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• VCMNA092

  Recognise, describe and order Australian coins according to their value

  Elaborations

  • showing that coins are different in other countries by comparing Asian coins to Australian coins
  • understanding that the value of Australian coins is not related to size
  • describing the features of coins that make it possible to identify them

  VCMNA092 | Mathematics | Level 1 | Number and Algebra | Money and financial mathematics

• VCMNA041

  Use direct comparison to sort coins or notes into groups

  Elaborations

  • identify and group notes or coins that are ‘the same’
  • group coins based on a set criteria, for example size, colour, shape, coins, notes

  VCMNA041 | Mathematics | Level C | Number and Algebra | Money and financial mathematics

• VCMNA111

  Count and order small collections of Australian coins and notes according to their value

  Elaborations

  • identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin
  • counting collections of coins or notes to make up a particular value, such as that shown on a price tag

  VCMNA111 | Mathematics | Level 2 | Number and Algebra | Money and financial mathematics

• VCMNA024

  Respond to everyday financial situations involving money and match notes and coins

  Elaborations

  • matching coins or notes one to one which are 'the same'

  VCMNA024 | Mathematics | Level B | Number and Algebra | Money and financial mathematics

• VCMNA058

  Using money in everyday financial situations and matching coins to two dimensional images

  Elaborations

  • matching coins to 2D images
  • using money to pay for goods and services in the community

  VCMNA058 | Mathematics | Level D | Number and Algebra | Money and financial mathematics

• 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

• Mathematics | Mathematics Version 2.0: Downloads

  Go to the Victorian Curriculum Version 2.0 website to download the Mathematics Version 2.0 curriculum.

  Overview material | Mathematics Version 2.0

• Mathematics | Mathematics Version 2.0: Resources

  Go to the Victorian Curriculum Version 2.0 website for a comprehensive suite of supporting resources for Mathematics Version 2.0.

  Overview material | Mathematics Version 2.0

• Mathematics | Mathematics Version 2.0: Scope and Sequence

  Go to the Victorian Curriculum Version 2.0 website to access the Mathematics Version 2.0 Scope and Sequence.

  Overview material | Mathematics Version 2.0

• VCMNA164

  Define a simple class of problems and solve them using an effective algorithm that involves a short sequence of steps and decisions

  Elaborations

  • constructing and applying an algorithm for multiplication of two-digit numbers
  • partitioning and ordering a set of Australian coins by denomination

  VCMNA164 | Mathematics | Level 4 | Number and Algebra | Patterns and algebra

• VCMNA007

  React to everyday financial situations involving money

  Elaborations

  • being supported to experience the sensory characteristics of coins and notes
  • experiencing money being exchanged, counted and stored in various situations

  VCMNA007 | Mathematics | Level A | Number and Algebra | Money and financial mathematics

• VCMSP147

  Conduct chance experiments, identify and describe possible outcomes and recognise variation in results

  Elaborations

  • conducting repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials

  VCMSP147 | Mathematics | Level 3 | Statistics and Probability | Chance

• Mathematics: Level 1 achievement standards

  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...

  Level description | Mathematics | Level 1

• Mathematics: Level 2 achievement standards

  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...

  Level description | Mathematics | Level 2

• Mathematics: 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 least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect...

  Level description | Mathematics

• 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

• Mathematics | Mathematics: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Mathematics

• Mathematics: 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 to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards...

  Level description | Mathematics

• VCMNA077

  Follow a short sequence of instructions

  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 die in a chance-based game

  VCMNA077 | Mathematics | Foundation Level | Number and Algebra | Patterns and algebra

• VCMMG291

  Define congruence of plane shapes using transformations and use transformations of congruent shapes to produce regular patterns in the plane including tessellations with and without the use of digital technology

  Elaborations

  • understanding the properties that determine congruence of triangles and recognising which transformations create congruent figures
  • establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal
  • exploring tiling patterns in art and design

  VCMMG291 | Mathematics | Level 8 | Measurement and Geometry | Geometric reasoning