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Result list

• VCMNA113

  Solve problems by using number sentences for addition or subtraction

  Elaborations

  • representing a word problem as a number sentence
  • writing a word problem to represent a number sentence

  VCMNA113 | Mathematics | Level 2 | Number and Algebra | Patterns and algebra

• VCMNA152

  Recognise, represent and order numbers to at least tens of thousands

  Elaborations

  • reproducing five-digit numbers in words using their numerical representations, and vice versa

  VCMNA152 | Mathematics | Level 4 | Number and Algebra | Number and place value

• VCMNA335

  Solve problems involving linear equations, including those derived from formulas

  Elaborations

  • representing word problems with simple linear equations and solving them to answer questions

  VCMNA335 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMNA336

  Solve linear inequalities and graph their solutions on a number line

  Elaborations

  • representing word problems with simple linear inequalities and solving them to answer questions

  VCMNA336 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMNA186

  Recognise, represent and order numbers to at least hundreds of thousands

  Elaborations

  • reproducing six-digit numbers in words using their numerical representations, and vice versa

  VCMNA186 | Mathematics | Level 5 | Number and Algebra | Number and place value

• Mathematics: Level 1 description

  In Level 1, students use mathematical symbols and language as well as materials and drawings in their mathematical explorations of daily life.

  Students recognise, represent and order numbers to at least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect...

  Level description | Mathematics

• VCMNA310

  Sketch linear graphs using the coordinates of two points and solve linear equations

  Elaborations

  • determining linear rules from suitable diagrams, tables of values and graphs and describing them using both words and algebra

  VCMNA310 | Mathematics | Level 9 | Number and Algebra | Linear and non-linear relationships

• VCMNA135

  Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies

  Elaborations

  • writing simple word problems in numerical form and vice versa
  • using technology to check the solution and reasonableness of the answer

  VCMNA135 | Mathematics | Level 3 | Number and Algebra | Number and place value

• Mathematics: Level 4 description

  In Level 4, students extend the number system to simple decimal fractions, and broaden their use of measures and scales.

  Students model, represent and order numbers to tens of thousands, and extend place value to tenths and hundredths. They investigate odd and even numbers and explore number patterns...

  Level description | Mathematics

• VCMNA130

  Recognise, model, represent and order numbers to at least 10 000

  Elaborations

  • placing four-digit numbers on a number line using an appropriate scale
  • reproducing numbers in words using their numerical representations and vice versa

  VCMNA130 | Mathematics | Level 3 | Number and Algebra | Number and place value

• VCMNA132

  Recognise and explain the connection between addition and subtraction

  Elaborations

  • demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences
  • solving simple word problems involving addition or subtraction

  VCMNA132 | Mathematics | Level 3 | Number and Algebra | Number and place value

• VCMMG095

  Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units

  Elaborations

  • understanding that in order to compare objects, the unit of measurement must be the same size
  • lifting to compare the mass of objects using words, for example, heavier, lighter, same
  • measuring the capacity of containers using uniform material, for example cups or buckets

  VCMMG095 | Mathematics | Level 1 | Measurement and Geometry | Using units of measurement

• VCMNA340

  Solve linear equations involving simple algebraic fractions

  Elaborations

  • solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
  • representing word problems, including those involving fractions, as equations and solving them to answer the question

  VCMNA340 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMNA253

  Extend and apply the laws and properties of arithmetic to algebraic terms and expressions

  Elaborations

  • identifying order of operations in contextualised problems, preserving the order by inserting brackets in numerical expressions, then recognising how order is preserved by convention
  • moving fluently between algebraic and word representations as descriptions of the same situation

  VCMNA253 | Mathematics | Level 7 | Number and Algebra | Patterns and algebra

• VCMNA139

  Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes

  Elaborations

  • finding and describing simple rules in words to solve problems
  • using simple function machines to represent and apply a process or the inverse process, such as increase or decrease the value of a number by a specified amount

  VCMNA139 | Mathematics | Level 3 | Number and Algebra | Patterns and algebra

• 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

• VCMMG099

  Give and follow directions to familiar locations

  Elaborations

  • understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance
  • understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions
  • interpreting and following directions around familiar locations

  VCMMG099 | Mathematics | Level 1 | Measurement and Geometry | Location and transformation

• VCMNA072

  Compare, order and make correspondences between collections, initially to 20, and explain reasoning

  Elaborations

  • comparing and ordering items of like and unlike characteristics using the words ‘more’, ‘less’, ‘same as’ and ‘not the same as’ and giving reasons for these answers
  • understanding and using terms such as ‘first’ and ‘second’ to indicate ordinal position in a sequence.
  • using objects which are personally and culturally relevant to students

  VCMNA072 | Mathematics | Foundation Level | Number and Algebra | Number and place value

• VCMNA053

  Recognise number name, numerals and quantities, initially up to five and beyond

  Elaborations

  • responding to key vocabulary and questions about ‘how many’
  • using one-to-one matching of number words, sign or augmentative and alternative communication (AAC) representation for objects to five
  • matching numerals to the correct number of items initially to five using number games, software, cards and everyday situations

  VCMNA053 | Mathematics | Level D | Number and Algebra | Number and place value

• 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