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• VC2M3P01

  identify practical activities and everyday events that involve chance, and describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’, explaining reasoning

  Elaborations

  • predicting what could happen next in practical activities that involve an element of chance, considering possible outcomes and using terms such as ‘likely’ or ‘unlikely’ to explain their predictions
  • classifying a list of everyday events or sorting a set of event cards according to how likely they are to happen, using the language of chance and giving reasons for classifications; and discussing how impossible outcomes cannot ever happen, and uncertain outcomes are affected by chance as they may or may not happen, whereas certain events must always happen so they are not affected by chance
  • making predictions and testing what would happen, for example, if 10 names were put in a box and names were then drawn out one at a time and replaced after each selection, discussing how likely it would be after 10 selections that all 10 names were drawn from the box or that one name was drawn multiple times

  VC2M3P01 | Mathematics | Mathematics Version 2.0 | Level 3 | Probability

• Mathematics: About Mathematics

  The VCAA is developing the Victorian Curriculum F–10 Version 2.0, starting with the publication of the Mathematics Version 2.0 curriculum in Term 3 2023.

  You can access both the current Mathematics curriculum and Mathematics Version 2.0 using the menu on this page.

  Go to the VCAA website to ...

  Overview material | Mathematics

• 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

• VC2M7A02

  apply the associative, commutative and distributive laws to aid mental and written computation, and formulate algebraic expressions using constants, variables, operations and brackets

  Elaborations

  • simplifying calculations
  • forming simple estimates for calculations involving multiple and/or combined operations
  • generalising arithmetic expressions to algebraic expressions involving constants, variables, operations and brackets; for example, 7+7+7=3×7, x+x+x=3×x noting that 3x includes implied multiplication and recognising the difference between 3x+4 and 3x+4
  • formulating algebraic expressions that represent mathematical relationships; for example, translating from words to symbols in ‘think of a number’ type activities
  • recognising and applying the concept of variable as something that can change in value, investigating the relationships between variables, and the application to processes on Country/Place, including how cultural expressions of Aboriginal and Torres Strait Islander Peoples, such as storytelling, communicate mathematical relationships that can be represented as mathematical expressions

  VC2M7A02 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VCMMG197

  Compare 12- and 24-hour time systems and convert between them

  Elaborations

  • investigating the ways time was and is measured in different Aboriginal Country, such as using tidal change
  • using units hours, minutes and seconds

  VCMMG197 | Mathematics | Level 5 | Measurement and Geometry | Using units of measurement

• VCMNA070

  Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

  Elaborations

  • understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the ‘how many’ question
  • using scenarios to help students recognise that other cultures count in a variety of ways, such as by placing one pebble in a bag to represent one object. For example to count the number of cattle

  VCMNA070 | Mathematics | Foundation Level | Number and Algebra | Number and place value

• 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 1 description

  In Level 1, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics: Level 3 achievement standards

  Number and Algebra

  Students count and order numbers to and from 10 000. They recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the use of digital technology. Students recall addition and multiplication facts...

  Level description | Mathematics | Level 3

• VCMNA249

  Recognise and solve problems involving simple ratios

  Elaborations

  • understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem

  VCMNA249 | Mathematics | Level 7 | Number and Algebra | Real numbers

• VCMNA110

  Recognise and interpret common uses of halves, quarters and eighths of shapes and collections

  Elaborations

  • recognising that sets of objects can be partitioned in different ways to demonstrate fractions
  • relating the number of parts to the size of a fraction

  VCMNA110 | Mathematics | Level 2 | Number and Algebra | Fractions and decimals

• VCMSP270

  Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data

  Elaborations

  • understanding that summarising data by calculating measures of centre and spread can help make sense of the data

  VCMSP270 | Mathematics | Level 7 | Statistics and Probability | Data representation and interpretation

• 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

• VC2M4M02

  recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units

  Elaborations

  • recognising that perimeter is the sum of the lengths that form the boundary of a shape or enclosed space; choosing suitable units from a range of objects to measure around the boundary of a shape such as a garden bed; comparing the results to say which unit was an appropriate choice for the context; and using a piece of string or rope to measure the perimeter of irregular shapes and enclosed spaces, including those that have curved sections
  • creating a range of rectangles representing ‘paddocks’ on grid paper and establishing different methods of working out the length of the boundary fences; and explaining that the more efficient methods involve adding the side lengths rather than counting squares
  • recognising that area is the space enclosed by the boundary of a shape or the surface of an object; measuring and comparing the area of shapes using an array of paper tiles or mosaic squares, including part units to fill gaps at the edge of the shapes; and comparing the total areas by combining the fractional parts to make whole units
  • demonstrating how to use one unit repeatedly to measure the area of a shape (for example, using one paper square to measure and compare the area of a rectangle and a triangle) and recording and explaining how they used part units to give a more accurate measure, and why they needed to ensure there were no gaps or overlaps
  • investigating the ways Aboriginal and/or Torres Strait Islander ranger groups and other groups measure areas of land to make decisions about fire burns to care for Country/Place

  VC2M4M02 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M4P01

  describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events

  Elaborations

  • using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur; and considering and discussing why the order of some events might be different for different students
  • predicting the outcome of a coin toss after 5 heads have been tossed in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; and discussing with reasons why this assertion is correct or incorrect
  • predicting how likely it is – from least likely to most likely – that they would select a red ball from a bag containing 10 red balls and 5 white balls, from a bag containing 20 of each, or from a bag that has 25 red balls and 20 white balls, justifying their decision
  • identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead
  • listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time, or selecting a card from a deck and discussing if it is red it cannot be a spade or a club
  • identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)

  VC2M4P01 | Mathematics | Mathematics Version 2.0 | Level 4 | Probability

• VC2M9P02

  calculate relative frequencies from given or collected data to estimate probabilities of events involving ‘and’, inclusive ‘or’ and exclusive ‘or’

  Elaborations

  • understanding that relative frequencies from large data sets or long-run experiments can provide reliable measures of probability and can be used to make predictions of decisions 
  • using Venn diagrams or two-way tables to estimate frequencies of events involving ‘and’ and ‘or’ questions

  VC2M9P02 | Mathematics | Mathematics Version 2.0 | Level 9 | Probability

• VCMNA306

  Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate

  Elaborations

  • understanding that the distributive law can be applied to algebraic expressions as well as numbers
  • understanding the relationship between expansion and factorisation and identifying algebraic factors in algebraic expressions

  VCMNA306 | Mathematics | Level 9 | Number and Algebra | Patterns and algebra

• 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

• 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

• VCMNA285

  Plot graphs of non-linear real life data with and without the use of digital technologies, and interpret and analyse these graphs

  Elaborations

  • investigating different combinations of length and width of a rectangle for a fixed area, and drawing the corresponding graph
  • using graphs to analysing change in the value of a currency against another currency over a specified period

  VCMNA285 | Mathematics | Level 8 | Number and Algebra | Linear and non-linear relationships