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• 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

• 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 Version 2.0: Foundation Level achievement standards

  By the end of Foundation, students make connections between number names, numerals and position in the sequence of numbers from zero to at least 20. They use subitising and counting strategies to quantify collections. Students compare the size of collections to at least 20. They partition...

  Level description | Mathematics | Mathematics Version 2.0 | Foundation Level

• VCZHC004

  Locate and present information about familiar objects, people and personal interests using visual and contextual cues

  Elaborations

  • tracing, copying and practising using individual characters, such as the numbers 1–10 ( 一， 二， 三， 四， 五…)
  • cutting and pasting characters from a provided set to make a mini book
  • selecting characters to label pictures and make a greeting card or postcard

  VCZHC004 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• Mathematics: Foundation Level achievement standards

  Number and Algebra

  Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and...

  Level description | Mathematics | Foundation Level

• VCZHU128

  Recognise differences and similarities in communication across cultures, such as greetings, names and gestures

  Elaborations

  • viewing and listening to Chinese and Australian cartoons and identifying similarities and differences
  • examining pictures of different marketplaces and noticing differences between food markets and grocery stores in China and Australia
  • observing what is the same and what is different in their classroom interactions and classroom interactions in China
  • discussing communicative practices across cultures and identifying culture-specific practices (for example 拜年) in Chinese culture, including noting culture-specific phrases used in either Chinese or English
  • recognising various ways in which familiar concepts are expressed in different cultures, such as greetings
  • using non-verbal communication, such as gestures and facial expressions, for example, showing numbers 1–10 with fingers
  • recognising ways in which people express their culture in music, dance, traditional stories, food, games and celebrations
  • recognising visible expressions of identity such as flags, maps, traditional dress, and landmarks
  • exploring cultural symbols and practices through stories, songs, dances, games and crafts

  VCZHU128 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCFRC002

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)
  • creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? Non, j’ai un 6
  • taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)

  VCFRC002 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising