Search results

Result list

• 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

• Mathematics: Level 6 description

  In Level 6, students work with prime, composite, square and triangular numbers and carry out mental, written and technology based computation to solve whole number problems involving all four operations. They explore everyday situations involving integers, and use a number line to represent them...

  Level description | Mathematics

• Mathematics | Mathematics: Learning in Mathematics

  The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically and are applied across all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.

  Understanding refers to students...

  Overview material | Mathematics

• VCMMG368

  Use the unit circle to define trigonometric functions as functions of a real variable, and graph them with and without the use of digital technologies

  Elaborations

  • establishing the symmetrical properties of trigonometric functions
  • investigating angles of any magnitude
  • understanding that trigonometric functions are periodic and that this can be used to describe motion
  • identifying points on the unit circle via arc lengths in radians, which correspond to specified values of the circular functions sine, cosine and tangent

  VCMMG368 | Mathematics | Level 10A | Measurement and Geometry | Pythagoras and trigonometry

• 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