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• Mathematics: Level A achievement standards

  Number and Algebra

  Students observe the use of number within their daily life. They begin to respond to numbers in everyday experiences. Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. They experience and respond to ‘one for you,...

  Level description | Mathematics | Level A

• Mathematics: Level A description

  In Level A, students experience and respond to personally relevant and familiar situations and events that regularly and routinely involve activities and actions such as comparing, adding and removing, distributing, placing and moving.

  Level description | Mathematics

• VCMMG011

  Respond to personally relevant everyday events

  Elaborations

  • experiencing everyday events and their associated equipment and sensory elements
  • reacting to changes in their environment associated with everyday events
  • experiencing visuals being used to represent regular events
  • reacting to objects and tools associated with routine everyday events

  VCMMG011 | Mathematics | Level A | Measurement and Geometry | Using units of measurement

• VCMMG013

  Respond to familiar everyday shapes and objects

  Elaborations

  • experiencing a variety of objects and their characteristics, and being introduced to the names of shapes through interaction with objects
  • reacting to three-dimensional objects in everyday situations with the use of sensory input, for example touching, feeling, looking, shaking, rolling
  • responding to objects and shapes as they are identified in the classroom and environment in everyday situations

  VCMMG013 | Mathematics | Level A | Measurement and Geometry | Shape

• VCMMG014

  Respond to movement of an object

  Elaborations

  • experiencing movement and position within various environments and everyday events, for example exploring the concept of ‘inside and outside’ during structured activities
  • experiencing the language used to name movement and changes in position during everyday experiences, such as up, down, over, under
  • reacting to a variety of body positions and movements within the context of everyday activities
  • using everyday language of location and position to assist students to react to changes to objects and their body, for example, ‘arms up’, ‘I am moving your bag’, ‘Where did it go?’
  • reaching for or looking for a desired object by moving head or body for a better view

  VCMMG014 | Mathematics | Level A | Measurement and Geometry | Location and transformation

• VCMMG012

  Respond to personally relevant routine events

  Elaborations

  • experiencing events and their equipment, staff, and sensory elements
  • experiencing events and their characteristics being represented by images or augmentative and alternative communication (AAC)
  • reacting to routine events with the support of objects, sounds and textures
  • reacting and responding to daily events within the context of a range of practical situations, for example reacting to the bell for lunch time, responding to the timer, staff or an image for maths

  VCMMG012 | Mathematics | Level A | Measurement and Geometry | Using units of measurement

• VCMMG010

  Respond to objects based on length

  Elaborations

  • experiencing objects of various lengths
  • experiencing measurement attributes through the use of sensory input and objects
  • reacting to various measurement attributes of familiar objects, and being introduced to the names of those attributes, in the context of everyday experiences

  VCMMG010 | Mathematics | Level A | Measurement and Geometry | Using units of measurement

• VCMNA002

  Respond to situations where counting is involved

  Elaborations

  • experiencing to number name, numerals and quantities in everyday experiences
  • experiencing activities that use number names, numerals and quantities, for example stories, songs, cooking, music
  • attending to and being aware of number as objects are being counted
  • reacting to objects moving, disappearing and re-appearing within the context of everyday situations
  • responding to wanting more or less of an object

  VCMNA002 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA001

  Respond to objects being counted and distributed

  Elaborations

  • experiencing number names and number sequence in everyday experiences, for example birthdays, distributing equipment, collecting materials
  • experiencing number and its use in stories, songs and rhythm, chosen for their interest and relevance to the student’s age
  • attending to number and counting in daily routines, for example cups of flour in the bowl, number of times an action or event is repeated or experienced
  • reacting to everyday situations where objects are counted, for example number of items on a plate or tray, steps to the door, eggs in the carton, bounces of a ball
  • being supported as they touch, feel or move over objects as they are being counted

  VCMNA001 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA007

  React to everyday financial situations involving money

  Elaborations

  • being supported to experience the sensory characteristics of coins and notes
  • experiencing money being exchanged, counted and stored in various situations

  VCMNA007 | Mathematics | Level A | Number and Algebra | Money and financial mathematics

• VCMNA006

  React to practical situations of sharing

  Elaborations

  • experiencing objects being distributed and assisting to distribute objects to others in everyday situations
  • reacting to objects being shared and distributed

  VCMNA006 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA009

  Respond to repeated routines in everyday events

  Elaborations

  • experience steps to solve a problem
  • experience steps and sequences in everyday tasks
  • respond to repetition and repeated experiences within everyday life

  VCMNA009 | Mathematics | Level A | Number and Algebra | Patterns and algebra

• VCMNA004

  Respond to situations where the comparison of two collections or objects is involved

  Elaborations

  • experiencing objects being collected and grouped together
  • using objects which are personally relevant to create collections
  • reacting to the comparison of everyday objects and collections of objects, for example using one-to-one correspondence to compare art equipment, cooking utensils, balls, sensory objects

  VCMNA004 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA008

  Respond to the identification of objects

  Elaborations

  • experiencing patterns and the sorting of objects in everyday situations, for example repeated rhythm, pattern on textured material or objects, sorting of materials and utensils
  • becoming aware of ready-made visual, musical and multimodal patterns, for example, computer programs, stripes, dots, textures, sounds

  VCMNA008 | Mathematics | Level A | Number and Algebra | Patterns and algebra

• VCMNA003

  Respond to groups of personally relevant objects

  Elaborations

  • experiencing objects and groups of objects, for example through sensory activities
  • experiencing groups of objects of significantly different sizes
  • reacting to collections within the context of everyday familiar situations, for example collections of favourite food, jewellery, utensils, or collections based on colour or texture

  VCMNA003 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA005

  Respond to the removal and addition of familiar items and objects in practical situations

  Elaborations

  • experiencing changes in quantity that occur during addition and subtraction within everyday experiences
  • attending to the adding and subtraction of familiar objects
  • reacting to changes in a collection when objects are added or subtracted

  VCMNA005 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMSP015

  Respond to objects relevant to a given context

  Elaborations

  • experiencing the collection, sorting and displaying of information and data, for example visual display of who is here today with photos of class members’ present
  • associating objects with familiar events, within the context of practical situations, for example recognising connection between own bag and lunchtime, equipment for art, sport, or cooking and the associated activity
  • experiencing the phenomena of chance by attending to activities and toys that demonstrate chance occurrences

  VCMSP015 | Mathematics | Level A | Statistics and Probability | Data representation and interpretation

• VCMSP016

  Respond to objects being moved and organised to make a data display

  Elaborations

  • experiencing people's choices being organised into a simple display

  VCMSP016 | Mathematics | Level A | Statistics and Probability | Data representation and interpretation

• VCMSP017

  Experience data display being interpreted

  VCMSP017 | Mathematics | Level A | Statistics and Probability | Data representation and interpretation