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• VCMNA153

  Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems

  Elaborations

  • recognising and demonstrating that the place-value pattern is built on the operations of multiplication or division of tens

  VCMNA153 | Mathematics | Level 4 | Number and Algebra | Number and place value

• VCMNA131

  Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems

  Elaborations

  • recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones
  • justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations

  VCMNA131 | Mathematics | Level 3 | Number and Algebra | Number and place value

• 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

• VCMNA304

  Solve problems involving simple interest

  Elaborations

  • understanding that financial decisions can be assisted by mathematical calculations

  VCMNA304 | Mathematics | Level 9 | Number and Algebra | Money and financial mathematics

• VCMSP050

  Follow simple instructions to sort objects into a simple data display

  Elaborations

  • making and collecting people’s choices and assisting to collate these in a data display based on set options
  • match responses to establish groups to assist in collating data

  VCMSP050 | Mathematics | Level C | Statistics and Probability | Data representation and interpretation

• Mathematics | Mathematics: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse...

  Overview material | Mathematics

• VCMNA006

  React to practical situations of sharing

  Elaborations

  • experiencing objects being distributed and assisting to distribute objects to others in everyday situations
  • reacting to objects being shared and distributed

  VCMNA006 | Mathematics | Level A | Number and Algebra | Number and place value

• VCMNA023

  Respond to everyday practical situations of sharing

  Elaborations

  • responding to the prompt to “share” by giving an object to another
  • assisting to hand out materials so everyone has the same materials

  VCMNA023 | Mathematics | Level B | Number and Algebra | Number and place value

• VCMNA043

  Identify repeated routines and sequences in everyday events

  Elaborations

  • follow and assist to represent a sequence of steps
  • follow a simple decision (algorithm) to solve a everyday problem
  • participate in a cause and effects activities, games and events

  VCMNA043 | Mathematics | Level C | Number and Algebra | Patterns and algebra

• VCMSP049

  Identify data relevant to a given context

  Elaborations

  • assisting to collect information to answer a question, for example, what colours are the counters in the box
  • following simple instructions to sort objects for a data display

  VCMSP049 | Mathematics | Level C | Statistics and Probability | Data representation and interpretation

• VCMSP067

  Collect and display data in response to a question using materials

  Elaborations

  • representing responses to everyday situations with everyday objects into data displays
  • collate responses to a question into groups
  • match responses which are the same to assist in data collation

  VCMSP067 | Mathematics | Level D | Statistics and Probability | Data representation and interpretation

• VCMMG046

  Identify the familiar events within the day using a visual schedule

  Elaborations

  • identifying daily events through materials, visuals and objects provided
  • identifying daily events with the assistance of visual or tactile schedules and timetables
  • identifying events that may or may not happen today

  VCMMG046 | Mathematics | Level C | Measurement and Geometry | Using units of measurement

• VCMSP033

  Participate in the grouping of data

  Elaborations

  • answering a yes/no question and assisting to place their response in a data display
  • experiencing the representation of everyday situations and choices in simple date displays
  • match a response to a given category

  VCMSP033 | Mathematics | Level B | Statistics and Probability | Data representation and interpretation

• Mathematics | Mathematics: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Mathematics

• VCMMG028

  Recognise and participate in familiar events that happen on a daily basis

  Elaborations

  • recognising the sequence of familiar events, for example ‘first and then’, with the support of picture-based schedules
  • understanding and using environmental cues such as equipment, staff and location to predict and identify activities
  • assisting in the construction of visual timetable for the class
  • responding to the signal from a timer to indicate the end of an activity

  VCMMG028 | Mathematics | Level B | Measurement and Geometry | Using units of measurement

• VCMNA273

  Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies and make estimates for these computations

  Elaborations

  • using patterns to assist in finding rules for the multiplication and division of integers
  • using the number line to develop strategies for adding and subtracting rational numbers
  • making an estimate for the total of a family weekly grocery bill with consideration of accuracy of the estimate, or for problems involving the circumference and area of a circle

  VCMNA273 | Mathematics | Level 8 | Number and Algebra | Number and place value

• VCMSP032

  Participate in data collection

  Elaborations

  • following the construction of data display, for example picture representations of student choices, presented as class display of hair colour, favourite colour, song, movie, character
  • assisting to identify pictures that represent daily routines and events in a data display
  • choosing pictures or objects to put in a data display

  VCMSP032 | Mathematics | Level B | Statistics and Probability | Data representation and interpretation

• 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

• 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

• VCMNA069

  Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

  Elaborations

  • reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
  • identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
  • developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
  • understanding that numbers are said in a particular order and there are patterns in the way we say them

  VCMNA069 | Mathematics | Foundation Level | Number and Algebra | Number and place value