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• Mathematics: Level 7 description

  In Level 7, students work with powers of whole numbers, use index notation, represent numbers as products of powers of prime numbers, and investigate square roots of perfect squares. They use number properties to assist with calculation and order, and to add and subtract integers. Students find...

  Level description | Mathematics

• VCMMG078

  Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language

  Elaborations

  • comparing objects directly, by placing one object against another to determine which is longer or by pouring from one container into the other to see which one holds more
  • using suitable language associated with measurement attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, ‘holds more’ and ‘holds less’

  VCMMG078 | Mathematics | Foundation Level | Measurement and Geometry | Using units of measurement

• 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

• 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

• VC2M4N04

  count by multiples of quarters, halves and thirds, including mixed numerals; locate and represent these fractions as numbers on number lines

  Elaborations

  • cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence ‘one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters … eight-quarters or two-wholes ...’
  • subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; and counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines
  • converting mixed numerals into improper fractions and vice versa, and representing mixed numerals on a number line
  • using a number line to represent and count in tenths, recognising that 10 tenths is equivalent to one

  VC2M4N04 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCMNA094

  Recognise the importance of repetition of a process in solving problems

  Elaborations

  • using one-to-one correspondence to determine which of two sets is larger, or if they are of equal size
  • dividing a set of blocks in a simple ratio such as ‘2 for me’, ‘1 for you’

  VCMNA094 | Mathematics | Level 1 | Number and Algebra | Patterns and algebra

• VCMNA090

  Represent practical situations that model sharing

  Elaborations

  • sharing a set of objects, such as a packet of sweets, equally between a small group of people using one-to-one correspondence
  • recognising whether there is a remainder or not after sharing equally

  VCMNA090 | Mathematics | Level 1 | Number and Algebra | Number and place value

• VC2M3N02

  recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

  Elaborations

  • moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)
  • using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000
  • predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each
  • comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、万
  • comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation

  VC2M3N02 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VCMMG226

  Interpret and use timetables

  Elaborations

  • planning a trip involving one or more modes of public transport
  • developing a timetable of daily activities

  VCMMG226 | Mathematics | Level 6 | Measurement and Geometry | Using units of measurement

• VCMNA088

  Count collections to 100 by partitioning numbers using place value

  Elaborations

  • understanding partitioning of numbers and the importance of grouping in tens
  • understanding two-digit numbers as being comprised of tens and ones/units

  VCMNA088 | Mathematics | Level 1 | Number and Algebra | Number and place value

• 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

• VCMNA021

  Make comparison between items using appropriate language such as ‘same’ or ‘different’

  Elaborations

  • comparing two collections using one to one correspondence within the context of everyday situations
  • responding to questions about group comparison for example ‘Are they the same?’ ‘Or different?’ verbally or by indicating through augmentative and alternative communication, actions or eye gaze

  VCMNA021 | Mathematics | Level B | Number and Algebra | Number and place value

• 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

• VCMNA004

  Respond to situations where the comparison of two collections or objects is involved

  Elaborations

  • experiencing objects being collected and grouped together
  • using objects which are personally relevant to create collections
  • reacting to the comparison of everyday objects and collections of objects, for example using one-to-one correspondence to compare art equipment, cooking utensils, balls, sensory objects

  VCMNA004 | Mathematics | Level A | 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

• VCMNA038

  Compare and order two collections according to their quantity

  Elaborations

  • comparing and ordering items using appropriate language of ‘more’, ‘less’, ‘same’
  • using everyday situations of one-to-one correspondence to compare two collections of significantly different amounts
  • using practical situations to indicate ‘more’, ‘less’ or ‘same’

  VCMNA038 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA053

  Recognise number name, numerals and quantities, initially up to five and beyond

  Elaborations

  • responding to key vocabulary and questions about ‘how many’
  • using one-to-one matching of number words, sign or augmentative and alternative communication (AAC) representation for objects to five
  • matching numerals to the correct number of items initially to five using number games, software, cards and everyday situations

  VCMNA053 | Mathematics | Level D | Number and Algebra | Number and place value

• VCMSP235

  Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables

  Elaborations

  • comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data
  • understanding that data can be represented in different ways, sometimes with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgments

  VCMSP235 | Mathematics | Level 6 | Statistics and Probability | Data representation and interpretation

• VCMNA217

  Make connections between equivalent fractions, decimals and percentages

  Elaborations

  • connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved

  VCMNA217 | Mathematics | Level 6 | Number and Algebra | Fractions and decimals

• VCMNA189

  Recognise that the place value system can be extended beyond hundredths

  Elaborations

  • using knowledge of place value and division by 10 to extend the number system to thousandths and beyond
  • recognising the equivalence of one thousandths and 0.001

  VCMNA189 | Mathematics | Level 5 | Number and Algebra | Fractions and decimals