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• 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

• VCMMG098

  Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

  Elaborations

  • focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'

  VCMMG098 | Mathematics | Level 1 | Measurement and Geometry | Shape

• VCMMG121

  Describe the features of three-dimensional objects

  Elaborations

  • identifying geometric features such as the number of faces, corners or edges

  VCMMG121 | Mathematics | Level 2 | Measurement and Geometry | Shape

• VCMMG064

  Use direct comparison to sort three dimensional objects and two dimensional shapes

  Elaborations

  • sorting shapes that are the ‘same’ or ‘different’
  • identifying, matching and sorting simple familiar two and three dimensional objects according to a single attribute
  • identifying familiar shapes hidden in a picture
  • investigating the inside and outside shape of an object
  • understanding the relationship between shape and template, for example, insert puzzle, inserting a shape in a matching shaped hole

  VCMMG064 | Mathematics | Level D | Measurement and Geometry | Shape

• VCMMG198

  Connect three-dimensional objects with their nets and other two-dimensional representations

  Elaborations

  • identifying the shape and relative position of each face of a solid to determine the net of the solid, including that of prisms and pyramids
  • representing two-dimensional shapes such as photographs, sketches and images created by digital technologies

  VCMMG198 | Mathematics | Level 5 | Measurement and Geometry | Shape

• VCMMG142

  Make models of three-dimensional objects and describe key features

  Elaborations

  • exploring the creation of three-dimensional objects, including prisms and pyramids, using origami

  VCMMG142 | Mathematics | Level 3 | Measurement and Geometry | Shape

• VCMMG171

  Explain and compare the geometric properties of two-dimensional shapes and three-dimensional objects

  Elaborations

  • describing the similarities and differences between two-dimensional shapes and three-dimensional objects
  • recognising two-dimensional shapes that are the faces for three-dimensional objects such as prisms, pyramids and platonic solids (including tetrahedrons, cubes and dodecahedrons)

  VCMMG171 | Mathematics | Level 4 | Measurement and Geometry | Shape

• VCMMG048

  Locate familiar three-dimensional objects in the classroom when they are named

  Elaborations

  • interpreting everyday language of location by following simple directions and communication, for example, move or track an object, feel or follow a path
  • locating familiar environments and objects, for example, classroom, hall, desk

  VCMMG048 | Mathematics | Level C | Measurement and Geometry | Location and transformation

• VCMMG047

  Match familiar two dimensional shapes and three dimensional objects

  Elaborations

  • matching simple three dimensional shapes with similar attributes, for example, different-sized spheres
    • matching simple two dimensional shapes with similar attributes, for example, different-sized spheres
  • recognising the relationship between familiar shapes using insert puzzles

  VCMMG047 | Mathematics | Level C | Measurement and Geometry | Shape

• VCMNA134

  Recall multiplication facts of two, three, five and ten and related division facts

  Elaborations

  • establishing multiplication facts using number sequences
  • using strategies to recall the multiplication and related division facts for the twos, threes, fives and tens

  VCMNA134 | Mathematics | Level 3 | Number and Algebra | Number and place value

• VCMNA018

  Use number names ‘one’, ‘two’ and ‘three’ in sequence to count in everyday situations

  Elaborations

  • assisting to count objects initially to three, by participating in activities, stories, songs and rhymes that involve number. This could include nodding as objects are counted, tapping an object as it is counted, tracking objects being counted, repeating some number names as objects are being counted
  • responding to number of names in everyday situations, for example waiting for counting down or up before starting an action, sound, activity; stepping, clapping, making a sound, tapping a switch for each number
  • exploring and using some number names by ‘repeating’ number name either verbally or through a communication system or augmentative and alternative communication (AAC)

  VCMNA018 | Mathematics | Level B | Number and Algebra | Number and place value

• VCMMG370

  Apply Pythagoras’ theorem and trigonometry to solving three-dimensional problems in right-angled triangles

  Elaborations

  • investigating the applications of Pythagoras's theorem in authentic problems

  VCMMG370 | Mathematics | Level 10A | Measurement and Geometry | Pythagoras and trigonometry

• VCMMG081

  Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment

  Elaborations

  • sorting and describing squares, circles, triangles, rectangles, spheres and cubes

  VCMMG081 | Mathematics | Foundation Level | Measurement and Geometry | Shape

• VCMNA251

  Introduce the concept of variables as a way of representing numbers using letters

  Elaborations

  • understanding that arithmetic laws are powerful ways of describing and simplifying calculations and that using these laws leads to the generality of algebra

  VCMNA251 | Mathematics | Level 7 | Number and Algebra | Patterns and algebra

• 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

• 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: 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