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• VC2M9SP02

  apply the enlargement transformation to shapes and objects using dynamic geometry software as appropriate; identify and explain, using language of similarity, ratio and scale, aspects that remain the same and those that change

  Elaborations

  • comparing the ratio of lengths of corresponding sides of similar triangles and angles 
  • using the properties of similarity to solve problems involving enlargement
  • investigating and generalising patterns in length, angle, area and volume when side lengths of shapes and objects are enlarged or dilated by whole and rational numbers; for example, comparing an enlargement of a square and a cube of side length 2 units by a factor of 3 increases the area of the square, (3×2)2=9×22=9 times the original area and the volume of the cube, 23, to (3×2)3=27×23=27 times the volume

  VC2M9SP02 | Mathematics | Mathematics Version 2.0 | Level 9 | Space

• VCMSP066

  Answer simple yes/no questions about data that has been gathered in a given context

  Elaborations

  • following and constructing a data display such as routine schedule or daily timetable
  • collecting and displaying data in a personally meaningful way

  VCMSP066 | Mathematics | Level D | Statistics and Probability | Data representation and interpretation

• VCMSP084

  Organise answers to yes/no questions into simple data displays using objects and drawings

  Elaborations

  • representing responses to questions using simple displays, including grouping students according to their answers

  VCMSP084 | Mathematics | Foundation Level | Statistics and Probability | Data representation and interpretation

• VCMSP085

  Interpret simple data displays about yes/no questions

  Elaborations

  • using data displays to answer simple questions such as ‘how many students answered “yes” to having pets?’

  VCMSP085 | Mathematics | Foundation Level | Statistics and Probability | Data representation and interpretation

• VCMSP237

  Pose and refine questions to collect categorical or numerical data by observation or survey

  Elaborations

  • narrowing or broadening a question to be posed for an observation or survey, for example, ‘which of these ice cream flavours – vanilla or chocolate?’ to ‘do you like ice cream, if yes what is your favourite flavour?’

  VCMSP237 | Mathematics | Level 6 | 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

• VCMSP033

  Participate in the grouping of data

  Elaborations

  • answering a yes/no question and assisting to place their response in a data display
  • experiencing the representation of everyday situations and choices in simple date displays
  • match a response to a given category

  VCMSP033 | Mathematics | Level B | Statistics and Probability | Data representation and interpretation

• VCMSP034

  Experiencing data being used for decision making in everyday situations

  Elaborations

  • experiencing data being totalled and read
  • experiencing data being used to identify the most popular choice and to make decisions on choices such as the type of transport they will use, animals they will visit first at the zoo, what book the class will read

  VCMSP034 | Mathematics | Level B | Statistics and Probability | Data representation and interpretation

• VCMSP050

  Follow simple instructions to sort objects into a simple data display

  Elaborations

  • making and collecting people’s choices and assisting to collate these in a data display based on set options
  • match responses to establish groups to assist in collating data

  VCMSP050 | Mathematics | Level C | Statistics and Probability | Data representation and interpretation

• VCMSP051

  Identify the choices/responses of a data display

  Elaborations

  • indicate their eye colour from a display, indicate who is here or not here

  VCMSP051 | Mathematics | Level C | Statistics and Probability | Data representation and interpretation

• VCMSP067

  Collect and display data in response to a question using materials

  Elaborations

  • representing responses to everyday situations with everyday objects into data displays
  • collate responses to a question into groups
  • match responses which are the same to assist in data collation

  VCMSP067 | Mathematics | Level D | Statistics and Probability | Data representation and interpretation

• VCMSP068

  Identify what the data display is representing and answer questions using yes/no responses

  Elaborations

  • identifying which response is the largest
  • identify which response has the least

  VCMSP068 | Mathematics | Level D | Statistics and Probability | Data representation and interpretation

• VC2M5SP01

  connect objects to their nets and build objects from their nets using spatial and geometric reasoning

