and rearrange a one-variable total. Other forms/properties need further teaching. |
| `AC9M8A02` | 18135 | Year 8 / Mathematics / Mathematics | graph linear relations on the Cartesian plane using digital tools where appropriate; solve linear equations and one-variable inequalities using graphical and algebraic techniques; verify solutions by substitution | Days 16–20: selected two-step/both-side equations, rational answer, one-variable inequalities, small Cartesian and number-line models; graphing is hand/accessible text and is a partial encounter. |
| `AC9M8A03` | 18142 | Year 8 / Mathematics / Mathematics | use mathematical modelling to solve applied problems involving linear relations, including financial contexts; formulate problems with linear functions, choosing a representation; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model | Days 14, 17–18, 20: invented kit/plan/cap models with domain and omitted-condition review; no real financial data or full modelling cycle. |

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for this selected plain-text crosswalk. Curriculum material is [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to [ACARA terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest.

A local teacher must check the currently adopted curriculum and achievement standard before timetabling. The Week 3–4 lessons provide two weeks of evidence only; later year-sequence rows remain plans until authored and reviewed.