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• VC2M4P02

  conduct repeated chance experiments to observe relationships between outcomes in games and other chance situations, and identify and describe the variation in results

  Elaborations

  • playing games such as noughts-and-crosses or First to 20 and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning
  • recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners
  • experimenting with tossing 2 coins at the same time, recording and commenting on the chance of outcomes after a number of tosses
  • shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, or a picture card or numbered card; and repeating the experiment a number of times and discussing the results

  VC2M4P02 | Mathematics | Mathematics Version 2.0 | Level 4 | Probability

• 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

• 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

• 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

• VCMNA191

  Create simple financial plans

  Elaborations

  • creating a simple budget for a class fundraising event
  • identifying the GST component of invoices and receipts

  VCMNA191 | Mathematics | Level 5 | Number and Algebra | Money and financial mathematics

• Mathematics: Level D achievement standards

  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...

  Level description | Mathematics | Level D

• VCMNA219

  Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence

  Elaborations

  • identifying and generalising number patterns
  • investigating additive and multiplicative 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/decrease

  VCMNA219 | Mathematics | Level 6 | Number and Algebra | Patterns and algebra

• VCMMG173

  Create symmetrical patterns, pictures and shapes with and without digital technologies

  Elaborations

  • using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and symmetry in Yolngu or Central and Western Desert art

  VCMMG173 | Mathematics | Level 4 | Measurement and Geometry | Location and transformation

• VCMMG143

  Create and interpret simple grid maps to show position and pathways

  Elaborations

  • creating a map of the classroom or playground

  VCMMG143 | Mathematics | Level 3 | Measurement and Geometry | Location and transformation

• VCMNA138

  Describe, continue, and create number patterns resulting from performing addition or subtraction

  Elaborations

  • identifying and writing the rules for number patterns
  • describing a rule for a number pattern, then creating the pattern

  VCMNA138 | Mathematics | Level 3 | Number and Algebra | Patterns and algebra

• VCMNA252

  Create algebraic expressions and evaluate them by substituting a given value for each variable

  Elaborations

  • using authentic formulas to perform substitutions

  VCMNA252 | Mathematics | Level 7 | Number and Algebra | Patterns and algebra

• VCMSP128

  Create displays of data using lists, table and picture graphs and interpret them

  Elaborations

  • creating picture graphs to represent data using one-to-one correspondence
  • comparing the usefulness of different data displays

  VCMSP128 | Mathematics | Level 2 | Statistics and Probability | Data representation and interpretation

• VC2M8A01

  create, expand, factorise, rearrange and simplify linear expressions, applying the associative, commutative, identity, distributive and inverse properties

  Elaborations

  • rearranging and simplifying linear expressions involving variables with integer coefficients and constants; and using manipulatives such as algebra tiles to support calculations, for example, using manipulatives to demonstrate that $2x+4=2\left(x+2\right)$, $3\left(a-b\right)=3a-3b$, or $5\left(m+2n\right)+3m-4n=$ $5m+10n+3m-4n=8m+6n$
  • demonstrating the relationship between factorising and expanding linear expressions using manipulatives, such as algebra tiles or area models, and describing with mathematical language
  • using the distributive, associative, commutative, identity and inverse properties to expand and factorise algebraic expressions using strategies such as the area model

  VC2M8A01 | Mathematics | Mathematics Version 2.0 | Level 8 | Algebra

• 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

• VCMMG229

  Investigate the effect of combinations of transformations on simple and composite shapes, including creating tessellations, with and without the use of digital technologies

  Elaborations

  • understanding which attributes of a shape remain the same or change under the effects of transformations such as size, shape or orientation
  • creating tessellations with simple shapes or simple composite shapes

  VCMMG229 | Mathematics | Level 6 | Measurement and Geometry | Location and transformation

• 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

• VCMNA076

  Sort and classify familiar objects and explain the basis for these classifications, and copy, continue and create patterns with objects and drawings

  Elaborations

  • observing natural patterns in the world around us
  • creating and describing patterns using materials, sounds, movements or drawings
  • extending patterns using materials and drawings to the right and to the left
  • identifying which part of the pattern is being repeated (happening over and over again)

  VCMNA076 | Mathematics | Foundation Level | Number and Algebra | Patterns and algebra

• VCMNA192

  Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction

  Elaborations

  • using the number line or diagrams to create patterns involving fractions or decimals

  VCMNA192 | Mathematics | Level 5 | Number and Algebra | Patterns and algebra

• 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

• VC2M6SP03

  recognise and use combinations of transformations to create tessellations and other geometric patterns, using dynamic geometry software where appropriate

  Elaborations

  • using digital tools to create tessellations of shapes, including paver and tiling patterns, describing the transformations used and discussing why these shapes tessellate; and identifying shapes or combinations of shapes that will or will not tessellate, answering questions such as ‘Do all triangles tessellate?’
  • designing a school or brand logo using the transformation of one or more shapes and describing the transformations used
  • using dynamic geometry software and digital tools to experiment with transformations, for example, to demonstrate when the order of transformations produces different results; and experimenting with transformations and their application to fractals
  • designing an algorithm as a set of instructions to transform a shape, including getting back to where you started from; for example, programming a robot to move around the plane using instructions for movements, such as 2 down, 3 to the right, and combinations of these to transform shapes
  • investigating symmetry, transformation and tessellation in different shapes on Country/Place, including rock formations, insects, and land and sea animals, discussing the purpose or role symmetry plays in their physical structure

  VC2M6SP03 | Mathematics | Mathematics Version 2.0 | Level 6 | Space