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• VCMMG119

  Use a calendar to identify the date and determine the number of days in each month

  Elaborations

  • using calendars to locate specific information, such as finding a given date on a calendar and saying what day it is, and identifying personally or culturally specific days

  VCMMG119 | Mathematics | Level 2 | Measurement and Geometry | Using units of measurement

• VCMMG118

  Name and order months and seasons

  Elaborations

  • investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns.

  VCMMG118 | Mathematics | Level 2 | Measurement and Geometry | Using units of measurement

• VCMMG120

  Describe and draw two-dimensional shapes, with and without digital technologies

  Elaborations

  • identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners

  VCMMG120 | Mathematics | Level 2 | Measurement and Geometry | Shape

• 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

• VCMMG145

  Identify and describe slides and turns found in the natural and built environment

  Elaborations

  • recognising and representing slides and turn used in brickwork around the school
  • recognising and representing slides and turn used in sporting activities

  VCMMG145 | Mathematics | Level 3 | Measurement and Geometry | Location and transformation

• VCMMG171

  Explain and compare the geometric properties of two-dimensional shapes and three-dimensional objects

  Elaborations

  • describing the similarities and differences between two-dimensional shapes and three-dimensional objects
  • recognising two-dimensional shapes that are the faces for three-dimensional objects such as prisms, pyramids and platonic solids (including tetrahedrons, cubes and dodecahedrons)

  VCMMG171 | Mathematics | Level 4 | Measurement and Geometry | Shape

• VCMMG227

  Measure, calculate and compare elapsed time

  Elaborations

  • recognising that some units of time are better suited for some tasks than others, for example, seconds rather than minutes to measure the duration of a short event
  • using a stopwatch to measure and compare the duration of a series of events, for example, how long does it take to jump a skipping rope 100 times
  • using the starting and finishing times to calculate and compare elapsed time, for example, the time taken to walk to school compared to the time taken to ride to school

  VCMMG227 | Mathematics | Level 6 | 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

• 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

• VCMMG065

  Follow simple directional words to locate or move an object ‘on’, ‘in’ or ‘under’

  Elaborations

  • following multiple positional directions during everyday situations, for example, chants, songs or rhymes with repeated actions, completing an art, cooking or drawing activity, locating a tool or completing a job
  • developing consistency and fluency in communicating and interpreting directional and positional words
  • using everyday location language to explain where an object is

  VCMMG065 | Mathematics | Level D | Measurement and Geometry | Location and transformation

• 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

• VCMMG031

  Respond to a simple statement about location or direction

  Elaborations

  • following directional communication used in daily routine, for example, ‘put in’ to finish an activity, ‘sit down’, ‘stand up’ during an activity or program
  • following everyday language of location and direction through modelled daily routines, for example: looking upwards for ‘up’; using rhymes and chants that relate to movement; following a warm-up sequence for work or sport; unpacking their bag; washing their hands and setting up for lunch
  • exploring the concept of ‘inside’ and ‘outside’ during activities by putting objects ‘in’ and ‘out’ of a container and following routines and instructions that involve moving inside and outside locations

  VCMMG031 | Mathematics | Level B | 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

• 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

• VCMMG062

  Identify and sequence regular events that occur during the school day and comment on their duration (short/long)

  Elaborations

  • creating and following a visual schedule based on the school day’s events
  • ordering events based on duration, for example, ‘I can do more at lunch time than recess’
  • comparing and labelling events as long, short, quick
  • understanding the purpose of a clock and some of its features
  • using timers and a clock to explore and compare time and duration of events

  VCMMG062 | Mathematics | Level D | 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

• VCMMG027

  Compare objects using direct comparison

  Elaborations

  • exploring objects in structured situations based on length
  • matching objects that are from a small field and identical in length
  • showing recognition or preference for an object based on its mass, capacity or length within a range of situations

  VCMMG027 | Mathematics | Level B | Measurement and Geometry | Using units of measurement

• VCMMG063

  Identify the days of the week in sequence

  Elaborations

  • using picture schedules to identify key events of a day and a week
  • using everyday language ‘sometimes’, ‘always’ and never to indicate the likelihood of an event on a day or week
  • using ‘morning routine’ to identify the days and what will occur during the day
  • communicating the days of the week

  VCMMG063 | Mathematics | Level D | Measurement and Geometry | Using units of measurement