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• 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

• VC2M4M04

  estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle

  Elaborations

  • classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
  • identifying angles within the environment and estimating whether they are acute, obtuse, right or reflex
  • creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
  • using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)

  VC2M4M04 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• Mathematics | Mathematics: Rationale and Aims

  Rationale

  Mathematics provides students with access to important mathematical ideas, knowledge and skills that they will draw on in their personal and work lives. The curriculum also provides students, as life-long learners, with the basis on which further study and research in mathematics and...

  Overview material | Mathematics

• 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

• VC2M2A01

  recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern

  Elaborations

  • creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’
  • recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table
  • recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence
  • recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers

  VC2M2A01 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• 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

• 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

• 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

• VC2M8N06

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts involving profit and loss; formulate problems, choosing efficient mental and written calculation strategies and using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling situations involving weather and environmental contexts, including temperature or sea depths, by applying operations to positive and negative rational numbers, for example, contexts involving average temperature increases and decreases
  • modelling situations that involve percentage increases or decreases and explaining why it is an increase or decrease, such as mark-ups, discounts, Goods and Services Tax (GST), changes in populations or recycling rates
  • modelling situations involving personal income tax, and interpreting tax tables to determine income tax at various levels of income, including overall percentage of income allocated to tax
  • modelling situations involving percentage increase or decrease such as market trends, effects on population, or effects on the environment over extended time periods

  VC2M8N06 | Mathematics | Mathematics Version 2.0 | Level 8 | Number

• VCMNA059

  Sort like objects based on a given classification, and identify and continue a simple repeated pattern with its next element

  Elaborations

  • continuing a simple repeated two-part pattern with given objects, movements or sounds, for example, red, blue, red (set the table with drinking cups), paper, glue (set up equipment), knife and fork (set a table using two implements)
  • making patterns and collections based on objects being the same, different and alike
  • examining and continuing a simple repeated pattern with given objects, movements or sounds, for example, continue a two-beaded pattern (red, blue, red, blue)
  • sorting and grouping objects and communicating attributes such as texture, colour, size, category; for example, sort papers into two colours, sort cutlery into two groups
  • recognising patterns in familiar environments

  VCMNA059 | Mathematics | Level D | Number and Algebra | Patterns and algebra

• VC2M4SP04

  recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometry software where appropriate

  Elaborations

  • identifying rotational symmetry of shapes by tracing around various shapes and objects to create an image, and using the image to test and record which different rotations result in the same image
  • using dynamic geometry software to manipulate shapes and create symmetrical patterns; for example, creating tessellation patterns that are symmetrical
  • using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and Islamic artwork to investigate and discuss line and rotational symmetry
  • exploring the natural environment on Country/Place to investigate and discuss patterns and symmetry of shapes and objects such as in flowers, plants and landscapes

  VC2M4SP04 | Mathematics | Mathematics Version 2.0 | Level 4 | Space

• VC2MFN04

  partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts

  Elaborations

  • recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: ‘It’s 7 because there is 5 there and 2 more’
  • partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, ‘6 is 4 and 2 more, it’s 2 and 4’, then partitioning the same collection into 5 and 1 or 3 and 3
  • representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as on dominoes and dice by recognising parts that form the whole
  • exploring number groupings in Aboriginal and/or Torres Strait Islander Peoples’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10

  VC2MFN04 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VC2M5M04

  estimate, construct and measure angles in degrees, using appropriate tools, including a protractor, and relate these measures to angle names

  Elaborations

  • using a protractor to measure angles in degrees and classifying these angles using angle names; for example, an acute angle is less than 90°, an obtuse angle is more than 90° and less than 180°, a right angle is equal to 90° and a reflex angle is more than 180° and less than 360°
  • estimating the size of angles in the environment using a clinometer and describing the angles using angle names
  • using a ruler and protractor to construct triangles, given the angle measures and side lengths
  • using a protractor to measure angles when creating a pattern or string design within a circle
  • recognising the size of angles within shapes that do and do not tessellate, measuring the angles and using the sum of angles to explain why some shapes will tessellate and other shapes do not

  VC2M5M04 | Mathematics | Mathematics Version 2.0 | Level 5 | Measurement

• VC2M3M05

  identify angles as measures of turn and use right angles as a reference to compare angles in everyday situations

  Elaborations

  • using quarter, half and three-quarter turns and comparing them to a right angle, for example, a quarter turn is the same as a right angle; a half a turn is greater than a right angle and is the same as 2 right angles; a three-quarter turn is greater than a right angle and is the same as 3 right angles
  • recognising that right angles occur at the corners of many everyday objects, for example, books, windows, tabletops and whiteboards
  • identifying angles that are bigger than, smaller than and the same as a right angle in the environment; for example, opening doors partially and fully and comparing the angles created to a right angle
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games to investigate angles as measures of turn, for example, in the game Waayin from the Datiwuy People in the northern part of the Northern Territory

  VC2M3M05 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VC2MFST01

  collect, sort and compare data represented by objects and images in response to given investigative questions that have only 2 outcomes and relate to familiar situations

  Elaborations

  • using data displays to answer simple questions such as ‘How many students answered “yes” to having pets?’
  • collecting and deciding how to organise data to answer yes/no questions; for example, in relation to the question ‘Do more people in our class today have shoes with laces than without?’, explaining that lining up and matching shoes with and without laces one-to-one will answer the question
  • collecting data through everyday activities or events and sorting the collected data; for example, sorting toys into categories such as ‘toys that move’ and ‘toys that don’t move’
  • creating classroom charts and rosters using stickers to represent data; and comparing and interpreting the representations
  • investigating statistical contexts after reading a story; for example, after reading The Waterhole by Graeme Base, asking and responding to questions like ‘What different animals did you see?’, ‘How many different types of animals were there?’ or ‘Were there more tigers or kangaroos?’
  • exploring what and how information from the environment is collected and used by Aboriginal and/or Torres Strait Islander Peoples to predict weather events

  VC2MFST01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Statistics

• VC2M3SP01

  make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses

  Elaborations

  • classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices
  • making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases
  • making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations
  • using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs
  • identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres
  • investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions

  VC2M3SP01 | Mathematics | Mathematics Version 2.0 | Level 3 | Space