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• VC2M2N02

  partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation

  Elaborations

  • comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials
  • renaming numbers in different ways using knowledge of place value; for example, renaming 245 as 24 tens and 5 ones or 2 hundreds and 45 ones

  VC2M2N02 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VCMNA103

  Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences

  Elaborations

  • developing fluency and confidence with numbers and calculations by saying number sequences
  • recognising that the natural numbers with zero form an ordered infinite set {0, 1, 2, 3 … } with a first element but no last element
  • recognising patterns in number sequences, such as adding 10 always results in the same final digit

  VCMNA103 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VC2M10P02

  describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events; investigate the concept of independence

  Elaborations

  • recognising that a subsequent event can be dependent, and that this will affect the way its probability is calculated, for example, cards chosen from a standard deck without replacement, conditional selection problems from a fixed sample size, or the Bertrand’s box paradox

  VC2M10P02 | Mathematics | Mathematics Version 2.0 | Level 10 | Probability

• VCMSP347

  Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence

  Elaborations

  • recognising that an event can be dependent on another event and that this will affect the way its probability is calculated

  VCMSP347 | Mathematics | Level 10 | Statistics and Probability | Chance

• Mathematics: 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’.

  They match like objects, describe differences between objects for given attribute, show familiarity...

  Level description | Mathematics

• VCMMG065

  Follow simple directional words to locate or move an object ‘on’, ‘in’ or ‘under’

  Elaborations

  • following multiple positional directions during everyday situations, for example, chants, songs or rhymes with repeated actions, completing an art, cooking or drawing activity, locating a tool or completing a job
  • developing consistency and fluency in communicating and interpreting directional and positional words
  • using everyday location language to explain where an object is

  VCMMG065 | Mathematics | Level D | Measurement and Geometry | Location and transformation

• VCMNA109

  Recognise and represent division as grouping into equal sets and solve simple problems using these representations

  Elaborations

  • dividing the class or a collection of objects into equal-sized groups
  • identifying the difference between dividing a set of objects into three equal groups (partition) and dividing the same set of objects into groups of three (quotition)

  VCMNA109 | Mathematics | Level 2 | Number and Algebra | Number and place value

• Mathematics Version 2.0: Level 2 achievement standards

  By the end of Level 2, students order and represent numbers to at least 1000; apply knowledge of place value to partition, rearrange and rename two- and three-digit numbers in terms of their parts; and regroup partitioned numbers to assist in calculations. They use mathematical modelling...

  Level description | Mathematics | Mathematics Version 2.0 | Level 2

• 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 achievement standards

  By the end of Level 3, students order and represent natural numbers beyond 10 000, classify numbers as either odd or even, and use the properties of odd and even numbers. They partition, rearrange and regroup two- and three-digit numbers in different ways to assist in calculations. Students...

  Level description | Mathematics | Mathematics Version 2.0 | Level 3

• VCMMG117

  Tell time to the quarter-hour, using the language of 'past' and 'to'

  Elaborations

  • describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three

  VCMMG117 | Mathematics | Level 2 | Measurement and Geometry | Using units of measurement

• VCMNA162

  Solve word problems by using number sentences involving multiplication or division where there is no remainder

  Elaborations

  • representing a word problem as a number sentence
  • writing a word problem using a given number sentence

  VCMNA162 | Mathematics | Level 4 | Number and Algebra | Patterns and algebra

• 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

• Mathematics: Level 10 description

  In Level 10, students extend their use of mathematical models to a wide range of familiar and unfamiliar contexts, involving the use of all types of real numbers. They recognise the role of logical argument and proof in establishing mathematical propositions. Students apply mental, written or...

  Level description | Mathematics

• 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 3 achievement standards

  Number and Algebra

  Students count and order numbers to and from 10 000. They recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the use of digital technology. Students recall addition and multiplication facts...

  Level description | Mathematics | Level 3

• Mathematics: Level 10A description

  Level 10A provides optional, additional content for students to be extended in their mathematical studies.

  Students could extend work in number and algebra to investigate the structure and properties of number systems, with further analysis of order relations and inequalities. They could extend...

  Level description | Mathematics

• Mathematics | Mathematics: Structure

  The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

  Each strand is organised by sub-­strands. Sub-strands group content descriptions under an appropriate concept, to provide both a focus and a clear sequence for the...

  Overview material | Mathematics

• VCMMG013

  Respond to familiar everyday shapes and objects

  Elaborations

  • experiencing a variety of objects and their characteristics, and being introduced to the names of shapes through interaction with objects
  • reacting to three-dimensional objects in everyday situations with the use of sensory input, for example touching, feeling, looking, shaking, rolling
  • responding to objects and shapes as they are identified in the classroom and environment in everyday situations

  VCMMG013 | Mathematics | Level A | Measurement and Geometry | Shape