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• Mathematics Version 2.0: Level 4 description

  In Level 4, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 5 description

  In Level 5, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• VC2M6SP02

  locate points in the 4 quadrants of the Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location with respect to a fixed origin
  • understanding that the axes are number lines that can have different scales, including fractions and decimals, depending on purpose
  • understanding that the horizontal coordinate is written first and is changed if there is a move to the left or right, whereas a move up or down will change the vertical coordinate
  • using the Cartesian plane to draw lines and polygons, listing coordinates in the correct order to complete a polygon
  • investigating and connecting land or star maps used by Aboriginal and Torres Strait Islander Peoples with the Cartesian plane through a graphical or visual way of describing location

  VC2M6SP02 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VC2M7M01

  establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem-solving

  Elaborations

  • building on the understanding of the area of rectangles to develop formulas for the area of triangles
  • establishing that the area of a triangle is half the area of an appropriate rectangle
  • using area formulas for rectangles and triangles to solve problems involving areas of surfaces

  VC2M7M01 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• Mathematics | Mathematics Version 2.0: Resources

  The VCAA is providing a comprehensive suite of supporting resources, including introductory webinars, professional learning opportunities and downloadable resources, to help you easily grasp and understand the Mathematics Version 2.0 curriculum.

  Go to Mathematics Version 2.0 on the VCAA...

  Overview material | Mathematics Version 2.0

• VC2M9P02

  calculate relative frequencies from given or collected data to estimate probabilities of events involving ‘and’, inclusive ‘or’ and exclusive ‘or’

  Elaborations

  • understanding that relative frequencies from large data sets or long-run experiments can provide reliable measures of probability and can be used to make predictions of decisions 
  • using Venn diagrams or two-way tables to estimate frequencies of events involving ‘and’ and ‘or’ questions

  VC2M9P02 | Mathematics | Mathematics Version 2.0 | Level 9 | Probability

• Mathematics Version 2.0: Foundation Level description

  In Foundation, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches to the...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 4 achievement standards

  By the end of Level 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by multiples of 10. Students use mathematical modelling to solve financial and other practical problems, formulating the problem using...

  Level description | Mathematics | Mathematics Version 2.0 | Level 4

• Mathematics Version 2.0: Level 1 description

  In Level 1, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches...

  Level description | Mathematics | Mathematics Version 2.0

• VC2M9SP01

  recognise the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles using properties of similarity

  Elaborations

  • understanding the terms ‘base’, ‘altitude’, ‘hypotenuse’, and ‘adjacent’ and ‘opposite’ sides to an angle, in a right-angled triangle, and identifying these for a given right-angled triangle
  • investigating patterns to reason about nested similar triangles that are aligned on a coordinate plane, connecting ideas of parallel sides and identifying the constancy of ratios of corresponding sides for a given angle
  • establishing an understanding that the sine of an angle can be considered as the length of the altitude of a right-angled triangle with a hypotenuse of length one unit and similarly the cosine as the length of the base of the same triangle, and relating this to enlargement and similar triangles
  • relating the tangent of an angle to the altitude and base of nested similar right-angled triangles, and connecting the tangent of the angle at which the graph of a straight line meets the positive direction of the horizontal coordinate axis to the gradient of the straight line

  VC2M9SP01 | Mathematics | Mathematics Version 2.0 | Level 9 | Space

• VC2M5SP03

  describe and perform translations, reflections and rotations of shapes, using dynamic geometry software where appropriate; recognise what changes and what remains the same, and identify any symmetries

  Elaborations

  • understanding and explaining that translations, rotations and reflections can change the position and orientation of a shape but not its shape or size
  • using pattern blocks and paper, tracing around a shape and then conducting a series of one-step transformations and tracing each resulting image, and then finally copying the original position and end position on a new sheet of paper
  • demonstrating how different combinations of transformations can produce the same resulting image
  • challenging classmates to select a combination of transformations to move from an original image to the final image, noting the different combinations by using different colours to trace images
  • investigating how animal tracks can be interpreted by Aboriginal and Torres Strait Islander Peoples using the transformation of their shapes, to help determine and understand animal behaviour

