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• VCMMG117

  Tell time to the quarter-hour, using the language of 'past' and 'to'

  Elaborations

  • describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three

  VCMMG117 | Mathematics | Level 2 | Measurement and Geometry | Using units of measurement

• VCMNA162

  Solve word problems by using number sentences involving multiplication or division where there is no remainder

  Elaborations

  • representing a word problem as a number sentence
  • writing a word problem using a given number sentence

  VCMNA162 | Mathematics | Level 4 | Number and Algebra | Patterns and algebra

• Mathematics: Level D achievement standards

  Number and Algebra

  Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete...

  Level description | Mathematics | Level D

• 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

• Mathematics: Level 1 achievement standards

  Number and Algebra

  Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations...

  Level description | Mathematics | Level 1

• Mathematics: Level 2 achievement standards

  Number and Algebra

  Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping...

  Level description | Mathematics | Level 2

• 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

• Mathematics: Level 10A description

  Level 10A provides optional, additional content for students to be extended in their mathematical studies.

  Students could extend work in number and algebra to investigate the structure and properties of number systems, with further analysis of order relations and inequalities. They could extend...

  Level description | Mathematics

• Mathematics | Mathematics: Structure

  The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

  Each strand is organised by sub-­strands. Sub-strands group content descriptions under an appropriate concept, to provide both a focus and a clear sequence for the...

  Overview material | Mathematics

• VCMMG013

  Respond to familiar everyday shapes and objects

  Elaborations

  • experiencing a variety of objects and their characteristics, and being introduced to the names of shapes through interaction with objects
  • reacting to three-dimensional objects in everyday situations with the use of sensory input, for example touching, feeling, looking, shaking, rolling
  • responding to objects and shapes as they are identified in the classroom and environment in everyday situations

  VCMMG013 | Mathematics | Level A | Measurement and Geometry | Shape

• 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

• Mathematics: Level 5 achievement standards

  Number and Algebra

  Students solve simple problems involving the four operations using a range of strategies including digital technology. They estimate to check the reasonableness of answers and approximate answers by rounding. Students identify and describe factors and multiples. They explain...

  Level description | Mathematics | Level 5

• Mathematics: Level 7 achievement standards

  Number and Algebra

  Students solve problems involving the order, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving all four operations with fractions...

  Level description | Mathematics | Level 7

• Mathematics: Level 9 achievement standards

  Number and Algebra

  Students apply the index laws using integer indices to variables and numbers, express numbers in scientific notation, solve problems involving very small and very large numbers, and check the order of magnitude of calculations. They solve problems involving simple interest. Students...

  Level description | Mathematics | Level 9

• Mathematics: Level 3 description

  In Level 3, students increasingly use mathematical terms and symbols to describe computations, measurements and characteristics of objects.

  Students recognise, model and order numbers to at least 10 000 and place four digit numbers on a number line with regard for scale. They partition and re-arrange...

  Level description | Mathematics

• Mathematics: Level 2 description

  In Level 2, students use grouping partitioning and re-arrangement to apply place value and extend the range of numbers they use and apply to thousands.

  Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards...

  Level description | Mathematics

• 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

• VCMMG030

  Identify when two shapes or objects are the same sort or not

  Elaborations

  • using ‘posting’ of items into different containers or holes to manipulate and sort shapes and objects
  • recognising three dimensional objects when identified in the environment using everyday situations
  • matching everyday objects that are ‘the same’
  • exploring shapes by using ‘play dough’ and other malleable materials to make shapes
  • developing an awareness of the language used to describe shapes

  VCMMG030 | Mathematics | Level B | Measurement and Geometry | Shape

• VCMNA136

  Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole

  Elaborations

  • partitioning areas, lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper to illustrate different unit fractions and comparing the number of parts with their sizes
  • locating unit fractions on a number line
  • recognising that in English the term ‘one third’ is used (order: numerator, denominator) but in other languages, such as Japanese for example, this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator)

  VCMNA136 | Mathematics | Level 3 | Number and Algebra | Fractions and decimals

• 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