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• VCMSP102

  Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

  Elaborations

  • understanding one-to-one correspondence
  • describing displays by identifying categories with the greatest or least number of objects

  VCMSP102 | Mathematics | Level 1 | Statistics and Probability | Data representation and interpretation

• Mathematics: Level D achievement standards

  Number and Algebra

  Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete...

  Level description | Mathematics | Level D

• Mathematics Version 2.0: Level 6 description

  In Level 6, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics | Mathematics: Learning in Mathematics

  The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically and are applied across all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.

  Understanding refers to students...

  Overview material | Mathematics

• Mathematics | Mathematics Version 2.0: Learning in Mathematics Version 2.0

  Learning in Mathematics emphasises the importance of providing opportunities for students to develop proficiency in mathematics. This development of proficiency is achieved in how content is explored or developed, that is, how students experience the thinking and doing of mathematics.

  Proficiency...

  Overview material | Mathematics Version 2.0

• 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

• VCMNA208

  Identify and describe properties of prime, composite, square and triangular numbers

  Elaborations

  • understanding that some numbers have special properties and that these properties can be used to solve problems
  • representing composite numbers as a product of their prime factors and using this form to simplify calculations by cancelling common primes
  • understanding that if a number is divisible by a composite number then it is also divisible by the prime factors of that number.

  VCMNA208 | Mathematics | Level 6 | Number and Algebra | Number and place value

• VC2M10AN01

  define rational and irrational numbers and perform operations with surds and fractional indices

  Elaborations

  • understanding that the real number system includes irrational numbers
  • extending the exponent laws to rational number indices
  • performing the 4 operations with surds

  VC2M10AN01 | Mathematics | Mathematics Version 2.0 | Level 10A | Number

• VCMMG122

  Interpret simple maps of familiar locations and identify the relative positions of key features

  Elaborations

  • understanding that we use representations of objects and their positions, such as on maps, to allow us to receive and give directions and to describe place
  • constructing arrangements of objects from a set of directions

  VCMMG122 | Mathematics | Level 2 | Measurement and Geometry | Location and transformation

• VCMMG229

  Investigate the effect of combinations of transformations on simple and composite shapes, including creating tessellations, with and without the use of digital technologies

  Elaborations

  • understanding which attributes of a shape remain the same or change under the effects of transformations such as size, shape or orientation
  • creating tessellations with simple shapes or simple composite shapes

  VCMMG229 | Mathematics | Level 6 | Measurement and Geometry | Location and transformation

• VC2M6N05

  solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions

  Elaborations

  • representing addition and subtraction of fractions, using an understanding of equivalent fractions and methods such as jumps on a number line, or diagrams of fractions as parts of shapes
  • determining the lowest common denominator using an understanding of prime and composite numbers to find equivalent representation of fractions when solving addition and subtraction problems
  • calculating the addition or subtraction of fractions in the context of real-world problems (for example, using part cups or spoons in a recipe), using the understanding of equivalent fractions
  • understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions; for example, using fraction overlays and number lines to give meaning to adding and subtracting fractions with related and unrelated denominators

  VC2M6N05 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• VCMNA355

  Define rational and irrational numbers and perform operations with surds and fractional indices

  Elaborations

  • understanding that the real number system includes irrational numbers
  • extending the index laws to rational number indices
  • performing the four operations with surds

  VCMNA355 | Mathematics | Level 10A | Number and Algebra | Real numbers

• VCMSP294

  Identify complementary events and use the sum of probabilities to solve problems

  Elaborations

  • identifying the complement of familiar events
  • understanding that probabilities range between 0 to 1 and that calculating the probability of an event allows the probability of its complement to be found

  VCMSP294 | Mathematics | Level 8 | Statistics and Probability | Chance

• Mathematics Version 2.0: Level 7 description

  In Level 7, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics: Foundation Level description

  In Foundation level, students play with objects and draw pictures to develop links between their immediate environment, everyday language and mathematical activity.

  Students classify and sort objects into sets and form simple correspondences between them. They decide when two sets are of equal...

  Level description | Mathematics

• Mathematics: Level B achievement standards

  Number and Algebra

  Students participate in everyday activities that involve numbers and counting, comparing groups of objects, and pattern activities. Students can rote count to three. Students identify ‘one’ and ‘lots’ of objects and show an understanding of ‘more...

  Level description | Mathematics | Level B

• Mathematics Version 2.0: Level 4 description

  In Level 4, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 5 description

  In Level 5, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• VC2M6SP02

  locate points in the 4 quadrants of the Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location with respect to a fixed origin
  • understanding that the axes are number lines that can have different scales, including fractions and decimals, depending on purpose
  • understanding that the horizontal coordinate is written first and is changed if there is a move to the left or right, whereas a move up or down will change the vertical coordinate
  • using the Cartesian plane to draw lines and polygons, listing coordinates in the correct order to complete a polygon
  • investigating and connecting land or star maps used by Aboriginal and Torres Strait Islander Peoples with the Cartesian plane through a graphical or visual way of describing location

  VC2M6SP02 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VC2M7M01

  establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem-solving

  Elaborations

  • building on the understanding of the area of rectangles to develop formulas for the area of triangles
  • establishing that the area of a triangle is half the area of an appropriate rectangle
  • using area formulas for rectangles and triangles to solve problems involving areas of surfaces

  VC2M7M01 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement