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• VC2MFSP01

  sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons

  Elaborations

  • sorting a collection of shapes into groups based on different features, such as the number of sides, colour or size, and describing how they have been sorted
  • creating a picture using a variety of shapes and a range of materials, including objects to trace around, describing the shapes they have created or used and sharing why they chose each shape in their picture
  • creating familiar shapes using groups of people; for example, holding hands and creating a circle
  • recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items, for example, on bicycles, toy vehicles or kitchen pantry items
  • describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape

  VC2MFSP01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Space

• VC2M1SP01

  make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them

  Elaborations

  • classifying a collection of shapes including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the shapes in a group
  • selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice
  • comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them
  • exploring string games used in storytelling by Aboriginal and/or Torres Strait Islander Peoples (for example, in Karda from the Yandruwandha Peoples of north-eastern South Australia), recognising, comparing, describing and classifying the shapes made by the string and these shapes’ relationship to shapes and objects on Country/Place

  VC2M1SP01 | Mathematics | Mathematics Version 2.0 | Level 1 | Space

• VC2M3SP02

  interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

  Elaborations

  • designing the layout of a space; for example, designing a proposed games room or a classroom using a blank sheet of paper as the boundary and cut-outs of shapes to represent furniture from a top-view perspective
  • locating themselves within a space, such as a basketball court, oval, stage or assembly hall, guided by a simple hand-held plan indicating the different positions of the participants in the activity
  • sketching a map indicating where they have hidden an object within the classroom, swapping maps with partners and then providing feedback about what was helpful and what was confusing on the map
  • identifying differences in the representation of a place on a map, in an aerial photograph, in a street view and in a satellite image, and discussing the different information the representations can give
  • exploring land maps or cultural maps used by Aboriginal and Torres Strait Islander Peoples to locate, identify and position important landmarks such as waterholes

  VC2M3SP02 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VC2M4SP02

  represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects

  Elaborations

  • identifying common shapes that form part of a composite shape by re-creating these shapes using physical or virtual materials
  • physically or virtually using cubes to make three-dimensional models that approximate real objects; for example, building a virtual environment by using a computer software program to construct objects out of cubes
  • approximating complex shapes and objects in the environment with familiar shapes and objects; for example, drawing cartoon animals by combining familiar shapes
  • recognising how familiar shapes and objects are used in logos and other graphics to represent more complex shapes, and creating logos using graphic design software

  VC2M4SP02 | Mathematics | Mathematics Version 2.0 | Level 4 | Space

• 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

• VC2M4ST03

  conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results

  Elaborations

  • creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations; and interpreting the results of the survey and reporting findings back to the class
  • conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
  • investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer

  VC2M4ST03 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics

• VC2M8M07

  use mathematical modelling to solve practical problems involving ratios and rates, including distance-time problems for travel at a constant speed and financial contexts; formulate problems; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model

  Elaborations

  • modelling simple motion problems, finding one of distance travelled, time taken or average speed, given the other 2 quantities
  • modelling and solving problems related to situations such as scales on maps and plans, the mixing of chemicals or ingredients, or calculating magnification factors applying relevant ratios and proportions
  • modelling problems involving converting money amounts using different exchange rates and applying them when planning and budgeting for overseas travel
  • modelling situations involving financial contexts (for example, income tax, using taxation rates on annual income, comparing different taxation brackets and rates of pay) or comparing the benefits of different phone plans using different call rates and associated fees to determine the best plan
  • modelling situations involving the use of ratios in radiocarbon dating methods, including the ratio of carbon-14 to carbon-12 isotopes in organisms, to measure dates of Aboriginal and Torres Strait Islander Peoples’ habitation on the Australian continent
  • modelling situations involving ratio and its application in the making of string and cordage by Aboriginal and/or Torres Strait Islander Peoples, including the ratio of length to the mass of a rope, the strength of the ply in proportion to a rope’s pulling force, and the proportion of fibre for the length of string required

  VC2M8M07 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M3ST01

  acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods, including frequency tables and spreadsheets

  Elaborations

  • using efficient ways to collect and record data (for example, written surveys, online surveys, polling the class using interactive digital mediums) and representing and reporting the results of investigations
  • developing questions of interest and using surveys, observations or experiments to collect categorical, discrete numerical or qualitative data sets and discussing what kind of data can be used to help inform or answer the question in a statistical investigation
  • using lists, tallies, symbols and digital data tables to record and display data collected during a chance experiment, for interpretation
  • using different online sources to access data; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
  • using software to sort and calculate data when solving problems; for example, sorting discrete numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and the summation (‘sum’) function in spreadsheets to calculate total frequencies of collected data

  VC2M3ST01 | Mathematics | Mathematics Version 2.0 | Level 3 | Statistics

• VC2M6ST03

  plan and conduct statistical investigations by posing and refining questions to collect categorical or numerical data by observation or survey, or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation

  Elaborations

  • selecting and using appropriate peripherals; for example, using a scientific probe to collect data about changing soil moisture for plants, interpreting the data and sharing the results as a digital chart
  • using a spreadsheet to record and analyse data, recognising the difference between cell formats in spreadsheets; for example, changing the default general format to numerical, text or date as needed
  • investigating the daily water usage by a student in the home compared to the World Health Organization claim that between 50 and 100 litres of clean water is needed per person per day
  • collecting sample sets of ‘discrete numerical data’ (for example, the number of cars or pets in a household), where the class is surveyed, then other classes are surveyed, and data is analysed and compared, discussing findings
  • collecting ordinal categorical data through the use of a survey; for example, surveying each member of the class, by asking them to indicate their preference on a five-point scale for a particular graphic and colour combination of a proposed school logo
  • collecting ordinal data for ranking nominees for school captain with respect to several criteria, contrasting the use of a five-point scale compared with using a four-point scale

  VC2M6ST03 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• Mathematics Version 2.0: Level 3 achievement standards

  By the end of Level 3, students order and represent natural numbers beyond 10 000, classify numbers as either odd or even, and use the properties of odd and even numbers. They partition, rearrange and regroup two- and three-digit numbers in different ways to assist in calculations. Students...

