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• Mathematics Version 2.0: Level 1 achievement standards

  By the end of Level 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections...

  Level description | Mathematics | Mathematics Version 2.0 | Level 1

• VC2M8A03

  use mathematical modelling to solve applied problems involving linear relations, including financial contexts involving profit and loss; formulate problems with linear functions, and choose a representation; interpret and communicate solutions in terms of the context, and review the appropriateness...

  Elaborations

  • modelling situations involving linear functions, including practical contexts such as taxi fares involving flag fall fees, motion in a straight line at a constant speed, trade quotes involving call-out fees, cooking that includes resting or cooling times, or water leakage from water tanks, interpreting the constant rate of change and initial value in context, and identifying when values of a model lie within a given range
  • modelling problems in practical situations and interpreting solutions within the context of the problem, including giving attention to all units of measure and whether results are suitable; for example, once a water tank is empty no more water can flow from it
  • modelling financial problems involving pay rates, using a table of values to represent the pay amounts and hours worked using an hourly rate of pay, and graphing the relationship to make inferences
  • modelling patterns on Country/Place and exploring their connections and meaning to linear equations, using the model as a predictive tool and critiquing results by connecting back to Country/Place

  VC2M8A03 | Mathematics | Mathematics Version 2.0 | Level 8 | Algebra

• VC2M3N02

  recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

  Elaborations

  • moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)
  • using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000
  • predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each
  • comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、万
  • comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation

  VC2M3N02 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M4N02

  investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9

  Elaborations

  • recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences

  VC2M4N02 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M10ST03

  construct two-way tables and discuss possible relationship between categorical variables

  Elaborations

  • using two-way tables to investigate and comparing the survey responses to questions involving five-point Likert scale against 2 different categories of respondents, for example, junior students’ responses compared to senior students’ responses to a survey question
  • recording data in two-way tables and using percentages and proportions to identify patterns and associations in the data
  • conducting a litter survey around the school, considering the relationship between different categorical variables such as the day of the week (as canteen specials might lead to different types of litter) or the weather (due to hot days leading to more icy poles and cold drinks being sold)

  VC2M10ST03 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VC2M3P01

  identify practical activities and everyday events that involve chance, and describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’, explaining reasoning

  Elaborations

  • predicting what could happen next in practical activities that involve an element of chance, considering possible outcomes and using terms such as ‘likely’ or ‘unlikely’ to explain their predictions
  • classifying a list of everyday events or sorting a set of event cards according to how likely they are to happen, using the language of chance and giving reasons for classifications; and discussing how impossible outcomes cannot ever happen, and uncertain outcomes are affected by chance as they may or may not happen, whereas certain events must always happen so they are not affected by chance
  • making predictions and testing what would happen, for example, if 10 names were put in a box and names were then drawn out one at a time and replaced after each selection, discussing how likely it would be after 10 selections that all 10 names were drawn from the box or that one name was drawn multiple times

  VC2M3P01 | Mathematics | Mathematics Version 2.0 | Level 3 | Probability

• VC2M7A02

  apply the associative, commutative and distributive laws to aid mental and written computation, and formulate algebraic expressions using constants, variables, operations and brackets

  Elaborations

  • simplifying calculations
  • forming simple estimates for calculations involving multiple and/or combined operations
  • generalising arithmetic expressions to algebraic expressions involving constants, variables, operations and brackets; for example, 7+7+7=3×7, x+x+x=3×x noting that 3x includes implied multiplication and recognising the difference between 3x+4 and 3x+4
  • formulating algebraic expressions that represent mathematical relationships; for example, translating from words to symbols in ‘think of a number’ type activities
  • recognising and applying the concept of variable as something that can change in value, investigating the relationships between variables, and the application to processes on Country/Place, including how cultural expressions of Aboriginal and Torres Strait Islander Peoples, such as storytelling, communicate mathematical relationships that can be represented as mathematical expressions

  VC2M7A02 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• 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

