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• 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 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 4 achievement standards

  Number and Algebra

  Students recall multiplication facts to 10 x 10 and related division facts. They choose appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context. Students...

  Level description | Mathematics | Level 4

• Mathematics: Level 10 achievement standards

  Number and Algebra

  Students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities, quadratic equations and pairs of simultaneous linear equations and related graphs, with and without the use of digital technology. Students...

  Level description | Mathematics | Level 10

• 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

• Mathematics Version 2.0: Level 9 achievement standards

  By the end of Level 9, students recognise and use rational and irrational numbers to solve problems.

  Students extend and apply the exponent laws with positive integers and the zero exponent to variables. They expand binomial products and factorise monic quadratic expressions. They...

  Level description | Mathematics | Mathematics Version 2.0 | Level 9

• Mathematics Version 2.0: Level 1 description

  In Level 1, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches...

  Level description | Mathematics | Mathematics Version 2.0

• 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

• Mathematics Version 2.0: Level 8 achievement standards

  By the end of Level 8, students recognise irrational numbers as numbers that cannot develop from the division of integer values by natural numbers and terminating or recurring decimals. They apply the exponent laws to calculations with numbers involving positive integer exponents. Students...

  Level description | Mathematics | Mathematics Version 2.0 | Level 8

• Mathematics: 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 into sets and form simple correspondences between them. They decide when two sets are of equal...

  Level description | Mathematics

• VC2M6SP01

  compare the parallel cross-sections of objects and recognise their relationships to right prisms

  Elaborations

  • using objects made of foam or polystyrene, slicing along different cross-sections, and recording the different shapes of faces that result; and comparing cross-sections of different objects
  • using different pieces of fruit, slicing across different cross-sections, and drawing the cross-section; and reporting back to the class the results of the investigation
  • observing and drawing the shapes resulting from different ways of slicing through familiar objects; for example, slicing carrots at different angles or cutting through playdough models of objects; or using playdough models, fruit or similar to establish which objects can be cut in such a way that the cross-section will always be the same shape
  • understanding that right prisms are objects where parallel cross-sections perpendicular to the base of the prism are the same shape and size
  • connecting different right prisms to the shape of their parallel cross-sections, such as a triangular prism, which can be described as a stack of the same-sized triangles, and a cube or square prism, which can be described as a stack of the same-sized squares
  • investigating the design of Aboriginal and/or Torres Strait Islander Peoples’ dwellings, exploring the relationship between the cross-sections and the dwellings’ construction

  VC2M6SP01 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• Mathematics: Level 5 description

  In Level 5, students extend decimal fractions to thousandths, and explore the ideas of factors, multiples and divisibility.

  Students use estimation and rounding for all four operations, with and without the use of technology for calculation. They solve multiple digit problems involving addition...

  Level description | Mathematics

• VC2M5M04

  estimate, construct and measure angles in degrees, using appropriate tools, including a protractor, and relate these measures to angle names

  Elaborations

  • using a protractor to measure angles in degrees and classifying these angles using angle names; for example, an acute angle is less than 90°, an obtuse angle is more than 90° and less than 180°, a right angle is equal to 90° and a reflex angle is more than 180° and less than 360°
  • estimating the size of angles in the environment using a clinometer and describing the angles using angle names
  • using a ruler and protractor to construct triangles, given the angle measures and side lengths
  • using a protractor to measure angles when creating a pattern or string design within a circle
  • recognising the size of angles within shapes that do and do not tessellate, measuring the angles and using the sum of angles to explain why some shapes will tessellate and other shapes do not

  VC2M5M04 | Mathematics | Mathematics Version 2.0 | Level 5 | Measurement

• VCMMG316

  Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar

  Elaborations

  • establishing the conditions for similarity of two triangles and comparing this to the conditions for congruence
  • using the properties of similarity and ratio, and correct mathematical notation and language, to solve problems involving enlargement. For example, scale diagrams
  • using the enlargement transformation to establish similarityunderstanding that similarity and congruence help describe relationships between geometrical shapes and are important elements of reasoning and proof

  VCMMG316 | Mathematics | Level 9 | Measurement and Geometry | Geometric reasoning

• VCMNA036

  Know and match number name, numerals and quantities to three

  Elaborations

  • developing one-to-one matching of number word or its representation through sign or alternative and augmentative communication (AAC) to objects initially up to three
  • recognising that numerals look different from non-numeral shapes
  • using structured situations to count and match groups of objects to a numeral, initially up to 3

  VCMNA036 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA042

  Pair identical objects from a small collection, and recognise simple repeated patterns

  Elaborations

  • copying a simple repeated pattern using one-to-one correspondence with objects
  • copying a pattern associated with a familiar activity, for example repeating movement pattern
  • using a single given attribute (for example, size, colour, texture, shape) to group objects
  • matching, sorting and organising objects in practical situations

  VCMNA042 | Mathematics | Level C | Number and Algebra | Patterns and algebra

• VC2M3SP01

  make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses

  Elaborations

  • classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices
  • making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases
  • making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations
  • using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs
  • identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres
  • investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions

  VC2M3SP01 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VC2M7SP03

  describe the effect of transformations of a set of points using coordinates in the Cartesian plane, including translations, reflections in an axis, and rotations about the origin

  Elaborations

  • using digital tools to transform shapes in the Cartesian plane, describing and recording the transformations
  • describing patterns and investigating different ways to produce the same transformation, such as using 2 successive reflections to provide the same result as a translation
  • experimenting with, creating and re-creating patterns using combinations of translations, reflections and rotations, using digital tools

  VC2M7SP03 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VCMSP325

  Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’

  Elaborations

  • using stem-and-leaf plots to compare two like sets of data such as the heights of girls and the heights of boys in a class
  • describing the shape of the distribution of data using terms such as ‘positive skew’, ‘negative skew’ and 'symmetric' and 'bi-modal'

  VCMSP325 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

• 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