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• VC2M4SP03

  create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways

  Elaborations

  • interpreting a grid reference map of a familiar location of interest, such as a map of the showgrounds, a food festival, botanical garden, a park in the local area or a train station, and writing instructions using grid references for a friend to find them at a specified location
  • recognising that a spreadsheet uses a grid reference system, locating and entering data in cells, and using a spreadsheet to record data collected through observations or experiments
  • comparing and contrasting, describing and locating landmarks, people or things in a bird’s-eye picture of a busy scene, such as people in a park, initially without a transparent grid reference system overlaid on the picture and then with the grid overlaid; and noticing how the grid helps to pinpoint things quickly and easily
  • using different-sized grids as a tool to enlarge an image or artwork

  VC2M4SP03 | Mathematics | Mathematics Version 2.0 | Level 4 | Space

• VC2M3ST02

  create and compare different graphical representations of data sets, including using software where appropriate; interpret the data in terms of the context

  Elaborations

  • comparing various student-generated data representations and describing their similarities and differences
  • using digital tools and graphing software to construct graphs of data acquired through experiments or observation and interpreting the data and making inferences; for example, graphing data from a science experiment and interpreting the results
  • selecting appropriate formats or layout styles to present data as information, depending on the type of data and the audience; for example, lists, tables, graphs and infographics
  • using newspapers or magazines to find examples of different displays of data, interpreting and describing the information they present

  VC2M3ST02 | Mathematics | Mathematics Version 2.0 | Level 3 | Statistics

• Mathematics: Level A achievement standards

  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,...

  Level description | Mathematics | Level A

• VCMSP232

  Describe probabilities using fractions, decimals and percentages

  Elaborations

  • investigating games of chance popular in different cultures

  VCMSP232 | Mathematics | Level 6 | Statistics and Probability | Chance

• 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

• VC2M5SP02

  construct a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement

  Elaborations

  • understanding how the numbers on the axes on a grid coordinate system are numbers on a number line and are used to pinpoint locations
  • discussing the conventions of indicating a point in a grid coordinate system; for example, writing the horizontal axis number first and the vertical axis number second, and using brackets and commas
  • comparing a grid reference system to a grid coordinate system (first quadrant only) by using both to play strategy games involving location; for example, in playing the game Quadrant Commander, deducing that in a grid coordinate system the lines are numbered (starting from zero), not the spaces
  • placing a coordinate grid over a contour line, drawing and listing the coordinates of each point in the picture, asking a peer to re-create the drawing using only the list of coordinates, and discussing the reasons for the potential similarities and differences between the 2 drawings

  VC2M5SP02 | Mathematics | Mathematics Version 2.0 | Level 5 | Space

• 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

• 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

• 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

• VCMSP149

  Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies

  Elaborations

  • exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
  • collecting data to investigate features in the natural environment

  VCMSP149 | Mathematics | Level 3 | Statistics and Probability | Data representation and interpretation

• VC2M2ST02

  create different graphical representations of data using software where appropriate; compare the different representations, and identify and describe common and distinctive features in response to questions

  Elaborations

  • collecting data from a limited list of choices, creating 2 different graphical representations of the data, and discussing and comparing the different representations; for example, asking the class to choose their favourite colour from a given set, then co-creating a picture graph with colours on the horizontal axis and comparing it to a column graph with colours on the horizontal axis and numbers on the vertical axis
  • creating different data displays (for example, lists, tally charts, jointly created column graphs and picture graphs) to represent a data set, describing the information that each display represents and discussing how easy or hard they are to interpret and why
  • using digital tools to create picture graphs to represent data using one-to-one correspondence, deciding on an appropriate title for the graph and considering whether the categories of data are appropriate for the context
  • comparing picture graphs with one-to-one column graphs of the same data, interpreting the data in each and saying how they are the same and how they are different; for example, collecting data on the country of birth of each student and creating different pictographs to represent classroom data
  • using dot plots, sticker charts, picture graphs, bar charts and column graphs to represent data

  VC2M2ST02 | Mathematics | Mathematics Version 2.0 | Level 2 | Statistics

• VC2MFN01

  name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals

  Elaborations

  • responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’
  • recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities
  • understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’
  • recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contains
  • connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region

  VC2MFN01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VCMNA086

  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

  Elaborations

  • using the popular Korean counting game sam-yuk-gu for skip counting
  • developing fluency with forwards and backwards counting in meaningful contexts such as circle games

  VCMNA086 | Mathematics | Level 1 | Number and Algebra | Number and place value

• 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

• VC2M1ST02

  represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings

  Elaborations

  • creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories; and then reflecting on the chosen categories and deciding whether they were helpful
  • translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category; and explaining how the tally chart answers the question
  • recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and you may use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed
  • representing data with objects and drawings where one object or drawing represents one data value, and describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, and representing and discussing the results

  VC2M1ST02 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

• Mathematics: Level B achievement standards

  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...

  Level description | Mathematics | Level B

• Mathematics Version 2.0: Level 3 description

  In Level 3, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• 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

• VCMSP203

  List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions

  Elaborations

  • commenting on the likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of winning in simple games of chance such as jan-ken-pon (also known as rock-paper-scissors)

  VCMSP203 | Mathematics | Level 5 | Statistics and Probability | Chance

• VC2M4ST01

  acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created

  Elaborations

  • investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features
  • understanding that data can be represented with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements
  • constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study
  • acquiring samples of data using practical activities, observations or repeated chance experiments; recording data using tally charts, digital tables or spreadsheets; and graphing, discussing and comparing the results using a column graph
  • using secondary data of fire burns to construct data displays that assist Aboriginal and/or Torres Strait Islander ranger groups and other groups to care for Country/Place

  VC2M4ST01 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics