# Mathematics

Filter
Filter
View
Show

## Level A (Towards Foundation)

### Level A Description

In Level A, students experience and respond to personally relevant and familiar situations and events that regularly and routinely involve activities and actions such as comparing, adding and removing, distributing, placing and moving.

### Level A Content Descriptions

#### Number and Algebra

##### Number and place value
1. Respond to objects being counted and distributed (VCMNA001)
2. Respond to situations where counting is involved (VCMNA002)
3. Respond to groups of personally relevant objects (VCMNA003)
4. Respond to situations where the comparison of two collections or objects is involved (VCMNA004)
5. Respond to the removal and addition of familiar items and objects in practical situations (VCMNA005)
6. React to practical situations of sharing (VCMNA006)
##### Money and financial mathematics
1. React to everyday financial situations involving money (VCMNA007)
##### Patterns and algebra
1. Respond to the identification of objects (VCMNA008)
2. Respond to repeated routines in everyday events (VCMNA009)

#### Measurement and Geometry

##### Using units of measurement
1. Respond to objects based on length (VCMMG010)
2. Respond to personally relevant everyday events (VCMMG011)
3. Respond to personally relevant routine events (VCMMG012)
##### Shape
1. Respond to familiar everyday shapes and objects (VCMMG013)
##### Location and transformation
1. Respond to movement of an object (VCMMG014)

#### Statistics and Probability

##### Data representation and interpretation
1. Respond to objects relevant to a given context (VCMSP015)
2. Respond to objects being moved and organised to make a data display (VCMSP016)
3. Experience data display being interpreted (VCMSP017)

### Level A Achievement Standard

Number and Algebra

Students observe the use of number within their daily life. They begin to respond to numbers in everyday experiences. Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. They experience and respond to ‘one for you, one for me’, ‘gone’, ‘no more left’ and ‘give me more’. Students participate in making piles, groups or bundles of familiar everyday objects and respond to objects being put together and taken apart.

Measurement and Geometry

Students observe and explore objects within daily life. They react and respond to objects and experience measurement attributes in practical situations. Students explore objects of varying weights, lengths, capacities and materials. They show an awareness of time and daily routine by responding to a signal from the teacher, and items being brought out or removed. Students respond to a signal from a timer, used to indicate the end of an activity. Students explore and respond to objects of varying textures, colours, sizes and shapes. Students explore space by moving and changing position and location, and respond to changes in position.

Statistics and Probability

Students observe objects and events within their daily life. Students begin to display a similar and predictable reaction to regular events. They respond to major changes to regular games and activities associated with chance, surprise and predictability, such as moving a switch to activate a toy.

## Level B (Towards Foundation)

### Level B Description

In Level B, students participate in everyday activities involving making simple correspondences between objects, and explore qualitative, quantitative and comparative concepts in action and language such as none, one, more, same, different, again and gather.

They recognise regularity in some events and that not all events are certain.

### Level B Content Descriptions

#### Number and Algebra

##### Number and place value
1. Use number names ‘one’, ‘two’ and ‘three’ in sequence to count in everyday situations (VCMNA018)
2. Correspond ‘one’ with a single object (VCMNA019)
3. Explore the concept of ‘none’, ‘one’ and ‘more’ (VCMNA020)
4. Make comparison between items using appropriate language such as ‘same’ or ‘different’ (VCMNA021)
5. Participate in everyday situations involving ‘adding’ and ‘taking away’ (VCMNA022)
6. Respond to everyday practical situations of sharing (VCMNA023)
##### Money and financial mathematics
1. Respond to everyday financial situations involving money and match notes and coins (VCMNA024)
##### Patterns and algebra
1. Participate in the comparison of objects, using language such as ‘same’ and ‘different’ (VCMNA025)
2. Follow a simple cause and effect process (VCMNA026)

#### Measurement and Geometry

##### Using units of measurement
1. Compare objects using direct comparison (VCMMG027)
2. Recognise and participate in familiar events that happen on a daily basis (VCMMG028)
3. Participate in regular daily events (VCMMG029)
##### Shape
1. Identify when two shapes or objects are the same sort or not (VCMMG030)
##### Location and transformation
1. Respond to a simple statement about location or direction (VCMMG031)

