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• VCMMG047

  Match familiar two dimensional shapes and three dimensional objects

  Elaborations

  • matching simple three dimensional shapes with similar attributes, for example, different-sized spheres
    • matching simple two dimensional shapes with similar attributes, for example, different-sized spheres
  • recognising the relationship between familiar shapes using insert puzzles

  VCMMG047 | Mathematics | Level C | Measurement and Geometry | Shape

• 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

• VCMMG010

  Respond to objects based on length

  Elaborations

  • experiencing objects of various lengths
  • experiencing measurement attributes through the use of sensory input and objects
  • reacting to various measurement attributes of familiar objects, and being introduced to the names of those attributes, in the context of everyday experiences

  VCMMG010 | Mathematics | Level A | Measurement and Geometry | Using units of measurement

• VCMMG027

  Compare objects using direct comparison

  Elaborations

  • exploring objects in structured situations based on length
  • matching objects that are from a small field and identical in length
  • showing recognition or preference for an object based on its mass, capacity or length within a range of situations

  VCMMG027 | Mathematics | Level B | Measurement and Geometry | Using units of measurement

• VCMMG063

  Identify the days of the week in sequence

  Elaborations

  • using picture schedules to identify key events of a day and a week
  • using everyday language ‘sometimes’, ‘always’ and never to indicate the likelihood of an event on a day or week
  • using ‘morning routine’ to identify the days and what will occur during the day
  • communicating the days of the week

  VCMMG063 | Mathematics | Level D | Measurement and Geometry | Using units of measurement

• VCMNA019

  Correspond ‘one’ with a single object

  Elaborations

  • showing understanding of object permanency, by tracking and finding an object
  • exploring ‘oneness’ and indicate one, for example one clap, experiencing one object, giving out materials one at a time, requesting one, hearing one sound or beat
  • distributing objects and materials with support, using basic one-to-one correspondence

  VCMNA019 | Mathematics | Level B | Number and Algebra | Number and place value

• VCMNA054

  Subitise regular arrangements of objects and arrays up to five

  Elaborations

  • understanding that some numbers are represented by a set pattern or array

  VCMNA054 | Mathematics | Level D | Number and Algebra | Number and place value

• VCMNA039

  Demonstrate in practical situations, ‘adding one more to’ and ‘taking one away from’ in everyday situations

  Elaborations

  • using shared experiences with concrete materials to add one more to or take away one from a group of objects, and count to find a total
    • experiencing addition and subtraction in games
  • communicating using language such as ‘more’ or ‘less’ to describe a change in a group using classroom resources and in practical situations

  VCMNA039 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA059

  Sort like objects based on a given classification, and identify and continue a simple repeated pattern with its next element

  Elaborations

  • continuing a simple repeated two-part pattern with given objects, movements or sounds, for example, red, blue, red (set the table with drinking cups), paper, glue (set up equipment), knife and fork (set a table using two implements)
  • making patterns and collections based on objects being the same, different and alike
  • examining and continuing a simple repeated pattern with given objects, movements or sounds, for example, continue a two-beaded pattern (red, blue, red, blue)
  • sorting and grouping objects and communicating attributes such as texture, colour, size, category; for example, sort papers into two colours, sort cutlery into two groups
  • recognising patterns in familiar environments

  VCMNA059 | Mathematics | Level D | Number and Algebra | Patterns and algebra

• VCMNA002

  Respond to situations where counting is involved

  Elaborations

  • experiencing to number name, numerals and quantities in everyday experiences
  • experiencing activities that use number names, numerals and quantities, for example stories, songs, cooking, music
  • attending to and being aware of number as objects are being counted
  • reacting to objects moving, disappearing and re-appearing within the context of everyday situations
  • responding to wanting more or less of an object

  VCMNA002 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA052

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

  Elaborations

  • developing fluency with forward counting by communicating number names while counting, initially to 10 and in meaningful contexts such as cooking, collecting equipment, stories and games
  • understanding one-to-one correspondence by knowing that each object is counted only once, by tracking an object while counting in shared and structured counting experiences, for example moving objects once counted, counting objects left to right

  VCMNA052 | Mathematics | Level D | Number and Algebra | Number and place value

• VCMNA022

  Participate in everyday situations involving ‘adding’ and ‘taking away’

  Elaborations

  • combining two groups of objects to make ‘more’ within the context of familiar everyday situations
  • participating in everyday situations that involve moving objects to make ‘less’ or ‘more’, for example dragging an object to or from a group, using a switch to initiate the action or augmentative and alternative communication to communicate the action required

  VCMNA022 | Mathematics | Level B | Number and Algebra | Number and place value

• VCMNA021

  Make comparison between items using appropriate language such as ‘same’ or ‘different’

  Elaborations

  • comparing two collections using one to one correspondence within the context of everyday situations
  • responding to questions about group comparison for example ‘Are they the same?’ ‘Or different?’ verbally or by indicating through augmentative and alternative communication, actions or eye gaze

  VCMNA021 | Mathematics | Level B | Number and Algebra | Number and place value

• VCMNA025

  Participate in the comparison of objects, using language such as ‘same’ and ‘different’

  Elaborations

  • recognising patterns through the concept of ‘same’ and ‘different’ objects within the context of everyday situations
  • repeating rhythm patterns (with movement or sound)
  • making simple patterns by stacking and lining up objects
  • sorting everyday familiar objects during shared experiences, for example, when cooking, playing sport or playing with toys such as blocks

  VCMNA025 | Mathematics | Level B | Number and Algebra | Patterns and algebra

• VCMNA036

  Know and match number name, numerals and quantities to three

  Elaborations

  • developing one-to-one matching of number word or its representation through sign or alternative and augmentative communication (AAC) to objects initially up to three
  • recognising that numerals look different from non-numeral shapes
  • using structured situations to count and match groups of objects to a numeral, initially up to 3

  VCMNA036 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA001

  Respond to objects being counted and distributed

  Elaborations

  • experiencing number names and number sequence in everyday experiences, for example birthdays, distributing equipment, collecting materials
  • experiencing number and its use in stories, songs and rhythm, chosen for their interest and relevance to the student’s age
  • attending to number and counting in daily routines, for example cups of flour in the bowl, number of times an action or event is repeated or experienced
  • reacting to everyday situations where objects are counted, for example number of items on a plate or tray, steps to the door, eggs in the carton, bounces of a ball
  • being supported as they touch, feel or move over objects as they are being counted

  VCMNA001 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA069

  Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

  Elaborations

  • reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
  • identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
  • developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
  • understanding that numbers are said in a particular order and there are patterns in the way we say them

  VCMNA069 | Mathematics | Foundation Level | Number and Algebra | Number and place value

• VCMNA109

  Recognise and represent division as grouping into equal sets and solve simple problems using these representations

  Elaborations

  • dividing the class or a collection of objects into equal-sized groups
  • identifying the difference between dividing a set of objects into three equal groups (partition) and dividing the same set of objects into groups of three (quotition)

  VCMNA109 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCMNA105

  Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

  Elaborations

  • using an abacus to model and represent numbers
  • understanding three-digit numbers as comprised of hundreds, tens and ones/units
  • demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning

  VCMNA105 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCMNA071

  Subitise small collections of objects

  Elaborations

  • using subitising as the basis for ordering and comparing collections of numbers

  VCMNA071 | Mathematics | Foundation Level | Number and Algebra | Number and place value