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• VC2M8M04

  solve problems involving time and duration, including using 12- and 24-hour time across multiple time zones

  Elaborations

  • using digital tools to investigate time zones around the world and convert from one zone to another, such as time in Perth, Western Australia, compared to Suva in Fiji or Toronto in Canada
  • recognising the challenges of planning regular virtual meeting times for a company that has both international staff and staff within different states and territories, and the impact daylight savings has due to multiple time zones, explaining the mathematical language used to communicate current time such as Coordinated Universal Time (UTC)+8, Australian Eastern Standard Time (AEST), Australian Central Standard Time (ACST) and Australian Western Standard Time (AWST)
  • planning an international travel itinerary that covers destinations in different time zones across Asia

  VC2M8M04 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M9M05

  use mathematical modelling to solve practical problems involving direct proportion, rates, ratio and scale, including financial contexts; formulate the problems and interpret solutions in terms of the situation; evaluate the model and report methods and findings

  Elaborations

  • modelling situations that involve direct proportion (such as pro rata pay rates, exchange rates, multiple quotes for a job, conversion between scales or other appropriate science contexts); for example, situations that involve Hooke’s law and other science contexts involving wavelengths and frequencies
  • modelling situations that impact on image editing used in social media and how proportion may not be maintained and can result in distorted images
  • modelling situations involving compliance with building and construction standards in design and construction, such as the rise and tread of staircases, and vertical and horizontal components of escalators
  • modelling situations involving the application of rates in practical contexts, for example, density, birth, flow or heartbeats
  • exploring fire techniques in land management practices used by Aboriginal and Torres Strait Islander Peoples that use proportion relationships, including the rate of fire spread in different fuel types to wind speed, temperature and relative humidity

  VC2M9M05 | Mathematics | Mathematics Version 2.0 | Level 9 | Measurement

• VC2M10M02

  interpret and use logarithmic scales in applied contexts involving small and large quantities and change 

  Elaborations

  • understanding that the logarithmic scale is calibrated in terms of order of magnitude, for example, doubling or powers of 10
  • identifying and interpreting data representations (charts and graphs) that use logarithmic scales (for example, graphs representing percentage change, a wide range of values or exponential growth) and discussing when it is appropriate to use this type of scale and when it is not appropriate
  • investigating and interpreting logarithmic scales used in real-world contexts (for example, Richter, decibel and sensitivity scales or growth in investments, timescales and the spread of microorganisms and disease) and describing reasons for choosing to use a logarithmic scale rather than a linear scale
  • investigating dating methods of geological sites to provide evidence of Aboriginal and Torres Strait Islander Peoples’ presence in Australia, including the Madjedbebe dig in the Northern Territory, that use logarithmic scales, scientific notation and measurement accuracy in the dating

  VC2M10M02 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M4M01

  use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units

  Elaborations

  • reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to
  • deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; and explaining the use of units such as grams or millimetres to give accurate measures when needed
  • using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers to record measures using whole units (for example, 560 millimetres) or whole and part units (for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius)
  • reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events
  • using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time, for example, for the different activities of an exercise routine
  • making a scaled measuring instrument such as a tape measure, ruler, sand timer, sundial or measuring cup using scaled instruments and direct comparisons
  • exploring the different types of scaled instruments used by Aboriginal and/or Torres Strait Islander ranger groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts

  VC2M4M01 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M8M02

  solve problems involving the volume and capacity of right prisms using appropriate units

  Elaborations

  • using models to demonstrate the number of cubic centimetres in a cubic metre and relating this to capacities of millilitres and litres, recognising that one millilitre is equivalent to one cm³
  • solving practical problems involving volume and capacity, for example, optimal packaging and production
  • choosing which measurements are useful to consider when solving practical problems in context; for example, when purchasing a new washing machine, the dimensions are useful when determining whether it will fit in the available space in the laundry and its capacity is useful when considering the maximum washing load it can carry
  • investigating, reasoning and finding solutions to measurement problems involving dimensions, rates, volume and capacity of objects; for example, given the dimensions of a pool and the rate of flow from a tap, determining how long it will take to fill the pool to its normal capacity

  VC2M8M02 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M5M02

  solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units

  Elaborations

  • investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’
  • using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result
  • solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space
  • creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden
  • using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter
  • exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs

  VC2M5M02 | Mathematics | Mathematics Version 2.0 | Level 5 | Measurement

• VC2M9M04

  calculate and interpret absolute, relative and percentage errors in measurements

  Elaborations

  • investigating error as a percentage of the exact value; for example, comparing an estimation of the number of people expected to come to an event by subtracting the actual number that turned up to give an error, then converting this into a percentage error
  • using absolute value in a percentage error formula; considering when they would use the absolute value and when they would not, depending upon the context
  • calculating the percentage errors in expected budgets to actual expenditure
  • estimating the accuracy of measurements in practical contexts and giving suitable lower and upper bounds for measurement values