#### Statistics and Probability

##### Data representation and interpretation
1. Participate in data collection (VCMSP032)
2. Participate in the grouping of data (VCMSP033)
3. Experiencing data being used for decision making in everyday situations (VCMSP034)

### Level B Achievement Standard

Number and Algebra

Students participate in everyday activities that involve numbers and counting, comparing groups of objects, and pattern activities. Students can rote count to three. Students identify ‘one’ and ‘lots’ of objects and show an understanding of ‘more’ in familiar situations. They manipulate objects and build a tall tower by using ‘more’ blocks and take blocks away from a tower to make the tower ‘less’ tall.

Measurement and Geometry

Students participate in everyday activities that explore measurement and use measurement attributes in practical situations. Students demonstrate beginning understanding of basic measurement concepts such as ‘long or short’, ‘heavy or light’. They explore routine events and show an awareness of time and daily routines by responding to a routine...

## Level C (Towards Foundation)

### Level C Description

In Level C, students demonstrate awareness in practical situations, connecting objects, numbers names and numerals from one to three, using ‘one more than’ and ‘one less than’.

### Level C Content Descriptions

#### Number and Algebra

##### Number and place value
1. Use number names in sequence to count in everyday situations, initially from one to five (VCMNA035)
2. Know and match number name, numerals and quantities to three (VCMNA036)
3. Identify groups as being ‘one’, ‘more’ or ‘less’ (VCMNA037)
4. Compare and order two collections according to their quantity (VCMNA038)
5. Demonstrate in practical situations, ‘adding one more to’ and ‘taking one away from’ in everyday situations (VCMNA039)
6. Sharing materials in practical situations (VCMNA040)
##### Money and financial mathematics
1. Use direct comparison to sort coins or notes into groups (VCMNA041)
##### Patterns and algebra
1. Pair identical objects from a small collection, and recognise simple repeated patterns (VCMNA042)
2. Identify repeated routines and sequences in everyday events (VCMNA043)

#### Measurement and Geometry

##### Using units of measurement
1. Compare two objects based on measurement attributes of length (VCMMG044)
2. Identify familiar events that occur at different stages of a day (morning, afternoon, evening, night) (VCMMG045)
3. Identify the familiar events within the day using a visual schedule (VCMMG046)
##### Shape
1. Match familiar two dimensional shapes and three dimensional objects (VCMMG047)
##### Location and transformation
1. Locate familiar three-dimensional objects in the classroom when they are named (VCMMG048)

#### Statistics and Probability

##### Data representation and interpretation
1. Identify data relevant to a given context (VCMSP049)
2. Follow simple instructions to sort objects into a simple data display (VCMSP050)
3. Identify the choices/responses of a data display (VCMSP051)

### Level C Achievement Standard

Number and Algebra

Students connect number names and numerals with sets of up to five elements. They match individual objects with counting sequences up to and back from five. Students use concrete materials to solve problems that involve comparing, combining and separating sets. Students make ‘groups’, ‘lots’ and groups of ‘one’ and can indicate which collection has ‘more’ than the other. They can distribute objects to each person in a group until there are no objects left. Students order the first three elements of a set. Students can match one attribute of familiar objects.

Measurement and Geometry

Students explore measurement attributes in practical situations and use words to describe the characteristics of familiar objects. Students solve simple mathematical problems associated with...

## Level D (Towards Foundation)

### Level D Description

In Level D, students actively use concrete models to represent number in various situations, and use number names when comparing, counting, ordering, adding to or taking away from sets of one to...

### Level D Content Descriptions

#### Number and Algebra

##### Number and place value
1. Use a number names in sequence to count in everyday situations, initially from one to ten (VCMNA052)
2. Recognise number name, numerals and quantities, initially up to five and beyond (VCMNA053)
3. Subitise regular arrangements of objects and arrays up to five (VCMNA054)
4. Compare, order and make comparisons between two collections, according to their quantity, using numbers initially to five (VCMNA055)
5. Model practical situations involving ‘adding to’ or ‘taking away’ with collections of up to five objects (VCMNA056)
6. Sharing material in practical situations so everyone has the same amount (VCMNA057)
##### Money and financial mathematics
1. Using money in everyday financial situations and matching coins to two dimensional images (VCMNA058)
##### Patterns and algebra
1. Sort like objects based on a given classification, and identify and continue a simple repeated pattern with its next element (VCMNA059)
2. Follow a sequence of steps (VCMNA060)

#### Measurement and Geometry

##### Using units of measurement
1. Respond to contexts involving ‘heavier/lighter’ than and ‘holds more/less’ than (VCMMG061)
2. Identify and sequence regular events that occur during the school day and comment on their duration (short/long) (VCMMG062)
3. Identify the days of the week in sequence (VCMMG063)
##### Shape
1. Use direct comparison to sort three dimensional objects and two dimensional shapes (VCMMG064)
##### Location and transformation
1. Follow simple directional words to locate or move an object ‘on’, ‘in’ or ‘under’ (VCMMG065)

#### Statistics and Probability

##### Data representation and interpretation
1. Answer simple yes/no questions about data that has been gathered in a given context (VCMSP066)
2. Collect and display data in response to a question using materials (VCMSP067)
3. Identify what the data display is representing and answer questions using yes/no responses (VCMSP068)

### Level D Achievement Standard

Number and Algebra

Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete materials to solve problems that involve comparing, combining and separating sets. They can indicate when groups of less than 10 objects are the same or different in number and that two collections have the ‘same’ quantity by matching items one to one. They can find the first and last object in a sequence and place objects into sets to make ‘more’ and take objects from a group to make ‘less’. Students order the first five elements of a set. They sort objects and shapes based on a given attribute...

## Foundation Level

### Foundation Level Description

In Foundation level, students play with objects and draw pictures to develop links between their immediate environment, everyday language and mathematical activity.

Students classify and sort objects...

### Foundation Level Content Descriptions

#### Number and Algebra

##### Number and place value
1. Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point (VCMNA069)
2. Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (VCMNA070)
3. Subitise small collections of objects (VCMNA071)
4. Compare, order and make correspondences between collections, initially to 20, and explain reasoning (VCMNA072)
5. Represent practical situations to model addition and subtraction (VCMNA073)
6. Represent practical situations to model sharing (VCMNA074)
##### Money and financial mathematics
1. Represent simple, everyday financial situations involving money (VCMNA075)
##### Patterns and algebra
1. Sort and classify familiar objects and explain the basis for these classifications, and copy, continue and create patterns with objects and drawings (VCMNA076)
2. Follow a short sequence of instructions (VCMNA077)

#### Measurement and Geometry

##### Using units of measurement
1. Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (VCMMG078)
2. Compare and order the duration of events using the everyday language of time (VCMMG079)
3. Connect days of the week to familiar events and actions (VCMMG080)
##### Shape
1. Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (VCMMG081)
##### Location and transformation
1. Describe position and movement (VCMMG082)

#### Statistics and Probability

##### Data representation and interpretation
1. Answer yes/no questions to collect information (VCMSP083)
2. Organise answers to yes/no questions into simple data displays using objects and drawings (VCMSP084)
3. Interpret simple data displays about yes/no questions (VCMSP085)

### Foundation Level Achievement Standard

Number and Algebra

Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and back from 20. Students order the first 10 elements of a set. They represent, continue and create simple patterns.

Measurement and Geometry

Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects. They order events, explain their duration, and match days of the week to familiar events. Students identify simple shapes in their environment and sort shapes by their common and distinctive features. They use simple statements and gestures to describe location.

Statistics and Probability

Students sort familiar categorical data into sets and use these to answer yes/no questions and make simple true/false statements about the data.

## Level 1

### Level 1 Description

In Level 1, students use mathematical symbols and language as well as materials and drawings in their mathematical explorations of daily life.

Students recognise, represent and order numbers to at...

### Level 1 Content Descriptions

#### Number and Algebra

##### Number and place value
1. Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (VCMNA086)
2. Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (VCMNA087)
3. Count collections to 100 by partitioning numbers using place value (VCMNA088)
4. Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (VCMNA089)
5. Represent practical situations that model sharing (VCMNA090)
##### Fractions and decimals
1. Recognise and describe one-half as one of two equal parts of a whole (VCMNA091)
##### Money and financial mathematics
1. Recognise, describe and order Australian coins according to their value (VCMNA092)
##### Patterns and algebra
1. Investigate and describe number patterns formed by skip counting and patterns with objects (VCMNA093)
2. Recognise the importance of repetition of a process in solving problems (VCMNA094)

#### Measurement and Geometry

##### Using units of measurement
1. Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095)
2. Tell time to the half-hour (VCMMG096)
3. Describe duration using months, weeks, days and hours (VCMMG097)
##### Shape
1. Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (VCMMG098)
##### Location and transformation
1. Give and follow directions to familiar locations (VCMMG099)

#### Statistics and Probability

##### Chance
1. Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (VCMSP100)
##### Data representation and interpretation
1. Choose simple questions and gather responses (VCMSP101)
2. Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (VCMSP102)

### Level 1 Achievement Standard

Number and Algebra

Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations of one half. Students describe number sequences resulting from skip counting by 2s, 5s and 10s. They continue simple patterns involving numbers and objects with and without the use of digital technology.

Measurement and Geometry

Students use informal units of measurement to order objects based on length, mass and capacity. They tell time to the half-hour and explain time durations. Students describe two-dimensional shapes and three-dimensional objects. They use the language of distance and direction to move from place to place.

Statistics and Probability

Students describe data displays. They ask questions to collect data and draw simple data displays. Students classify outcomes of simple familiar events.

## Level 2

### Level 2 Description

In Level 2, students use grouping partitioning and re-arrangement to apply place value and extend the range of numbers they use and apply to thousands.

Students recognise, model and order numbers...

### Level 2 Content Descriptions

#### Number and Algebra

##### Number and place value
1. Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (VCMNA103)
2. Recognise, model, represent and order numbers to at least 1000 (VCMNA104)
3. Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (VCMNA105)
4. Explore the connection between addition and subtraction (VCMNA106)
5. Solve simple addition and subtraction problems using a range of efficient mental and written strategies (VCMNA107)
6. Recognise and represent multiplication as repeated addition, groups and arrays (VCMNA108)
7. Recognise and represent division as grouping into equal sets and solve simple problems using these representations (VCMNA109)
##### Fractions and decimals
1. Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (VCMNA110)
##### Money and financial mathematics
1. Count and order small collections of Australian coins and notes according to their value (VCMNA111)
##### Patterns and algebra
1. Describe patterns with numbers and identify missing elements (VCMNA112)
2. Solve problems by using number sentences for addition or subtraction (VCMNA113)
3. Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction (VCMNA114)

#### Measurement and Geometry

##### Using units of measurement
1. Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (VCMMG115)
2. Compare masses of objects using balance scales (VCMMG116)
3. Tell time to the quarter-hour, using the language of 'past' and 'to' (VCMMG117)
4. Name and order months and seasons (VCMMG118)
5. Use a calendar to identify the date and determine the number of days in each month (VCMMG119)
##### Shape
1. Describe and draw two-dimensional shapes, with and without digital technologies (VCMMG120)
2. Describe the features of three-dimensional objects (VCMMG121)
##### Location and transformation
1. Interpret simple maps of familiar locations and identify the relative positions of key features (VCMMG122)
2. Investigate the effect of one-step slides and flips with and without digital technologies (VCMMG123)
3. Identify and describe half and quarter turns (VCMMG124)

#### Statistics and Probability

##### Chance
1. Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (VCMSP125)
##### Data representation and interpretation
1. Identify a question of interest based on one categorical variable. Gather data relevant to the question (VCMSP126)
2. Collect, check and classify data (VCMSP127)
3. Create displays of data using lists, table and picture graphs and interpret them (VCMSP128)

### Level 2 Achievement Standard

Number and Algebra

Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition.

Measurement and Geometry

Students order shapes and objects, using informal units for a range of measures. They tell time to the quarter hour and use a calendar to identify the date, days, weeks and months included in seasons and other events. Students draw two-dimensional shapes, specify their features and explain the effects of one-step transformations. They recognise the features of three-dimensional objects. They interpret simple maps of familiar locations.

Statistics and Probability

Students collect data from relevant questions to create lists, tables and picture graphs with and without the use of digital technology. They interpret data in context. Students use everyday language to describe outcomes of familiar events.