  Elaborations

  • designing and constructing exact nets for packaging particular-shaped items or collections of interest, taking into consideration how the faces will be joined and how the package will be opened
  • visualising folding some possible nets for a range of prisms and pyramids, predicting which will work and which cannot work, and justifying their choices, based on the number, size and position of particular shapes in each diagram
  • sketching nets for a range of prisms and pyramids considering the number, shape and placement of the faces, and testing by cutting and folding
  • investigating objects designed and developed by Aboriginal and/or Torres Strait Islander Peoples, such as those used in fish traps and instructive toys, identifying the shape and relative position of each face to determine the net of the object

  VC2M5SP01 | Mathematics | Mathematics Version 2.0 | Level 5 | Space

• VC2M1SP02

  give and follow directions to move people and objects to different locations within a space

  Elaborations

  • interpreting and following directions around familiar locations, and understanding the meaning and importance of the words when giving directions; for example, using words like ‘forwards’ and ‘backwards’, ‘straight ahead’, ‘left’ or ‘right’ to describe movement and giving instructions like ‘Keep going straight until you reach the end of this passage and then turn to your right’
  • creating and following an algorithm consisting of a set of instructions to move an object to a different location; for example, role-playing being a robot and following step-by-step instructions given by another classmate to move from one place to another, only moving as instructed
  • following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order
  • describing a familiar journey across Country/Place using directional language

  VC2M1SP02 | Mathematics | Mathematics Version 2.0 | Level 1 | Space

• VC2M8SP04

  design and test algorithms involving a sequence of steps and decisions that identify congruency or similarity of shapes, and describe how the algorithm works

  Elaborations

  • listing the properties or criteria necessary to determine if shapes are similar or congruent
  • using the conditions for congruence of triangles and similarity of triangles to develop a sorting algorithm; for example, creating a flow chart
  • evaluating algorithms for accuracy in classifying and distinguishing between similar and congruent triangles

  VC2M8SP04 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VC2M4SP02

  represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects

  Elaborations

  • identifying common shapes that form part of a composite shape by re-creating these shapes using physical or virtual materials
  • physically or virtually using cubes to make three-dimensional models that approximate real objects; for example, building a virtual environment by using a computer software program to construct objects out of cubes
  • approximating complex shapes and objects in the environment with familiar shapes and objects; for example, drawing cartoon animals by combining familiar shapes
  • recognising how familiar shapes and objects are used in logos and other graphics to represent more complex shapes, and creating logos using graphic design software

  VC2M4SP02 | Mathematics | Mathematics Version 2.0 | Level 4 | Space

• VC2M6SP02

  locate points in the 4 quadrants of the Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location with respect to a fixed origin
  • understanding that the axes are number lines that can have different scales, including fractions and decimals, depending on purpose
  • understanding that the horizontal coordinate is written first and is changed if there is a move to the left or right, whereas a move up or down will change the vertical coordinate
  • using the Cartesian plane to draw lines and polygons, listing coordinates in the correct order to complete a polygon
  • investigating and connecting land or star maps used by Aboriginal and Torres Strait Islander Peoples with the Cartesian plane through a graphical or visual way of describing location

  VC2M6SP02 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VC2M5SP03

  describe and perform translations, reflections and rotations of shapes, using dynamic geometry software where appropriate; recognise what changes and what remains the same, and identify any symmetries

  Elaborations

  • understanding and explaining that translations, rotations and reflections can change the position and orientation of a shape but not its shape or size
  • using pattern blocks and paper, tracing around a shape and then conducting a series of one-step transformations and tracing each resulting image, and then finally copying the original position and end position on a new sheet of paper
  • demonstrating how different combinations of transformations can produce the same resulting image
  • challenging classmates to select a combination of transformations to move from an original image to the final image, noting the different combinations by using different colours to trace images
  • investigating how animal tracks can be interpreted by Aboriginal and Torres Strait Islander Peoples using the transformation of their shapes, to help determine and understand animal behaviour

  VC2M5SP03 | Mathematics | Mathematics Version 2.0 | Level 5 | Space

• VCMSP032

  Participate in data collection

  Elaborations

  • following the construction of data display, for example picture representations of student choices, presented as class display of hair colour, favourite colour, song, movie, character
  • assisting to identify pictures that represent daily routines and events in a data display
  • choosing pictures or objects to put in a data display

  VCMSP032 | Mathematics | Level B | Statistics and Probability | Data representation and interpretation