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Year 1 Mathematics

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …

Year 1 | Mathematics | F-10 curriculum

Elaboration (1) ACMNA238

solving problems using the fact that the product of the gradients of perpendicular lines is –1 and conversely that if the product of the gradients of two lines is –1 then they are perpendicular

Elaboration (1) ACMNA055

combining knowledge of addition and subtraction facts and partitioning to aid computation (for example 57 + 19 = 57 + 20 – 1)

Elaboration (1) ACMSP204

understanding that probabilities range between 0 to 1 and that calculating the probability of an event allows the probability of its complement to be found

Elaboration (1) ACMNA051

explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd

Structure Mathematics

The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands. The content strands are number and algebra, measurement and geometry, and statistics and probability. They describe what …

Structure | Mathematics | F-10 curriculum

ACMSP117

Recognise that probabilities range from 0 to 1

Elaborations ScOT Terms

ACMSP117 | Content Descriptions | Year 5 | Mathematics | F-10 curriculum

Achievement Standard Mathematics Year 1

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe …

Achievement Standard | Achievement Standards | Year 1 | Mathematics | F-10 curriculum

Achievement Standard Mathematics Year 5

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify …

Achievement Standard | Achievement Standards | Year 5 | Mathematics | F-10 curriculum

Elaboration ACMNA124

understanding that integers are ...-3, -2, -1, 0, 1, 2, 3,.....

Elaboration (1) ACMNA001

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

Elaboration (1) ACMNA002

using scenarios to help students recognise that other cultures count in a variety of ways, such as the Wotjoballum number systems

Elaboration (1) ACMNA289

understanding and using terms such as ‘first’ and ‘second’ to indicate ordinal position in a sequence.

Elaboration (1) ACMNA004

using Aboriginal and Torres Strait Islander methods of adding, including spatial patterns and reasoning

Elaboration (1) ACMNA005

creating and describing patterns using materials, sounds, movements or drawings

Elaboration (1) ACMMG006

using suitable language associated with measurement attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, ‘holds more’ and ‘holds less’

Elaboration (1) ACMMG007

sequencing familiar events in time order

Elaboration (1) ACMMG010

following and giving simple directions to guide a friend around an obstacle path and vice versa

Elaboration (1) ACMSP011

representing responses to questions using simple displays, including grouping students according to their answers

Elaboration (1) ACMNA012

developing fluency with forwards and backwards counting in meaningful contexts such as circle games

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