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• VC2M1M03

  describe the duration and sequence of events using years, months, weeks, days and hours

  Elaborations

  • naming, listing and using familiar units of time, such as hours, days, weeks and years
  • comparing the number of days in the months of the year and explaining how the months cycle from one year to the next
  • sequencing familiar events, including representing time, on pictorial timelines
  • discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school
  • investigating durations of time represented in Aboriginal and/or Torres Strait Islander seasonal calendars

  VC2M1M03 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• Mathematics | Mathematics Version 2.0: Structure

  Mathematics is presented in 11 levels, from Foundation to Level 10.

  Level 10 also includes Level 10A, which provides opportunities for students to extend their exploration of mathematical notions and further their mathematical studies.

  Strands

  The curriculum is organised into 6 interrelated...

  Overview material | Mathematics Version 2.0

• 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

• VC2M4N02

  investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9

  Elaborations

  • recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences

  VC2M4N02 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCMNA154

  Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9

  Elaborations

  • recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences

  VCMNA154 | Mathematics | Level 4 | Number and Algebra | Number and place value

• Mathematics | Mathematics: Structure

  The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

  Each strand is organised by sub-­strands. Sub-strands group content descriptions under an appropriate concept, to provide both a focus and a clear sequence for the...

  Overview material | Mathematics

• Mathematics | Mathematics Version 2.0: Downloads

  Go to the Victorian Curriculum Version 2.0 website to download the Mathematics Version 2.0 curriculum.

  Overview material | Mathematics Version 2.0

• Mathematics | Mathematics: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Mathematics

• Mathematics | Mathematics: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse...

  Overview material | Mathematics

• Mathematics | Mathematics Version 2.0: Resources

  Go to the Victorian Curriculum Version 2.0 website for a comprehensive suite of supporting resources for Mathematics Version 2.0.

  Overview material | Mathematics Version 2.0

• Mathematics | Mathematics Version 2.0: Scope and Sequence

  Go to the Victorian Curriculum Version 2.0 website to access the Mathematics Version 2.0 Scope and Sequence.

  Overview material | Mathematics Version 2.0

• VC2M5N06

  solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers

  Elaborations

  • solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012
  • solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240
  • using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm
  • using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers

  VC2M5N06 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VC2M2A02

  recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts

  Elaborations

  • using ten-frames or materials such as connecting cubes to develop and record addition and subtraction strategies including doubles, near doubles, counting on, combinations to 10 and bridging to 10, explaining patterns and connections noticed within the facts
  • partitioning and rearranging collections to practise and develop fluency with addition and subtraction facts to 20, leading to the recall of these facts; for example, partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7
  • using partitioning to develop and record facts systematically (for example, ‘How many ways can 10 birds be spread among 2 trees?’, 10 = 10 + 0, 10 = 9 + 1, 10 = 8 + 2, 10 = 7 + 3, …), explaining how they know they have found all possible partitions 

  VC2M2A02 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VCMNA133

  Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation

  Elaborations

  • recognising that certain single-digit number combinations always result in the same answer for addition and subtraction, and using this knowledge for addition and subtraction of larger numbers
  • extending strategies for addition and subtraction such as 14 + 8 + 6 = 14 + 6 + 8 = 28 and 54 – 28 = 2 + 20 + 4
  • combining knowledge of addition and subtraction facts and partitioning to aid computation. For example, 57 + 19 = 57 + 20 – 1

  VCMNA133 | Mathematics | Level 3 | Number and Algebra | Number and place value

• 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 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

• VCMSP323

  Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians

  Elaborations

  • investigating a range of data and its sources. For example, the age of residents in Australia, Cambodia and Tonga, or the number of subjects studied at school by 14-year-old students in Australia, Japan and Timor-Leste

  VCMSP323 | Mathematics | Level 9 | Statistics and Probability | Chance

• VC2M3A02

  extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator

  Elaborations

  • partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7
  • using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions
  • understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200

  VC2M3A02 | Mathematics | Mathematics Version 2.0 | Level 3 | Algebra

• VCMNA129

  Investigate the conditions required for a number to be odd or even and identify odd and even numbers

  Elaborations

  • identifying even numbers using skip counting by twos or by grouping even collections of objects in twos
  • explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd

  VCMNA129 | Mathematics | Level 3 | Number and Algebra | Number and place value

• 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