What Ponder’s built-in practice covers in Year 7, set by set, with the content descriptions each set is tagged with.
In Year 7, Ponder has 20 practice sets: 7 in maths (formulas and linear equations; area, volume and triangle angles; square roots, prime factors and ratios; and more), 5 in English (how information texts are structured; colons, brackets, clauses and tense; character through dialogue and action; and more) and 4 in science (mixtures, classification and eclipses; food webs, tides and separating mixtures; variables, data and fair conclusions; and more), plus HASS, wellbeing and study skills. Sets are tagged with Australian Curriculum v9.0 content descriptions, and every question has hints that guide rather than give the answer.
Free check: see what is going well in Year 7 maths or English, and what to practise next →
Substitute into formulas, write expressions and solve two-step equations.
For parents: By the end of Year 7, your child should be able to substitute numbers into formulas, write algebraic expressions, and solve simple equations and check the answer.
AC9M7A01recognise and use variables to represent everyday formulas algebraically and substitute values into formulas to determine an unknownAC9M7A02formulate algebraic expressions using constants, variables, operations and bracketsAC9M7A03solve one-variable linear equations with natural number solutions; verify the solution by substitutionThe perimeter of a rectangle is P = 2(l + w). Find P when l = 9 cm and w = 4 cm.
Sails, fish tanks and cheese wedges: area, volume and the 180° rule.
For parents: By the end of Year 7, your child should be able to find the area of triangles and parallelograms, the volume of prisms, and use the fact that a triangle’s angles add to 180°.
AC9M7M01solve problems involving the area of triangles and parallelograms using established formulas and appropriate unitsAC9M7M02solve problems involving the volume of right prisms including rectangular and triangular prisms, using established formulas and appropriate unitsAC9M7M05demonstrate that the interior angle sum of a triangle in the plane is 180° and apply this to determine the interior angle sum of other shapes and the size of unknown anglesA triangular sail has a base of 10 m and a perpendicular height of 7 m. What is its area?
Estimate square roots, break numbers into primes and share things fairly by ratio.
For parents: By the end of Year 7, your child should be able to work with square roots and prime factors, find equivalent fractions and decimals, and solve ratio problems.
AC9M7N01describe the relationship between perfect square numbers and square roots, and use squares of numbers and square roots of perfect square numbers to solve problemsAC9M7N02represent natural numbers as products of powers of prime numbers using exponent notationAC9M7N04find equivalent representations of rational numbers and represent rational numbers on a number lineAC9M7N08recognise, represent and solve problems involving ratiosWithout a calculator, estimate √50 to the nearest whole number.
Netball scores, Darwin temperatures and spinners: summarise data and predict chance.
For parents: By the end of Year 7, your child should be able to find the mean, median, mode and range of data, and work out simple probabilities.
AC9M7ST01acquire data sets for discrete and continuous numerical variables and calculate the range, median, mean and mode; make and justify decisions about which measures of central tendency provide useful insights into the nature of the distribution of dataAC9M7ST02create different types of numerical data displays including stem-and-leaf plots using software where appropriate; describe and compare the distribution of data, commenting on the shape, centre and spread including outliers and determining the range, median, mean and modeAC9M7P01identify the sample space for single-stage events; assign probabilities to the outcomes of these events and predict relative frequencies for related eventsAC9M7P02conduct repeated chance experiments and run simulations with a large number of trials using digital tools; compare predictions about outcomes with observed results, explaining the differencesA netball team’s scores in six games were 14, 9, 21, 17, 9 and 20. What is the mean score?
Temperatures below zero, number lines, and adding, subtracting and multiplying integers.
For parents: Across Years 6 to 8, your child learns to place negative numbers on a number line, and add, subtract and multiply positive and negative numbers.
AC9M6N01recognise situations, including financial contexts, that use integers; locate and represent integers on a number line and as coordinates on the Cartesian planeAC9M7N07compare, order and solve problems involving addition and subtraction of integersAC9M8N04use the 4 operations with integers and with rational numbers, choosing and using efficient strategies and digital tools where appropriateWhich number is the smallest?
Choices: −2 · 0 · −8 · 3
Pronumerals, writing and substituting into expressions, and solving simple equations.
For parents: Across Years 7 to 9, your child learns to use letters for unknown numbers, substitute into expressions, and solve simple equations.
AC9M7A01recognise and use variables to represent everyday formulas algebraically and substitute values into formulas to determine an unknownAC9M7A03solve one-variable linear equations with natural number solutions; verify the solution by substitutionAC9M8A01create, expand, factorise, rearrange and simplify linear expressions, applying the associative, commutative, identity, distributive and inverse propertiesWhich expression means “5 more than a number n”?
Choices: 5n · n + 5 · n − 5 · 5 − n
Discounts, class surveys and percentage increase, in dollars and cents.
For parents: Across Years 7 to 10, your child learns to work out discounts, percentage increases and decreases, and compare amounts as percentages.
