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• VCMNA340

  Solve linear equations involving simple algebraic fractions

  Elaborations

  • solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
  • representing word problems, including those involving fractions, as equations and solving them to answer the question

  VCMNA340 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMSP033

  Participate in the grouping of data

  Elaborations

  • answering a yes/no question and assisting to place their response in a data display
  • experiencing the representation of everyday situations and choices in simple date displays
  • match a response to a given category

  VCMSP033 | Mathematics | Level B | Statistics and Probability | Data representation and interpretation

• VCMSP205

  Pose questions and collect categorical or numerical data by observation or survey

  Elaborations

  • posing questions about insect diversity in the playground, collecting data by taping a one-metre-square piece of paper to the playground and observing the type and number of insects on it over time

  VCMSP205 | Mathematics | Level 5 | Statistics and Probability | Data representation and interpretation

• VCMSP178

  Select and trial methods for data collection, including survey questions and recording sheets

  Elaborations

  • comparing the effectiveness of different methods of collecting data
  • choosing the most effective way to collect data for a given investigation

  VCMSP178 | Mathematics | Level 4 | Statistics and Probability | Data representation and interpretation

• VCMSP237

  Pose and refine questions to collect categorical or numerical data by observation or survey

  Elaborations

  • narrowing or broadening a question to be posed for an observation or survey, for example, ‘which of these ice cream flavours – vanilla or chocolate?’ to ‘do you like ice cream, if yes what is your favourite flavour?’

  VCMSP237 | Mathematics | Level 6 | Statistics and Probability | Data representation and interpretation

• VCMNA155

  Recall multiplication facts up to 10 × 10 and related division facts

  Elaborations

  • using known multiplication facts to calculate related division facts
  • using strategies to recall the multiplication facts
  • extending multiplication facts (for example 4 by 7 is 28 so 4 by 7 tens is 28 tens)

  VCMNA155 | Mathematics | Level 4 | Number and Algebra | Number and place value

• VCMSP148

  Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording

  Elaborations

  • refining questions and planning investigations that involve collecting data, and carrying out the investigation. For example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast cereal among students in our class?’

  VCMSP148 | Mathematics | Level 3 | Statistics and Probability | Data representation and interpretation

• VCMNA215

  Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies

  Elaborations

  • interpreting the results of calculations to provide an answer appropriate to the context

  VCMNA215 | Mathematics | Level 6 | Number and Algebra | Fractions and decimals

• 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

• 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

• VCMSP324

  Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources

  Elaborations

  • comparing the annual rainfall in various parts of Australia, Pakistan, New Guinea and Malaysia

  VCMSP324 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

• VCMNA135

  Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies

  Elaborations

  • writing simple word problems in numerical form and vice versa
  • using technology to check the solution and reasonableness of the answer

  VCMNA135 | Mathematics | Level 3 | Number and Algebra | Number and place value

• 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

• 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: Level 4 description

  In Level 4, students extend the number system to simple decimal fractions, and broaden their use of measures and scales.

  Students model, represent and order numbers to tens of thousands, and extend place value to tenths and hundredths. They investigate odd and even numbers and explore number patterns...

  Level description | Mathematics

• Mathematics: Level 7 description

  In Level 7, students work with powers of whole numbers, use index notation, represent numbers as products of powers of prime numbers, and investigate square roots of perfect squares. They use number properties to assist with calculation and order, and to add and subtract integers. Students find...

  Level description | Mathematics

• VCMNA185

  Use efficient mental and written strategies and apply appropriate digital technologies to solve problems

  Elaborations

  • choosing between mental, written and a technology-based computation depending on the nature of the problems and the purpose for computation
  • using technology to solve problems and check the reasonableness of answers

  VCMNA185 | Mathematics | Level 5 | Number and Algebra | Number and place value

• Mathematics: Level 4 achievement standards

  Number and Algebra

  Students recall multiplication facts to 10 x 10 and related division facts. They choose appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context. Students...

  Level description | Mathematics | Level 4

• Mathematics: Level 8 achievement standards

  Number and Algebra

  Students use efficient mental and written strategies to make estimates and carry out the four operations with integers, and apply the index laws to whole numbers. They identify and describe rational and irrational numbers in context. Students estimate answers and solve everyday...

  Level description | Mathematics | Level 8