Elaboration ACMNA016
sharing a collection of readily available materials into two equal portions
Elaboration | ACMNA016 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (1) ACMNA016
splitting an object into two equal pieces and describing how the pieces are equal
Elaboration (1) | ACMNA016 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMNA017
showing that coins are different in other countries by comparing Asian coins to Australian coins
Elaboration | ACMNA017 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (1) ACMNA017
understanding that the value of Australian coins is not related to size
Elaboration (1) | ACMNA017 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (2) ACMNA017
describing the features of coins that make it possible to identify them
Elaboration (2) | ACMNA017 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMNA018
using place-value patterns beyond the teens to generalise the number sequence and predict the next number
Elaboration | ACMNA018 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (1) ACMNA018
investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100
Elaboration (1) | ACMNA018 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMMG019
understanding that in order to compare objects, the unit of measurement must be the same size
Elaboration | ACMMG019 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMMG020
reading time on analogue and digital clocks and observing the characteristics of half-hour times
Elaboration | ACMMG020 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMMG021
describing the duration of familiar situations such as ‘how long is it until we next come to school?’
Elaboration | ACMMG021 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMMG022
focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'
Elaboration | ACMMG022 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMMG023
understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance
Elaboration | ACMMG023 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (1) ACMMG023
understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions
Elaboration (1) | ACMMG023 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (2) ACMMG023
interpreting and following directions around familiar locations
Elaboration (2) | ACMMG023 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMSP024
justifying that some events are certain or impossible
Elaboration | ACMSP024 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMSP262
determining which questions will gather appropriate responses for a simple investigation
Elaboration | ACMSP262 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMSP263
understanding one-to-one correspondence
Elaboration | ACMSP263 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (1) ACMSP263
describing displays by identifying categories with the greatest or least number of objects
Elaboration (1) | ACMSP263 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMNA026
developing fluency and confidence with numbers and calculations by saying number sequences
Elaboration | ACMNA026 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum
Elaboration (1) ACMNA026
recognising patterns in number sequences, such as adding 10 always results in the same final digit
Elaboration (1) | ACMNA026 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum