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• Mathematics | Mathematics Version 2.0: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse...

  Overview material | Mathematics Version 2.0

• VC2M1M03

  describe the duration and sequence of events using years, months, weeks, days and hours

  Elaborations

  • naming, listing and using familiar units of time, such as hours, days, weeks and years
  • comparing the number of days in the months of the year and explaining how the months cycle from one year to the next
  • sequencing familiar events, including representing time, on pictorial timelines
  • discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school
  • investigating durations of time represented in Aboriginal and/or Torres Strait Islander seasonal calendars

  VC2M1M03 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VC2MFA01

  follow a short sequence of instructions; recognise, copy, continue and create repeating patterns represented in different ways

  Elaborations

  • carrying out a specified sequence of actions to move an object from one location to another
  • playing a simple rule-based game, moving a specified number of places according to the result on a dice in a chance-based game
  • recognising, copying and describing different repeating patterns using materials, shapes, sounds and movements during activities and play; for example, making a bead necklace and describing the pattern they have created, such as ‘red, blue, green, red, blue, green, red, blue, green’, or copying repeating patterns of drumbeats or dance moves during music activities
  • recognising repeating patterns used at home and in daily activities to help make tasks easier or to solve problems; for example, setting the table to eat
  • recognising and describing repeating patterns that can be observed on Country/Place and in Aboriginal and Torres Strait Islander artwork, cultural performances and material cultures, for example, shell and seed necklaces, dances and songs

  VC2MFA01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Algebra

• VC2MFM02

  sequence days of the week and times of the day, including morning, lunchtime, afternoon and night-time, and connect them to familiar events and actions

  Elaborations

  • ordering images of daily events on a string line across the room, and justifying the placement by referring to morning, lunchtime, afternoon and night-time
  • distinguishing between the days of the school week and weekends, and recognising that the days of the week form a sequence that repeats, with Monday always following on from Sunday
  • sequencing the events from a story in the order in which they occurred, using language like ‘this happened first’ then ‘this happened next’
  • creating, interpreting and discussing classroom rosters, for example, a roster for watering the classroom garden, and asking, ‘Who watered the garden yesterday?’ or ‘Whose turn is it today?’
  • creating a pictorial diary to show the important events that happen on the various days of the week

  VC2MFM02 | Mathematics | Mathematics Version 2.0 | Foundation Level | Measurement

• VC2M3N09

  follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns

  Elaborations

  • following or creating an algorithm to generate number patterns formed by doubling and halving using technology to assist, where appropriate, and identifying and describing emerging patterns
  • following or creating an algorithm that determines whether a given number is a multiple of 2, 5 or 10, identifying and discussing emerging patterns
  • creating an algorithm as a set of instructions that a classmate can follow to generate multiples of 3 using the rule ‘To multiply by 3 you double the number and add on one more of the number’ (for example, for 3 threes, you double 3 and add on 3 to get 9; for 3 fours you double 4 and add one more 4 to get 12 …)
  • creating a sorting algorithm that will sort a collection of 5-cent and 10-cent coins and providing the total value of the collection by applying knowledge of multiples of 5 and 10

  VC2M3N09 | 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

• VC2M9SP03

  design, test and refine algorithms involving a sequence of steps and decisions based on geometric constructions and theorems; discuss and evaluate refinements 

  Elaborations

  • creating an algorithm using pseudocode or flow charts to apply the triangle inequality, or an algorithm to generate Pythagorean triples
  • creating and testing algorithms designed to construct or bisect angles, using pseudocode or flow charts
  • developing an algorithm for an animation of a geometric construction, or a visual proof, evaluating the algorithm using test cases

  VC2M9SP03 | Mathematics | Mathematics Version 2.0 | Level 9 | Space

• VC2M7SP04

  design algorithms involving a sequence of steps and decisions that will sort and classify sets of shapes according to their attributes, and describe how the algorithms work

  Elaborations

  • creating a classification scheme for triangles based on sides and angles, using a flow chart that uses sequences and decisions
  • creating a flow chart or hierarchy for quadrilaterals that shows the relationships between trapeziums, parallelograms, rhombuses, rectangles, squares and kites
  • creating a classification scheme for regular, irregular, concave or convex polygons that are sorted according to the number of sides

  VC2M7SP04 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VC2M8SP04

  design and test algorithms involving a sequence of steps and decisions that identify congruency or similarity of shapes, and describe how the algorithm works

  Elaborations

  • listing the properties or criteria necessary to determine if shapes are similar or congruent
  • using the conditions for congruence of triangles and similarity of triangles to develop a sorting algorithm; for example, creating a flow chart
  • evaluating algorithms for accuracy in classifying and distinguishing between similar and congruent triangles

  VC2M8SP04 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VC2M1A01

  recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens

  Elaborations

  • using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens
  • using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …
  • recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit
  • counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes
  • using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences

  VC2M1A01 | Mathematics | Mathematics Version 2.0 | Level 1 | Algebra

• VC2M6A03

  design and use algorithms involving a sequence of steps and decisions that use rules to generate sets of numbers; identify, interpret and explain emerging patterns

  Elaborations

  • using an algorithm to create extended number sequences involving rational numbers, using a rule and digital tools, and explaining any emerging patterns
  • designing an algorithm to model operations, using the concept of input and output, describing and explaining relationships and any emerging patterns; for example, using function machines to model operations and recognising and comparing additive and multiplicative relationships
  • designing an algorithm or writing a simple program to generate a sequence of numbers based on the user’s input and a chosen operation, discussing any emerging patterns; for example, generating a sequence of numbers and comparing how quickly the sequences are growing in comparison to each other using the rule ‘add 2 to the input number’ compared to multiplying the input number by 2

  VC2M6A03 | Mathematics | Mathematics Version 2.0 | Level 6 | Algebra

• VC2M4N10

  follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns

  Elaborations

  • creating an algorithm that will generate number sequences involving multiples of one to 10 using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely
  • creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and recording the sequence of numbers generated; and checking results and describing any emerging patterns
  • using a multiplication formula in a spreadsheet and the ‘fill down’ function to generate a sequence of numbers (for example, entering the number ‘1’ in the cell A1, using ‘fill down’ to cell A100, entering the formula ‘=A1*4’ in the cell B1 and using the ‘fill down’ function to generate a sequence of 100 numbers) and describing emerging patterns
  • creating an algorithm that will generate number sequences involving multiples of one to 10, using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely

  VC2M4N10 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M5N10

  follow a mathematical algorithm involving branching and repetition (iteration); create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns

  Elaborations

  • simulating a simple random walk
  • manipulating sets of numbers using a given rule, for example, if a number is even, halve it; or if a number is odd, subtract 1 then halve it
  • creating algorithms that use multiplication and division facts to determine if a number is a multiple or factor of another number; for example, using a flow chart that determines whether numbers are factors or multiples of other numbers using branching, such as yes/no decisions
  • identifying lowest common multiples and highest common factors of pairs or triples of natural numbers; for example, the lowest common multiple of {6, 9} is 18, and the highest common factor is 3, and the lowest common multiple of {3, 4, 5} is 60 and the highest common factor is 1
  • using the ‘fill down’ function of a spreadsheet and a multiplication formula to generate a sequence of numbers that represent the multiples of any number you enter into the cell, and describing and explaining the emerging patterns

  VC2M5N10 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• Mathematics Version 2.0: Foundation Level achievement standards

  By the end of Foundation, students make connections between number names, numerals and position in the sequence of numbers from zero to at least 20. They use subitising and counting strategies to quantify collections. Students compare the size of collections to at least 20. They partition...

  Level description | Mathematics | Mathematics Version 2.0 | Foundation Level

• VC2M10A06

  implement algorithms that use data structures using pseudocode or a general purpose programming language

  Elaborations

  • using two-dimensional arrays such as matrices to represent and implement sequences of transformations of sets of points in the plane
  • using pointers in algorithms

  VC2M10A06 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• 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

• VC2M2A04

  apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction

  Elaborations

  • using technology to construct a sequence of numbers based on constant addition or subtraction from a given starting value
  • sharing a set of objects equally between a small number of groups

  VC2M2A04 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VC2M1A02

  recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit and recognising the importance of repetition in solving problems

  Elaborations

  • interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence
  • generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp, clap, pause, stamp, stamp, clap, stamp, clap as SSCSC SSCSC …, recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern
  • recognising within the sequencing of natural numbers that 0–9 digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond 20
  • identifying the repeating patterns in Aboriginal and/or Torres Strait Islander systems of counting, exploring different ways of representing numbers including oral and gestural language
  • considering how the making of shell or seed necklaces by Aboriginal and/or Torres Strait Islander Peoples includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence

  VC2M1A02 | Mathematics | Mathematics Version 2.0 | Level 1 | Algebra

• 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

• VC2M6A01

  recognise and use rules that generate visually growing patterns and number patterns involving rational numbers

  Elaborations

  • investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern, looking for patterns in the way the numbers increase or decrease
  • using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, 1 ÷ 9, 2 ÷ 9, 3 ÷ 9 …, 210 × 11, 211 × 11, 212 × 11 …, 111 × 11, 222 × 11, 333 × 11 …, or 100 ÷ 99, 101 ÷ 99, 102 ÷ 99 …
  • creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $2.50 for an incursion as 2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50 …
  • investigating the number of regions created by successive folds of a sheet of paper (one fold, 2 regions; 2 folds, 4 regions; 3 folds, 8 regions) and describing the pattern using everyday language
  • creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule 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 and 7 for 3 triangles and describing the pattern as ‘Multiply the number of triangles by 2 and then add one for the extra toothpick in the first triangle’

  VC2M6A01 | Mathematics | Mathematics Version 2.0 | Level 6 | Algebra