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• 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

• 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

• VCMMG168

  Use am and pm notation and solve simple time problems

  Elaborations

  • calculating the time spent at school during a normal school day
  • calculating the time required to travel between two locations
  • determining arrival time given departure time

  VCMMG168 | Mathematics | Level 4 | Measurement and Geometry | Using units of measurement

• VCMMG097

  Describe duration using months, weeks, days and hours

  Elaborations

  • describing the duration of familiar situations such as ‘how long is it until we next come to school?’

  VCMMG097 | Mathematics | Level 1 | Measurement and Geometry | Using units of measurement

• VCMMG145

  Identify and describe slides and turns found in the natural and built environment

  Elaborations

  • recognising and representing slides and turn used in brickwork around the school
  • recognising and representing slides and turn used in sporting activities

  VCMMG145 | Mathematics | Level 3 | Measurement and Geometry | Location and transformation

• 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

• 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

• VCMMG227

  Measure, calculate and compare elapsed time

  Elaborations

  • recognising that some units of time are better suited for some tasks than others, for example, seconds rather than minutes to measure the duration of a short event
  • using a stopwatch to measure and compare the duration of a series of events, for example, how long does it take to jump a skipping rope 100 times
  • using the starting and finishing times to calculate and compare elapsed time, for example, the time taken to walk to school compared to the time taken to ride to school

  VCMMG227 | Mathematics | Level 6 | Measurement and Geometry | Using units of measurement

• VCMNA257

  Investigate, interpret and analyse graphs from real life data, including consideration of domain and range

  Elaborations

  • using travel graphs to investigate and compare the distance travelled to and from school
  • interpreting features of travel graphs such as the slope of lines and the meaning of horizontal lines
  • using graphs of evaporation rates to explore water storage
  • describing and comparing temperature during a day at different times of the year from the corresponding graphs

  VCMNA257 | Mathematics | Level 7 | Number and Algebra | Linear and non-linear relationships