Search results

Result list

• VCMNA057

  Sharing material in practical situations so everyone has the same amount

  Elaborations

  • using one to one correspondence to share materials equally
  • exploring stories and everyday situations which require sharing and the distributing of materials

  VCMNA057 | Mathematics | Level D | Number and Algebra | Number and place value

• VCMNA060

  Follow a sequence of steps

  Elaborations

  • using sequence steps to complete an activity
  • representing a sequence of steps using visuals
  • identify options and following steps through everyday situations and events
  • participate in a variety of chance games and experiences

  VCMNA060 | Mathematics | Level D | Number and Algebra | Patterns and algebra

• VCMNA004

  Respond to situations where the comparison of two collections or objects is involved

  Elaborations

  • experiencing objects being collected and grouped together
  • using objects which are personally relevant to create collections
  • reacting to the comparison of everyday objects and collections of objects, for example using one-to-one correspondence to compare art equipment, cooking utensils, balls, sensory objects

  VCMNA004 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA008

  Respond to the identification of objects

  Elaborations

  • experiencing patterns and the sorting of objects in everyday situations, for example repeated rhythm, pattern on textured material or objects, sorting of materials and utensils
  • becoming aware of ready-made visual, musical and multimodal patterns, for example, computer programs, stripes, dots, textures, sounds

  VCMNA008 | Mathematics | Level A | Number and Algebra | Patterns and algebra

• VCMNA042

  Pair identical objects from a small collection, and recognise simple repeated patterns

  Elaborations

  • copying a simple repeated pattern using one-to-one correspondence with objects
  • copying a pattern associated with a familiar activity, for example repeating movement pattern
  • using a single given attribute (for example, size, colour, texture, shape) to group objects
  • matching, sorting and organising objects in practical situations

  VCMNA042 | Mathematics | Level C | Number and Algebra | Patterns and algebra

• VCMNA038

  Compare and order two collections according to their quantity

  Elaborations

  • comparing and ordering items using appropriate language of ‘more’, ‘less’, ‘same’
  • using everyday situations of one-to-one correspondence to compare two collections of significantly different amounts
  • using practical situations to indicate ‘more’, ‘less’ or ‘same’

  VCMNA038 | Mathematics | Level C | Number and Algebra | Number and place value

• 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

• VCMNA018

  Use number names ‘one’, ‘two’ and ‘three’ in sequence to count in everyday situations

  Elaborations

  • assisting to count objects initially to three, by participating in activities, stories, songs and rhymes that involve number. This could include nodding as objects are counted, tapping an object as it is counted, tracking objects being counted, repeating some number names as objects are being counted
  • responding to number of names in everyday situations, for example waiting for counting down or up before starting an action, sound, activity; stepping, clapping, making a sound, tapping a switch for each number
  • exploring and using some number names by ‘repeating’ number name either verbally or through a communication system or augmentative and alternative communication (AAC)

  VCMNA018 | Mathematics | Level B | Number and Algebra | Number and place value

• VCMNA003

  Respond to groups of personally relevant objects

  Elaborations

  • experiencing objects and groups of objects, for example through sensory activities
  • experiencing groups of objects of significantly different sizes
  • reacting to collections within the context of everyday familiar situations, for example collections of favourite food, jewellery, utensils, or collections based on colour or texture

  VCMNA003 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA035

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

  Elaborations

  • developing fluency in forward counting to five using words, sign or augmentative and alternative communication (AAC) in meaningful contexts, including everyday experiences and stories
  • knowing that the forward sequence of counting words occurs in the same order, for example always communicating numbers in the same sequence, indicating when another person uses number names in the wrong sequence
  • developing one-to-one correspondence by recognising that each object is counted, by indicating an object during counting situations, for example, indicating by pointing, activating a switch or eye gaze

  VCMNA035 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA056

  Model practical situations involving ‘adding to’ or ‘taking away’ with collections of up to five objects

  Elaborations

  • using shared experiences with concrete materials to combine two groups of objects, and count to find a total
  • counting on or back from a group using concrete materials, for example adding/ subtracting balls in a basket, pens in a container, tools in a tool box
  • using a calculator or digital device to undertake simple addition and subtraction
  • exploring the concept of adding one and taking away one

  VCMNA056 | Mathematics | Level D | Number and Algebra | Number and place value

• VCMNA053

  Recognise number name, numerals and quantities, initially up to five and beyond

  Elaborations

  • responding to key vocabulary and questions about ‘how many’
  • using one-to-one matching of number words, sign or augmentative and alternative communication (AAC) representation for objects to five
  • matching numerals to the correct number of items initially to five using number games, software, cards and everyday situations

  VCMNA053 | Mathematics | Level D | Number and Algebra | Number and place value

• VCMNA055

  Compare, order and make comparisons between two collections, according to their quantity, using numbers initially to five

  Elaborations

  • comparing and ordering collections using the appropriate language and number name
  • comparing and communicating about characteristics of groups, for example sequencing objects in a group from smallest to largest; indicating the larger/smaller group through gesture, verbally or augmentative and alternative communication (AAC)

  VCMNA055 | Mathematics | Level D | Number and Algebra | Number and place value

• VCMNA005

  Respond to the removal and addition of familiar items and objects in practical situations

  Elaborations

  • experiencing changes in quantity that occur during addition and subtraction within everyday experiences
  • attending to the adding and subtraction of familiar objects
  • reacting to changes in a collection when objects are added or subtracted

  VCMNA005 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA037

  Identify groups as being ‘one’, ‘more’ or ‘less’

  Elaborations

  • indicating the larger of two groups when presented with groups of significantly different number sets, for example group of paints, lollies, tools, dots, blocks, counters

  VCMNA037 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMSP049

  Identify data relevant to a given context

  Elaborations

  • assisting to collect information to answer a question, for example, what colours are the counters in the box
  • following simple instructions to sort objects for a data display

  VCMSP049 | Mathematics | Level C | Statistics and Probability | Data representation and interpretation

• VCMSP015

  Respond to objects relevant to a given context

  Elaborations

  • experiencing the collection, sorting and displaying of information and data, for example visual display of who is here today with photos of class members’ present
  • associating objects with familiar events, within the context of practical situations, for example recognising connection between own bag and lunchtime, equipment for art, sport, or cooking and the associated activity
  • experiencing the phenomena of chance by attending to activities and toys that demonstrate chance occurrences

  VCMSP015 | Mathematics | Level A | Statistics and Probability | Data representation and interpretation

• VCMSP083

  Answer yes/no questions to collect information

  Elaborations

  • posing questions about themselves and familiar objects and events, for example, 'Do you have any pets?'
  • answering questions that have exactly two mutually exclusive possible responses

  VCMSP083 | Mathematics | Foundation Level | Statistics and Probability | Data representation and interpretation

• VCMSP127

  Collect, check and classify data

  Elaborations

  • recognising the usefulness of tally marks
  • identifying categories of data and using them to sort data

  VCMSP127 | Mathematics | Level 2 | Statistics and Probability | Data representation and interpretation

• VCMSP149

  Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies

  Elaborations

  • exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
  • collecting data to investigate features in the natural environment

  VCMSP149 | Mathematics | Level 3 | Statistics and Probability | Data representation and interpretation