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• VCMMG045

  Identify familiar events that occur at different stages of a day (morning, afternoon, evening, night)

  Elaborations

  • sorting images or symbols according to whether they occur during the day or the night
  • using visual schedules to complete activities within an event and events within the day, and manage time throughout the day
  • interpreting language, images and communication associated with day such as morning, afternoon, and night
  • indicating an event as long or short
  • recognising and responding to daily routines by selecting an image from a schedule to indicate an activity has finished or is about to begin

  VCMMG045 | Mathematics | Level C | Measurement and Geometry | Using units of measurement

• VCMMG046

  Identify the familiar events within the day using a visual schedule

  Elaborations

  • identifying daily events through materials, visuals and objects provided
  • identifying daily events with the assistance of visual or tactile schedules and timetables
  • identifying events that may or may not happen today

  VCMMG046 | Mathematics | Level C | Measurement and Geometry | Using units of measurement

• VCMMG044

  Compare two objects based on measurement attributes of length

  Elaborations

  • comparing and matching objects based on their having the ‘same’ or ‘different’ length, for example pencils, shoes or food items that are the same length
  • recognising length in shared experiences by comparing objects directly and indicating differences between objects
  • using measurement language such as long or short to communicate significant differences between objects

  VCMMG044 | Mathematics | Level C | Measurement and Geometry | Using units of measurement

• VCMMG048

  Locate familiar three-dimensional objects in the classroom when they are named

  Elaborations

  • interpreting everyday language of location by following simple directions and communication, for example, move or track an object, feel or follow a path
  • locating familiar environments and objects, for example, classroom, hall, desk

  VCMMG048 | Mathematics | Level C | Measurement and Geometry | Location and transformation

• VCMMG047

  Match familiar two dimensional shapes and three dimensional objects

  Elaborations

  • matching simple three dimensional shapes with similar attributes, for example, different-sized spheres
    • matching simple two dimensional shapes with similar attributes, for example, different-sized spheres
  • recognising the relationship between familiar shapes using insert puzzles

  VCMMG047 | Mathematics | Level C | Measurement and Geometry | Shape

• VCMNA039

  Demonstrate in practical situations, ‘adding one more to’ and ‘taking one away from’ in everyday situations

  Elaborations

  • using shared experiences with concrete materials to add one more to or take away one from a group of objects, and count to find a total
    • experiencing addition and subtraction in games
  • communicating using language such as ‘more’ or ‘less’ to describe a change in a group using classroom resources and in practical situations

  VCMNA039 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA036

  Know and match number name, numerals and quantities to three

  Elaborations

  • developing one-to-one matching of number word or its representation through sign or alternative and augmentative communication (AAC) to objects initially up to three
  • recognising that numerals look different from non-numeral shapes
  • using structured situations to count and match groups of objects to a numeral, initially up to 3

  VCMNA036 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA041

  Use direct comparison to sort coins or notes into groups

  Elaborations

  • identify and group notes or coins that are ‘the same’
  • group coins based on a set criteria, for example size, colour, shape, coins, notes

  VCMNA041 | Mathematics | Level C | Number and Algebra | Money and financial mathematics

• VCMNA040

  Sharing materials in practical situations

  Elaborations

  • using one to one correspondence to distribute materials evenly
  • exploring the distribution of a group of concrete materials into different numbers of groups

  VCMNA040 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA043

  Identify repeated routines and sequences in everyday events

  Elaborations

  • follow and assist to represent a sequence of steps
  • follow a simple decision (algorithm) to solve a everyday problem
  • participate in a cause and effects activities, games and events

  VCMNA043 | Mathematics | Level C | Number and Algebra | Patterns and algebra

• VCMNA042

  Pair identical objects from a small collection, and recognise simple repeated patterns

  Elaborations

  • copying a simple repeated pattern using one-to-one correspondence with objects
  • copying a pattern associated with a familiar activity, for example repeating movement pattern
  • using a single given attribute (for example, size, colour, texture, shape) to group objects
  • matching, sorting and organising objects in practical situations

  VCMNA042 | Mathematics | Level C | Number and Algebra | Patterns and algebra

• VCMNA038

  Compare and order two collections according to their quantity

  Elaborations

  • comparing and ordering items using appropriate language of ‘more’, ‘less’, ‘same’
  • using everyday situations of one-to-one correspondence to compare two collections of significantly different amounts
  • using practical situations to indicate ‘more’, ‘less’ or ‘same’

  VCMNA038 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA035

  Use number names in sequence to count in everyday situations, initially from one to five

  Elaborations

  • developing fluency in forward counting to five using words, sign or augmentative and alternative communication (AAC) in meaningful contexts, including everyday experiences and stories
  • knowing that the forward sequence of counting words occurs in the same order, for example always communicating numbers in the same sequence, indicating when another person uses number names in the wrong sequence
  • developing one-to-one correspondence by recognising that each object is counted, by indicating an object during counting situations, for example, indicating by pointing, activating a switch or eye gaze

  VCMNA035 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA037

  Identify groups as being ‘one’, ‘more’ or ‘less’

  Elaborations

  • indicating the larger of two groups when presented with groups of significantly different number sets, for example group of paints, lollies, tools, dots, blocks, counters

  VCMNA037 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMSP049

  Identify data relevant to a given context

  Elaborations

  • assisting to collect information to answer a question, for example, what colours are the counters in the box
  • following simple instructions to sort objects for a data display

  VCMSP049 | Mathematics | Level C | 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