AC9M7N06use the 4 operations with positive rational numbers including fractions, decimals and percentages to solve problems using efficient calculation strategiesAC9M7N09use mathematical modelling to solve practical problems, involving rational numbers and percentages, including financial contexts; formulate problems, choosing representations and efficient calculation strategies, using digital tools as appropriate; interpret and communicate solutions in terms of the situation, justifying choices made about the representationAC9M8N05use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts; formulate problems, choosing efficient calculation strategies and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the modelWhat is 25% of $80?
Trace chronology and cause and effect through a report on cane toads.
For parents: By the end of Year 7, your child should be able to trace how an information text is organised, such as by time order or cause and effect.
AC9E7LY04explain the structure of ideas such as the use of taxonomies, cause and effect, extended metaphors and chronologyAC9E7LA04understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphsWhat job does the first paragraph do?
Choices: It tells the story of one particular toad · It previews what the report will cover · It argues that cane toads should be protected
Use colons and brackets with purpose, build compound-complex sentences and keep tense steady.
For parents: By the end of Year 7, your child should be able to use colons and brackets with purpose, write compound-complex sentences, and keep tense consistent.
AC9E7LA09understand the use of punctuation including colons and brackets to support meaningAC9E7LA05understand how complex and compound-complex sentences can be used to elaborate, extend and explain ideasAC9E7LA06understand how consistency of tense through verbs and verb groups achieves clarity in sentencesWhich sentence uses a colon correctly?
Choices: Pack three things for camp: a torch, a hat and a water bottle. · Pack: a torch, a hat and a water bottle. · Pack three things for camp, a torch: a hat and a water bottle.
A fifty-dollar note at the footy: see how dialogue and action reveal who a character really is.
For parents: By the end of Year 7, your child should be able to explain how dialogue and action reveal a character, and form an opinion about a story and back it up.
AC9E7LE03explain the ways that literary devices and language features such as dialogue, and images are used to create character, and to influence emotions and opinions in different types of textsAC9E7LE05identify and explain the ways that characters, settings and events combine to create meaning in narrativesAC9E7LE02form an opinion about characters, settings and events in texts, identifying areas of agreement and difference with others’ opinions and justifying a responseWhat does Jayden’s dialogue reveal about him?
Choices: He cares more about getting away with it than about who lost the money · He is worried about the little girl · He wants Kai to hand the money to a teacher
Spot and use the tools persuasive writers rely on: emotive words, evidence, rhetorical questions and more.
For parents: Across Years 7 to 10, your child learns to spot persuasive techniques such as emotive words, evidence and rhetorical questions, and explain their effect.
AC9E7LY03analyse the ways in which language features shape meaning and vary according to audience and purposeAC9E9LY03analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or groupAC9E10LY03analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes“Don’t you want a cleaner, safer park for your children?” Which technique is this?
Choices: Statistics · Expert opinion · Rhetorical question · Anecdote
Similes, metaphors, personification and onomatopoeia, and what they add to a text.
For parents: Across Years 7 to 9, your child learns to recognise similes, metaphors, personification and onomatopoeia, and explain what they add to a text.
AC9E8LA02understand how layers of meaning can be created when evaluating by using literary devices such as simile and metaphorAC9E8LE05analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effectAC9E9LA02understand how evaluation can be expressed directly and indirectly using devices such as allusion, evocative vocabulary and metaphor“The classroom was a zoo after lunch.” What kind of figurative language is this?
Choices: Simile · Metaphor · Personification · Onomatopoeia
Separate mixtures, use a key to name an animal, line up an eclipse and follow a food web.
For parents: By the end of Year 7, your child should be able to separate mixtures, use a key to classify living things, explain eclipses, and read a food web.
AC9S7U01investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keysAC9S7U02use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on populationsAC9S7U03model cyclic changes in the relative positions of the Earth, sun and moon and explain how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tidesAC9S7U06use a particle model to describe differences between pure substances and mixtures and apply understanding of properties of substances to separate mixturesIron filings have been mixed into dry sand. What is the easiest way to separate them?
Choices: Pour it through filter paper · Heat it until one part evaporates · Pass a magnet over the mixture · Stir it into water to dissolve the iron
Energy flow in food webs, the moon’s pull on the tides, eclipses and chromatography.
For parents: By the end of Year 7, your child should be able to trace energy through a food web, explain tides and eclipses, and choose a way to separate a mixture.
AC9S7U02use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on populationsAC9S7U03model cyclic changes in the relative positions of the Earth, sun and moon and explain how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tidesAC9S7U06use a particle model to describe differences between pure substances and mixtures and apply understanding of properties of substances to separate mixturesIn a food web, an arrow points from grass to a wallaby (grass → wallaby). What does the arrow show?
Choices: The grass eats the wallaby · Energy and matter pass from the grass to the wallaby when it is eaten · The wallaby moves towards the grass
Name the variables, find the mean, spot an anomaly and judge a conclusion.
For parents: By the end of Year 7, your child should be able to name the variables in an investigation, work with data, spot unusual results, and judge whether a conclusion fits.
