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• Mathematics: Level 8 description

  In Level 8, students consolidate their proficiency with the four arithmetic operations, and combinations of these, for general computation involving natural numbers, integers and rational numbers, with and without the use of technology. They represent these numbers on the real number line. They...

  Level description | Mathematics

• Mathematics: Level 9 description

  In Level 9, students develop familiarity with a broader range of non-linear and linear functions and relations, and related algebra and graphs.

  Students apply index laws with integer indices to a range of numerical expressions and extend this to algebraic expressions involving numbers and pro-numerals...

  Level description | Mathematics

• Mathematics Version 2.0: Foundation Level description

  In Foundation, 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 to the...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 4 achievement standards

  By the end of Level 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by multiples of 10. Students use mathematical modelling to solve financial and other practical problems, formulating the problem using...

  Level description | Mathematics | Mathematics Version 2.0 | Level 4

• 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

• VC2M9SP01

  recognise the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles using properties of similarity

  Elaborations

  • understanding the terms ‘base’, ‘altitude’, ‘hypotenuse’, and ‘adjacent’ and ‘opposite’ sides to an angle, in a right-angled triangle, and identifying these for a given right-angled triangle
  • investigating patterns to reason about nested similar triangles that are aligned on a coordinate plane, connecting ideas of parallel sides and identifying the constancy of ratios of corresponding sides for a given angle
  • establishing an understanding that the sine of an angle can be considered as the length of the altitude of a right-angled triangle with a hypotenuse of length one unit and similarly the cosine as the length of the base of the same triangle, and relating this to enlargement and similar triangles
  • relating the tangent of an angle to the altitude and base of nested similar right-angled triangles, and connecting the tangent of the angle at which the graph of a straight line meets the positive direction of the horizontal coordinate axis to the gradient of the straight line

  VC2M9SP01 | Mathematics | Mathematics Version 2.0 | Level 9 | Space

• VC2M5SP03

  describe and perform translations, reflections and rotations of shapes, using dynamic geometry software where appropriate; recognise what changes and what remains the same, and identify any symmetries

  Elaborations

  • understanding and explaining that translations, rotations and reflections can change the position and orientation of a shape but not its shape or size
  • using pattern blocks and paper, tracing around a shape and then conducting a series of one-step transformations and tracing each resulting image, and then finally copying the original position and end position on a new sheet of paper
  • demonstrating how different combinations of transformations can produce the same resulting image
  • challenging classmates to select a combination of transformations to move from an original image to the final image, noting the different combinations by using different colours to trace images
  • investigating how animal tracks can be interpreted by Aboriginal and Torres Strait Islander Peoples using the transformation of their shapes, to help determine and understand animal behaviour

  VC2M5SP03 | Mathematics | Mathematics Version 2.0 | Level 5 | Space

• Mathematics Version 2.0: Level 9 description

  In Level 9, 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, reasoning...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 10 description

  In Level 10, learning in Mathematics builds on each student’s prior learning and experiences and provides the basis for a sound background in number, algebra, function, geometry and statistics. Students engage in a range of approaches to the learning and doing of mathematics that...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 2 description

  In Level 2, 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 Version 2.0: Level 8 description

  In Level 8, 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

• 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

• VCMNA052

  Use number names in sequence to count in everyday situations, initially from one to ten

  Elaborations

  • developing fluency with forward counting by communicating number names while counting, initially to 10 and in meaningful contexts such as cooking, collecting equipment, stories and games
  • understanding one-to-one correspondence by knowing that each object is counted only once, by tracking an object while counting in shared and structured counting experiences, for example moving objects once counted, counting objects left to right

  VCMNA052 | Mathematics | Level D | Number and Algebra | Number and place value

• 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

• VCMNA247

  Connect fractions, decimals and percentages and carry out simple conversions

  Elaborations

  • justifying choices of written, mental or calculator strategies for solving specific problems including those involving large numbers
  • understanding that quantities can be represented by different number types and calculated using various operations, and that choices need to be made about each
  • calculating the percentage of the total local municipal area set aside for parkland, manufacturing, retail and residential dwellings to compare land use

  VCMNA247 | Mathematics | Level 7 | Number and Algebra | Real numbers

• VCMNA020

  Explore the concept of ‘none’, ‘one’ and ‘more’

  Elaborations

  • recognising a change in a collection’s size within the context of familiar, everyday objects, for example a group of cars, toys, lollies, fruit, vegetables, coins, books, materials or tools
  • demonstrating an understanding of one by selecting, giving or taking one object
  • responding to questions about group composition (for example ‘Which group has more?’ ‘Which group has none?’) verbally or by indicating through augmentative and alternative communication, actions or eye gaze

  VCMNA020 | Mathematics | Level B | Number and Algebra | Number and place value

• VCMSP269

  Construct and compare a range of data displays including stem-and-leaf plots and dot plots

  Elaborations

  • understanding that some data representations are more appropriate than others for particular data sets, and answering questions about those data sets
  • using ordered stem-and-leaf plots to record and display numerical data collected in a class investigation, such as constructing a class plot of height in centimetres on a shared stem-and-leaf plot for which the stems 12, 13, 14, 15, 16 and 17 have been produced

  VCMSP269 | Mathematics | Level 7 | Statistics and Probability | Data representation and interpretation

• VCMSP296

  Represent events in two-way tables and Venn diagrams and solve related problems

  Elaborations

  • using Venn diagrams and two-way tables to calculate probabilities for events, satisfying 'and', 'or' and 'not' conditions
  • understanding that representing data in Venn diagrams or two-way tables facilitates the calculation of probabilities
  • collecting data to answer the questions using Venn diagrams or two-way tables

  VCMSP296 | Mathematics | Level 8 | Statistics and Probability | Chance

• VC2M7M06

  use mathematical modelling to solve practical problems involving ratios of lengths, areas and volumes; formulate problems, interpret and communicate solutions in terms of the situation, justifying choices made about the representation

  Elaborations

  • using fractions to model and solve ratio problems involving comparison of quantities, and considering part-part and part-whole relations
  • modelling and solving practical problems involving ratios of length, capacity or mass, such as in construction, design, or food or textile production; for example, mixing concrete, the golden ratio in design, mixing a salad dressing
  • modelling the situation using manipulatives, diagrams and/or mathematical discussion; for example, mixing primary colours in a variety of ratios to investigate how new colours are created and the strength of those colours
  • investigating commercialised substances founded on Aboriginal and/or Torres Strait Islander Peoples’ knowledges of substances, including pharmaceuticals and toxins, understanding how ratios are used in their development

  VC2M7M06 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VC2M4N05

  solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits

  Elaborations

  • using physical or virtual materials to demonstrate the multiplicative relationship between the places
  • using materials such as place value charts, numeral expanders or sliders to recognise and explain why multiplying by 10 moves the digits one place to the left and dividing by 10 moves digits one place to the right
  • using a calculator or other digital tools to recognise and develop an understanding of the effect of multiplying or dividing numbers by tens, hundreds and thousands, recording sequences in a place value chart, in a table or spreadsheet, generalising the patterns noticed and applying them to solve multiplicative problems without a calculator

  VC2M4N05 | Mathematics | Mathematics Version 2.0 | Level 4 | Number