  Level description | Mathematics | Mathematics Version 2.0 | Level 3

• 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

• VC2M4M04

  estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle

  Elaborations

  • classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
  • identifying angles within the environment and estimating whether they are acute, obtuse, right or reflex
  • creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
  • using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)

  VC2M4M04 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M2A01

  recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern

  Elaborations

  • creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’
  • recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table
  • recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence
  • recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers

  VC2M2A01 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VC2M2M05

  identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations

  Elaborations

  • identifying things that turn in the school environment, for example, the handle on a tap or a door, or the dial or switch on a piece of equipment; and identifying a half turn and a full turn, drawing a diagram and labelling it with arrows to show the direction and amount of turn
  • giving and following instructions to move during an activity; for example, demonstrating and describing half, quarter and full turns in a choreographed dance
  • investigating hands turning on a clock and relating quarter, half and full hours to angles and the language of clockwise or anticlockwise
  • giving or following directions to locate an object in the room or to provide a pathway through a grid, such as programming a robot, referring to quarter, half, three-quarter and full turns

  VC2M2M05 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VC2M8N06

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts involving profit and loss; formulate problems, choosing efficient mental and written calculation strategies and using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling situations involving weather and environmental contexts, including temperature or sea depths, by applying operations to positive and negative rational numbers, for example, contexts involving average temperature increases and decreases
  • modelling situations that involve percentage increases or decreases and explaining why it is an increase or decrease, such as mark-ups, discounts, Goods and Services Tax (GST), changes in populations or recycling rates
  • modelling situations involving personal income tax, and interpreting tax tables to determine income tax at various levels of income, including overall percentage of income allocated to tax
  • modelling situations involving percentage increase or decrease such as market trends, effects on population, or effects on the environment over extended time periods

  VC2M8N06 | Mathematics | Mathematics Version 2.0 | Level 8 | Number

• VC2M4SP04

  recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometry software where appropriate

  Elaborations

  • identifying rotational symmetry of shapes by tracing around various shapes and objects to create an image, and using the image to test and record which different rotations result in the same image
  • using dynamic geometry software to manipulate shapes and create symmetrical patterns; for example, creating tessellation patterns that are symmetrical
  • using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and Islamic artwork to investigate and discuss line and rotational symmetry
  • exploring the natural environment on Country/Place to investigate and discuss patterns and symmetry of shapes and objects such as in flowers, plants and landscapes

  VC2M4SP04 | Mathematics | Mathematics Version 2.0 | Level 4 | Space

• VC2MFN04

  partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts

  Elaborations

  • recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: ‘It’s 7 because there is 5 there and 2 more’
  • partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, ‘6 is 4 and 2 more, it’s 2 and 4’, then partitioning the same collection into 5 and 1 or 3 and 3
  • representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as on dominoes and dice by recognising parts that form the whole
  • exploring number groupings in Aboriginal and/or Torres Strait Islander Peoples’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10

  VC2MFN04 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VC2M5M04

  estimate, construct and measure angles in degrees, using appropriate tools, including a protractor, and relate these measures to angle names

  Elaborations

  • using a protractor to measure angles in degrees and classifying these angles using angle names; for example, an acute angle is less than 90°, an obtuse angle is more than 90° and less than 180°, a right angle is equal to 90° and a reflex angle is more than 180° and less than 360°
  • estimating the size of angles in the environment using a clinometer and describing the angles using angle names
  • using a ruler and protractor to construct triangles, given the angle measures and side lengths
  • using a protractor to measure angles when creating a pattern or string design within a circle
  • recognising the size of angles within shapes that do and do not tessellate, measuring the angles and using the sum of angles to explain why some shapes will tessellate and other shapes do not

  VC2M5M04 | Mathematics | Mathematics Version 2.0 | Level 5 | Measurement

• VC2M3M05

  identify angles as measures of turn and use right angles as a reference to compare angles in everyday situations

  Elaborations

  • using quarter, half and three-quarter turns and comparing them to a right angle, for example, a quarter turn is the same as a right angle; a half a turn is greater than a right angle and is the same as 2 right angles; a three-quarter turn is greater than a right angle and is the same as 3 right angles
  • recognising that right angles occur at the corners of many everyday objects, for example, books, windows, tabletops and whiteboards
  • identifying angles that are bigger than, smaller than and the same as a right angle in the environment; for example, opening doors partially and fully and comparing the angles created to a right angle
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games to investigate angles as measures of turn, for example, in the game Waayin from the Datiwuy People in the northern part of the Northern Territory

  VC2M3M05 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• 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