• VC2M4M02

  recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units

  Elaborations

  • recognising that perimeter is the sum of the lengths that form the boundary of a shape or enclosed space; choosing suitable units from a range of objects to measure around the boundary of a shape such as a garden bed; comparing the results to say which unit was an appropriate choice for the context; and using a piece of string or rope to measure the perimeter of irregular shapes and enclosed spaces, including those that have curved sections
  • creating a range of rectangles representing ‘paddocks’ on grid paper and establishing different methods of working out the length of the boundary fences; and explaining that the more efficient methods involve adding the side lengths rather than counting squares
  • recognising that area is the space enclosed by the boundary of a shape or the surface of an object; measuring and comparing the area of shapes using an array of paper tiles or mosaic squares, including part units to fill gaps at the edge of the shapes; and comparing the total areas by combining the fractional parts to make whole units
  • demonstrating how to use one unit repeatedly to measure the area of a shape (for example, using one paper square to measure and compare the area of a rectangle and a triangle) and recording and explaining how they used part units to give a more accurate measure, and why they needed to ensure there were no gaps or overlaps
  • investigating the ways Aboriginal and/or Torres Strait Islander ranger groups and other groups measure areas of land to make decisions about fire burns to care for Country/Place

  VC2M4M02 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M4P01

  describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events

  Elaborations

  • using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur; and considering and discussing why the order of some events might be different for different students
  • predicting the outcome of a coin toss after 5 heads have been tossed in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; and discussing with reasons why this assertion is correct or incorrect
  • predicting how likely it is – from least likely to most likely – that they would select a red ball from a bag containing 10 red balls and 5 white balls, from a bag containing 20 of each, or from a bag that has 25 red balls and 20 white balls, justifying their decision
  • identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead
  • listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time, or selecting a card from a deck and discussing if it is red it cannot be a spade or a club
  • identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)

  VC2M4P01 | Mathematics | Mathematics Version 2.0 | Level 4 | Probability

• 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

• VC2MFST01

  collect, sort and compare data represented by objects and images in response to given investigative questions that have only 2 outcomes and relate to familiar situations

  Elaborations

  • using data displays to answer simple questions such as ‘How many students answered “yes” to having pets?’
  • collecting and deciding how to organise data to answer yes/no questions; for example, in relation to the question ‘Do more people in our class today have shoes with laces than without?’, explaining that lining up and matching shoes with and without laces one-to-one will answer the question
  • collecting data through everyday activities or events and sorting the collected data; for example, sorting toys into categories such as ‘toys that move’ and ‘toys that don’t move’
  • creating classroom charts and rosters using stickers to represent data; and comparing and interpreting the representations
  • investigating statistical contexts after reading a story; for example, after reading The Waterhole by Graeme Base, asking and responding to questions like ‘What different animals did you see?’, ‘How many different types of animals were there?’ or ‘Were there more tigers or kangaroos?’
  • exploring what and how information from the environment is collected and used by Aboriginal and/or Torres Strait Islander Peoples to predict weather events

  VC2MFST01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Statistics

• 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 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

• VC2M5N05

  solve problems involving addition and subtraction of fractions with the same or related denominators, using different strategies

  Elaborations

  • using different ways to add and subtract fractional amounts by subdividing different models of measurement attributes; for example, adding half an hour and three-quarters of an hour using a clock face, adding a 34 cup of flour and a 14 cup of flour, subtracting 34 of a metre from 2 14 metres
  • representing and solving addition and subtraction problems involving fractions by using jumps on a number line, or bar models, or making diagrams of fractions as parts of shapes
  • using materials, diagrams, number lines or arrays to show and explain that fraction number sentences can be rewritten in equivalent forms without changing the quantity, for example, 12+14 is the same as 24+14 

  VC2M5N05 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• Mathematics Version 2.0: Level 3 description

  In Level 3, 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

• VC2M4ST02

  analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data

  Elaborations

  • suggesting questions that can be answered by a given data display and using the display to answer these questions
  • interpreting data representations in the media and other forums where symbols represent one-to-many relationships and how this can be challenging when the representations use part-whole representations
  • comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data

  VC2M4ST02 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics

• Mathematics Version 2.0: Level 7 achievement standards

  By the end of Level 7, students represent natural numbers in expanded form and as products of prime factors, using exponent notation. They solve problems involving squares of numbers and square roots of perfect square numbers. Students solve problems involving addition and subtraction...

  Level description | Mathematics | Mathematics Version 2.0 | Level 7

• VC2MFN03

  quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning

  Elaborations

  • establishing the language and process of counting, and 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 question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions
  • using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items
  • using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect
  • discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures
  • using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20

  VC2MFN03 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• 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