  VC2M5SP03 | Mathematics | Mathematics Version 2.0 | Level 5 | Space

• Mathematics Version 2.0: Level 9 description

  In Level 9, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 10 description

  In Level 10, learning in Mathematics builds on each student’s prior learning and experiences and provides the basis for a sound background in number, algebra, function, geometry and statistics. Students engage in a range of approaches to the learning and doing of mathematics that...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 2 description

  In Level 2, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 8 description

  In Level 8, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• VC2M7M06

  use mathematical modelling to solve practical problems involving ratios of lengths, areas and volumes; formulate problems, interpret and communicate solutions in terms of the situation, justifying choices made about the representation

  Elaborations

  • using fractions to model and solve ratio problems involving comparison of quantities, and considering part-part and part-whole relations
  • modelling and solving practical problems involving ratios of length, capacity or mass, such as in construction, design, or food or textile production; for example, mixing concrete, the golden ratio in design, mixing a salad dressing
  • modelling the situation using manipulatives, diagrams and/or mathematical discussion; for example, mixing primary colours in a variety of ratios to investigate how new colours are created and the strength of those colours
  • investigating commercialised substances founded on Aboriginal and/or Torres Strait Islander Peoples’ knowledges of substances, including pharmaceuticals and toxins, understanding how ratios are used in their development

  VC2M7M06 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VC2M4N05

  solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits

  Elaborations

  • using physical or virtual materials to demonstrate the multiplicative relationship between the places
  • using materials such as place value charts, numeral expanders or sliders to recognise and explain why multiplying by 10 moves the digits one place to the left and dividing by 10 moves digits one place to the right
  • using a calculator or other digital tools to recognise and develop an understanding of the effect of multiplying or dividing numbers by tens, hundreds and thousands, recording sequences in a place value chart, in a table or spreadsheet, generalising the patterns noticed and applying them to solve multiplicative problems without a calculator

  VC2M4N05 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M1N02

  partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

  Elaborations

  • building knowledge and understanding of the part-part-whole facts to 10, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make 10
  • using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognising 35 as 3 tens and 5 ones or as 2 tens and 15 ones
  • using part-part-whole reasoning and physical or virtual materials to represent 24, then partitioning 24 in different ways and recording the partitions using numbers; for example, 10, 10 and 4 combine to make 24 or 10 and 14 combine to make 24

  VC2M1N02 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M7P02

  conduct repeated chance experiments and run simulations with a large number of trials using digital tools; compare predicted with observed results, explaining the differences and the effect of sample size on the outcomes 

  Elaborations

  • developing an understanding of the law of large numbers through using experiments and simulations to conduct large numbers of trials for seemingly random events and discussing findings
  • conducting simulations using online simulation tools and comparing the combined results of a large number of trials to predicted results
  • exploring and observing Aboriginal and/or Torres Strait Islander children’s instructive games – for example, Koara from the Jawi and Bardi Peoples of Sunday Island in Western Australia – to investigate probability, predicting outcomes for an event and comparing with increasingly larger numbers of trials, and comparing observed and expected results

  VC2M7P02 | Mathematics | Mathematics Version 2.0 | Level 7 | Probability

• VC2M8SP01

  identify the conditions for congruence and similarity of triangles and explain the conditions for other sets of common shapes to be congruent or similar, including those formed by transformations

  Elaborations

  • developing an understanding of what it means for shapes to be congruent or similar
  • using the enlargement transformation and digital tools to develop sets of similar shapes
  • investigating sufficient conditions to establish that 2 triangles are congruent
  • applying logical reasoning and tests for congruence and similarity, to problems and proofs involving plane shapes
  • comparing angle and side measurements of shapes under transformation to answer questions such as ‘What changes?’ and ‘What stays the same?’
  • establishing that 2 shapes are congruent if one lies exactly on top of the other after one or more transformations, including translations, reflections and rotations, and recognising that the matching sides and the matching angles are equal

  VC2M8SP01 | Mathematics | Mathematics Version 2.0 | Level 8 | Space