  VC2M9M04 | Mathematics | Mathematics Version 2.0 | Level 9 | Measurement

• VC2M2M05

  identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations

  Elaborations

  • identifying things that turn in the school environment, for example, the handle on a tap or a door, or the dial or switch on a piece of equipment; and identifying a half turn and a full turn, drawing a diagram and labelling it with arrows to show the direction and amount of turn
  • giving and following instructions to move during an activity; for example, demonstrating and describing half, quarter and full turns in a choreographed dance
  • investigating hands turning on a clock and relating quarter, half and full hours to angles and the language of clockwise or anticlockwise
  • giving or following directions to locate an object in the room or to provide a pathway through a grid, such as programming a robot, referring to quarter, half, three-quarter and full turns

  VC2M2M05 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VC2M8M01

  solve problems involving the area and perimeter of irregular and composite shapes using appropriate units

  Elaborations

  • determining the area of composite shapes by composing or decomposing shapes
  • using arrays and rectangles to approximate the area of irregular shapes in situations such as a council needing to work out how much mosquito spray to use for a swamp area or a farmer needing to work out how much seed, fertiliser and herbicide are required to cover a paddock
  • determining the perimeter and area of irregular shapes by sums of increasingly accurate covering measurements, such as line segments and grids; for example, using millimetres or square millimetres as opposed to centimetres or square centimetres

  VC2M8M01 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M8M03

  solve problems involving the circumference and area of a circle using formulas and appropriate units

  Elaborations

  • deducing that the area of a circle is between 2 radius squares and 4 radius squares, and using 3 × radius² as a rough estimate for the area of a circle
  • investigating the area of circles using a square grid or by rearranging a circle divided into smaller and smaller sectors or slices to resemble a close approximation of a rectangle
  • applying the formulas for the area and circumference of a circle to solve practical problems, and using one of the measures of radius, diameter, circumference or area to deduce the value of the other measures; for example, determining the length of material needed to edge a round table, given its dimensions as the area of the tabletop
  • exploring traditional weaving designs by Aboriginal and Torres Strait Islander Peoples and investigating the significance and use of circles

  VC2M8M03 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VCMMG030

  Identify when two shapes or objects are the same sort or not

  Elaborations

  • using ‘posting’ of items into different containers or holes to manipulate and sort shapes and objects
  • recognising three dimensional objects when identified in the environment using everyday situations
  • matching everyday objects that are ‘the same’
  • exploring shapes by using ‘play dough’ and other malleable materials to make shapes
  • developing an awareness of the language used to describe shapes

  VCMMG030 | Mathematics | Level B | Measurement and Geometry | Shape

• 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

• VCMMG029

  Participate in regular daily events

  Elaborations

  • developing an awareness of regular events and routines, with the support of daily and weekly visual schedules
  • recognising and following the routines at the start and end of the day

  VCMMG029 | Mathematics | Level B | Measurement and Geometry | Using units of measurement

• VCMMG028

  Recognise and participate in familiar events that happen on a daily basis

  Elaborations

  • recognising the sequence of familiar events, for example ‘first and then’, with the support of picture-based schedules
  • understanding and using environmental cues such as equipment, staff and location to predict and identify activities
  • assisting in the construction of visual timetable for the class
  • responding to the signal from a timer to indicate the end of an activity

  VCMMG028 | Mathematics | Level B | Measurement and Geometry | Using units of measurement

• VCMMG064

  Use direct comparison to sort three dimensional objects and two dimensional shapes

  Elaborations

  • sorting shapes that are the ‘same’ or ‘different’
  • identifying, matching and sorting simple familiar two and three dimensional objects according to a single attribute
  • identifying familiar shapes hidden in a picture
  • investigating the inside and outside shape of an object
  • understanding the relationship between shape and template, for example, insert puzzle, inserting a shape in a matching shaped hole

  VCMMG064 | Mathematics | Level D | Measurement and Geometry | Shape

• VCMMG061

  Respond to contexts involving ‘heavier/lighter’ than and ‘holds more/less’ than

  Elaborations

  • using measurement language such as longer and shorter, or heavier and lighter, to communicate differences between objects
  • using direct comparison to compare objects based on their length, mass or volume

  VCMMG061 | Mathematics | Level D | Measurement and Geometry | Using units of 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

• VCMMG141

  Tell time to the minute and investigate the relationship between units of time

  Elaborations

  • recognising there are 60 minutes in an hour and 60 seconds in a minute

  VCMMG141 | Mathematics | Level 3 | Measurement and Geometry | Using units of measurement

• VCMMG140

  Measure, order and compare objects using familiar metric units of length, area, mass and capacity

  Elaborations

  • recognising the importance of using common units of measurement
  • recognising and using centimetres and metres, square centimetres, grams and kilograms, and millilitres and litres
  • measuring the area of rectangles (including squares) by counting the number of square centimetres

  VCMMG140 | Mathematics | Level 3 | Measurement and Geometry | Using units of measurement

• VCMMG082

  Describe position and movement

  Elaborations

  • interpreting the everyday language of location and direction, such as ‘between’, ‘near’, ‘next to’, ‘forwards’, ‘towards’
  • following and giving simple directions to guide a friend around an obstacle path and vice versa

  VCMMG082 | Mathematics | Foundation Level | Measurement and Geometry | Location and transformation