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• VC2M1A01

  recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens

  Elaborations

  • using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens
  • using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …
  • recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit
  • counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes
  • using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences

  VC2M1A01 | Mathematics | Mathematics Version 2.0 | Level 1 | Algebra

• VC2M1A02

  recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit and recognising the importance of repetition in solving problems

  Elaborations

  • interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence
  • generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp, clap, pause, stamp, stamp, clap, stamp, clap as SSCSC SSCSC …, recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern
  • recognising within the sequencing of natural numbers that 0–9 digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond 20
  • identifying the repeating patterns in Aboriginal and/or Torres Strait Islander systems of counting, exploring different ways of representing numbers including oral and gestural language
  • considering how the making of shell or seed necklaces by Aboriginal and/or Torres Strait Islander Peoples includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence

  VC2M1A02 | Mathematics | Mathematics Version 2.0 | Level 1 | Algebra

• VC2M1M03

  describe the duration and sequence of events using years, months, weeks, days and hours

  Elaborations

  • naming, listing and using familiar units of time, such as hours, days, weeks and years
  • comparing the number of days in the months of the year and explaining how the months cycle from one year to the next
  • sequencing familiar events, including representing time, on pictorial timelines
  • discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school
  • investigating durations of time represented in Aboriginal and/or Torres Strait Islander seasonal calendars

  VC2M1M03 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VC2M1M01

  compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning

  Elaborations

  • using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space, and using comparative language to describe the order (shortest, short, longer, longest)
  • ordering the mass of 3 or more objects, such as rocks, using hefting and balance scales, and using comparative language to explain the order (lightest, light, heavier, heaviest) and how they decided on the order
  • pouring sand, rice or water from one container to another to compare and order the capacity of 3 or more containers, and describing the order of the results in terms of which holds the most/least and those in between
  • creating sand timers from everyday items or recycled materials and comparing them to order the duration of time required for the sand to run through
  • investigating situations where Aboriginal and/or Torres Strait Islander Peoples estimate, compare and communicate measurements, for example, situations involving the duration of seasons, understanding animal behaviour using the length of animal tracks, or investigating capacity through Aboriginal and/or Torres Strait Islander water management techniques, such as traditional water-carrying vessels and rock holes

  VC2M1M01 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VC2M1M02

  measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end

  Elaborations

  • using 2 different units (for example, icy pole sticks and pencils) to measure the length of an object (for example, a desk), and explaining why the number of units used may be different
  • comparing the length of 2 objects, such as a desk and a bookshelf, by laying multiple copies of a unit and counting to say which is longer and how much longer; and explaining why they should not have gaps or overlaps between the units, as this will change the length of the unit
  • measuring the distance between 2 locations using footsteps, comparing the results and explaining why there may be different results, for example, referring to the different lengths of footsteps as using different units
  • measuring and comparing the length of objects using blocks; for example, comparing the height of 2 toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller

  VC2M1M02 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VCMMG098

  Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

  Elaborations

  • focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'

  VCMMG098 | Mathematics | Level 1 | Measurement and Geometry | Shape

• VCMMG099

  Give and follow directions to familiar locations

  Elaborations

  • understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance
  • understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions
  • interpreting and following directions around familiar locations

  VCMMG099 | Mathematics | Level 1 | Measurement and Geometry | Location and transformation

• VCMMG095

  Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units

  Elaborations

  • understanding that in order to compare objects, the unit of measurement must be the same size
  • lifting to compare the mass of objects using words, for example, heavier, lighter, same
  • measuring the capacity of containers using uniform material, for example cups or buckets

  VCMMG095 | Mathematics | Level 1 | Measurement and Geometry | Using units of measurement

• VCMMG096

  Tell time to the half-hour

  Elaborations

  • reading time on analogue and digital clocks and observing the characteristics of half-hour times

  VCMMG096 | Mathematics | Level 1 | Measurement and Geometry | Using units of measurement

• VCMMG097

  Describe duration using months, weeks, days and hours

  Elaborations

  • describing the duration of familiar situations such as ‘how long is it until we next come to school?’

