Search results

Result list

• 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

• VCMSP177

  Identify events where the chance of one will not be affected by the occurrence of the other

  Elaborations

  • explaining that the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby

  VCMSP177 | Mathematics | Level 4 | Statistics and Probability | Chance

• VCMSP176

  Identify everyday events where one cannot happen if the other happens

  Elaborations

  • using examples such as weather, which cannot be dry and wet at the same time

  VCMSP176 | Mathematics | Level 4 | Statistics and Probability | Chance

• VCMSP324

  Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources

  Elaborations

  • comparing the annual rainfall in various parts of Australia, Pakistan, New Guinea and Malaysia

  VCMSP324 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

• VCMMG286

  Choose appropriate units of measurement for area and volume and convert from one unit to another

  Elaborations

  • choosing units for area including mm², cm², m², hectares, km², and units for volume including mm³, cm³, m³
  • recognising that the conversion factors for area units are the squares of those for the corresponding linear units
  • recognising that the conversion factors for volume units are the cubes of those for the corresponding linear units

  VCMMG286 | Mathematics | Level 8 | Measurement and Geometry | Using units of measurement

• VCMNA052

  Use number names in sequence to count in everyday situations, initially from one to ten

  Elaborations

  • developing fluency with forward counting by communicating number names while counting, initially to 10 and in meaningful contexts such as cooking, collecting equipment, stories and games
  • understanding one-to-one correspondence by knowing that each object is counted only once, by tracking an object while counting in shared and structured counting experiences, for example moving objects once counted, counting objects left to right

  VCMNA052 | Mathematics | Level D | Number and Algebra | Number and place value

• VCMNA105

  Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

  Elaborations

  • using an abacus to model and represent numbers
  • understanding three-digit numbers as comprised of hundreds, tens and ones/units
  • demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning

  VCMNA105 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCMNA248

  Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies.

  Elaborations

  • using authentic problems to express quantities as percentages of other amounts

  VCMNA248 | Mathematics | Level 7 | Number and Algebra | Real numbers

• VCMNA184

  Solve problems involving division by a one digit number, including those that result in a remainder

  Elaborations

  • using the fact that equivalent division calculations result if both numbers are divided by the same factor
  • using rounding and making estimates for computations
  • interpreting and representing the remainder in division calculations sensibly for the context

  VCMNA184 | Mathematics | Level 5 | Number and Algebra | Number and place value

• VCMNA035

  Use number names in sequence to count in everyday situations, initially from one to five

  Elaborations

  • developing fluency in forward counting to five using words, sign or augmentative and alternative communication (AAC) in meaningful contexts, including everyday experiences and stories
  • knowing that the forward sequence of counting words occurs in the same order, for example always communicating numbers in the same sequence, indicating when another person uses number names in the wrong sequence
  • developing one-to-one correspondence by recognising that each object is counted, by indicating an object during counting situations, for example, indicating by pointing, activating a switch or eye gaze

  VCMNA035 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMSP126

  Identify a question of interest based on one categorical variable. Gather data relevant to the question

  Elaborations

  • determining the variety of birdlife in the playground and using a prepared table to record observations

  VCMSP126 | Mathematics | Level 2 | Statistics and Probability | Data representation and interpretation

• VCMNA183

  Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies

  Elaborations

  • using rounding and making estimates for computations
  • exploring techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers
  • applying the distributive law and using arrays to model multiplication and explain calculation strategies

  VCMNA183 | Mathematics | Level 5 | Number and Algebra | Number and place value

• VCMNA086

  Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

  Elaborations

  • using the popular Korean counting game sam-yuk-gu for skip counting
  • developing fluency with forwards and backwards counting in meaningful contexts such as circle games

  VCMNA086 | Mathematics | Level 1 | Number and Algebra | Number and place value

• 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

• VCMSP179

  Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values

  Elaborations

  • exploring ways of presenting data and showing the results of investigations
  • investigating data displays using many-to-one correspondence

  VCMSP179 | Mathematics | Level 4 | 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

• Mathematics: Level B description

  In Level B, students participate in everyday activities involving making simple correspondences between objects, and explore qualitative, quantitative and comparative concepts in action and language such as none, one, more, same, different, again and gather.

  They recognise regularity in some events...

  Level description | Mathematics

• Mathematics: Level D description

  In Level D, students actively use concrete models to represent number in various situations, and use number names when comparing, counting, ordering, adding to or taking away from sets of one to five objects.

  They form the initial terms of basic patterns and identify and sequence regular daily...

  Level description | Mathematics

• VCMNA040

  Sharing materials in practical situations

  Elaborations

  • using one to one correspondence to distribute materials evenly
  • exploring the distribution of a group of concrete materials into different numbers of groups

  VCMNA040 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA057

  Sharing material in practical situations so everyone has the same amount

  Elaborations

  • using one to one correspondence to share materials equally
  • exploring stories and everyday situations which require sharing and the distributing of materials

  VCMNA057 | Mathematics | Level D | Number and Algebra | Number and place value