AC9S7I02plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/PlaceAC9S7I04select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and informationAC9S7I05analyse data and information to describe patterns, trends and relationships and identify anomaliesAC9S7I06analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questionsLena tests how the height of a ramp affects how far a toy car rolls. What is the independent variable?
Choices: How far the car rolls · The height of the ramp · The mass of the car
Balanced and unbalanced forces, friction, gravity and speed.
For parents: Across Years 7 to 9, your child learns to explain balanced and unbalanced forces, including friction and gravity, and how they change motion.
AC9S7U04investigate and represent balanced and unbalanced forces, including gravitational force, acting on objects, and relate changes in an object’s motion to its mass and the magnitude and direction of forces acting on itA book rests on a table without moving. Which statement about the forces on it is true?
Choices: There are no forces on it · The forces on it are balanced · The pull down is bigger than the push up · Only the table pushes on it
The world’s oldest continuing cultures, how we study the past, ancient Egypt and water on Earth.
For parents: By the end of Year 7, your child should be able to explain how historians study the past, describe the world’s oldest continuing cultures and an ancient society, and how water connects places.
AC9HH7K03how First Nations Australians are the world’s oldest continuing cultures, displaying evidence of both continuity and change over deep timeAC9HH7K08the different methods and sources of evidence used by historians and archaeologists to investigate early societies, and the importance of archaeology and conserving the remains, material culture and heritage of the pastAC9HH7K09how the physical environment and geographical features influenced the development of the ancient societyAC9HG7K01classification of environmental resources and the way that water connects and changes places as it moves through environmentsAC9HG7K02the location and distribution of water resources in Australia, their implications, and strategies to manage the sustainability of waterFirst Nations Australians are often described as having …
Choices: The oldest continuing cultures in the world · Cultures that began about 1,000 years ago · Cultures that ended in 1788
Handle test stress, protect your sleep and know what to do about online bullying.
For parents: Across Years 7 to 10, your child learns to use a few ways to handle stress and protect their sleep, and know what to do about online bullying.
A general-capabilities set (no content-description codes).
Just before a test, your heart is racing and your mind feels jumbled. What is the most helpful thing to do?
Choices: Take a few slow breaths, breathing out for longer than you breathe in · Tell yourself you are going to fail · Skim every page of your notes one last time · Drink an energy drink for a boost
Pick trustworthy sources, search smartly and put ideas in your own words.
For parents: Across Years 5 to 8, your child learns to choose trustworthy sources, search well, and put ideas into their own words.
A general-capabilities set (no content-description codes).
You are researching platypuses. Which source is most likely to be trustworthy?
Choices: A comment on a video from someone with no name · A museum website page written by scientists · An ad for a platypus soft toy · A quiz game with no author or date
Break big tasks into steps, plan your time and keep distractions away.
For parents: Across Years 5 to 8, your child learns to break a big task into steps, plan their time, and keep distractions away.
A general-capabilities set (no content-description codes).
You have a project due in two weeks. What’s the best first step?
Choices: Wait until the night before · Break it into smaller tasks and put them on a plan · Start by decorating the cover · Wait for the teacher to remind you
Each set has a few short questions. Every question follows the same five problem-solving steps, and the three hints line up with the first three steps, so help builds from a nudge to a worked example of a similar problem. The answer is never the first thing a learner sees.
| Step | The learner asks | A grown-up can ask |
|---|---|---|
| Understand | What is the question asking? | What is the question asking you to find? |
| Plan | How could I work it out? | What could you try first? Would a picture help? |
| Try | Have a go. A guess is a good start. | Have a go, and tell me what you’re thinking. |
| Check | Does my answer make sense? | How could you check that? |
| Reflect | What helped me? What would I do next time? | What helped you? What would you do next time? |
After each answer, Ponder explains why it’s right, or what to look at again. At the end of a set it celebrates the strategies the learner used, such as draw a picture, break it into parts and look for a pattern.
Under the Australian Curriculum v9.0, Year 7 maths covers number, algebra, measurement, space, statistics and probability. Ponder’s Year 7 maths sets practise formulas and linear equations, area, volume and triangle angles, square roots, prime factors and ratios, mean, median, range and chance and integers and negative numbers. The full list of content descriptions is on the Australian Curriculum website.
Every state and territory teaches Foundation to Year 10 content from the Australian Curriculum, either directly or through its own version built from it (NSW and Victoria publish their own syllabuses). Ponder tags sets with v9.0 codes, so they line up with what is taught in every state, though schools order topics differently.
Yes. Open the Ponder app, choose the learner side, then pick a subject and a set. No account is needed while Ponder is in preview.
Not straight away. Each question has three hints that build from a nudge to a worked example of a similar problem. After an answer, Ponder explains why it’s right or what to look at again.
Content descriptions © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. They were downloaded from the Australian Curriculum website (accessed 27 September 2026) and were not modified, except that a few end early where the website shows a fraction or symbol as an image. Licensed under CC BY 4.0. Ponder is not affiliated with or endorsed by ACARA.
Ponder is in preview. Explore the app now with no account, and join the launch list to hear first when accounts open later this year.