  VCMMG097 | Mathematics | Level 1 | Measurement and Geometry | Using units of measurement

• VC2M1N03

  quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting

  Elaborations

  • counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10
  • counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones
  • counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value

  VC2M1N03 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M1N05

  use mathematical modelling to solve practical problems involving additive situations, including simple money transactions; represent the situations with diagrams, physical and virtual materials; use calculation strategies to solve the problem

  Elaborations

  • modelling problems involving addition and subtraction presented in stories, using a Think Board to represent the problem, solving the problem using physical materials and explaining the connections between any materials used, the Think Board diagram and the numbers within the story
  • modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling goods, using addition and subtraction with play money and prices in whole dollar amounts; or solving the problem ‘I had $14 and was given $15 for my birthday’ using addition to answer the problem
  • modelling a variety of different additive situations to solve practical problems; for example, keeping track of the number of people on a bus as it stops to pick up and drop off passengers or the number of people entering a lift

  VC2M1N05 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M1N02

  partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

  Elaborations

  • building knowledge and understanding of the part-part-whole facts to 10, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make 10
  • using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognising 35 as 3 tens and 5 ones or as 2 tens and 15 ones
  • using part-part-whole reasoning and physical or virtual materials to represent 24, then partitioning 24 in different ways and recording the partitions using numbers; for example, 10, 10 and 4 combine to make 24 or 10 and 14 combine to make 24

  VC2M1N02 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M1N01

  recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts

  Elaborations

  • reading, writing and naming numerals and ordering two-digit numbers from zero to at least 120, using patterns within the natural number system, including numbers that look and sound similar, for example, 16, 60, 61 and 66
  • using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging them on an empty number line
  • using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to 99, or colour-coding the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones
  • recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols (for example, through kanji numbers in Japanese and characters in Chinese) and that there are alternative numeration systems (for example, using special characters for 10 and 100 and other multiples of 10 in Japanese and Chinese numeration)

  VC2M1N01 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M1N06

  use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem

  Elaborations

  • modelling problems involving repeated equal group situations, such as ‘How many wheels are needed for 3 cars?’, using materials and drawing a picture to show what they did, and recording the results with a number
  • modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the 2 players in a game, and then counting or subitising to ensure they both have the same number of tiles
  • modelling money problems involving equal sharing; for example, sorting coins from a moneybox according to their denominations, sharing the coins equally between 4 people, and using counting or subitising to ensure they have equal amounts of each denomination

  VC2M1N06 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M1N04

  add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies

  Elaborations

  • using drawings, physical and virtual materials, and number combinations within 10 to add and subtract collections to 20
  • adding and subtracting numbers within 20, using a variety of representations and strategies, such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to 10; for example, using partitioning and combining 7+5=7+3+2=10+2=12
  • developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to 10 and subitising with physical and virtual materials; for example, 8 and 6 is the same as 8 and 2 and 4
  • representing story problems involving addition and subtraction of numbers within 20 using a Think Board; recognising and using + and − symbols and the equal sign (=) to represent the operations of addition and subtraction; and showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem
  • creating and performing addition and subtraction stories told through Aboriginal and/or Torres Strait Islander dances

  VC2M1N04 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCMNA091

  Recognise and describe one-half as one of two equal parts of a whole

  Elaborations

  • sharing a collection of readily available materials into two equal portions
  • splitting an object into two equal pieces and describing how the pieces are equal

  VCMNA091 | Mathematics | Level 1 | Number and Algebra | Fractions and decimals

• VCMNA092

  Recognise, describe and order Australian coins according to their value

  Elaborations

  • showing that coins are different in other countries by comparing Asian coins to Australian coins
  • understanding that the value of Australian coins is not related to size
  • describing the features of coins that make it possible to identify them

  VCMNA092 | Mathematics | Level 1 | Number and Algebra | Money and financial mathematics

• VCMNA093

  Investigate and describe number patterns formed by skip counting and patterns with objects

  Elaborations

  • using place-value patterns beyond the teens to generalise the number sequence and predict the next number
  • investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

  VCMNA093 | Mathematics | Level 1 | Number and Algebra | Patterns and algebra

• VCMNA089

  Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

  Elaborations

  • developing a range of mental strategies for addition and subtraction problems

  VCMNA089 | Mathematics | Level 1 | Number and Algebra | Number and place value