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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 reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In P-2 students can apply their numeracy knowledge to understand their place in the world, their environment, shapes and images and patterns created by nature. Students notice and wonder at the sacramental moments of beauty and awe of the world and their environment. They apply their numeracy knowledge to describe their understandings and reflect on their experiences.
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting
Connectnames, numerals and quantities, including zero, initially up to 10 and then beyond
Subitise small collections of objects
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
Represent practical situations to model addition and sharing
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language
Compare and order duration of events using everyday language of time
Connect days of the week to familiar events and actions
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment
Describe position and movement
Answer yes/no questions to collect information and make simple inferences
Show subject-specific achievement standard
By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.
Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.
Read full description ›
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 reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In P-2 students can apply their numeracy knowledge to understand their place in the world, their environment, shapes and images and patterns created by nature. Students notice and wonder at the sacramental moments of beauty and awe of the world and their environment. They apply their numeracy knowledge to describe their understandings and reflect on their experiences.
Develop confidence withsequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a
Count collections to 100 bynumbers using
Represent and solve simple addition and subtraction problems using a range of strategies including counting on,and rearranging parts
Recognise and describe one-half as one of two equal parts of a whole.
Recognise, describe and order Australian coins according to their value
Investigate and describepatterns formed by skip-counting and patterns with objects
Measure and compare the lengths and capacities of pairs of objects using uniform informal units
Tell time to the half-hour
Describe duration using months, weeks, days and hours
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features
Give and follow directions to familiar locations
Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’
Choose simple questions and gather responses and make simple inferences
Representwith objects and drawings where one object or drawing represents onevalue. Describe the displays
Show subject-specific achievement standard
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 two-dimensional shapes and three-dimensional objects. Students describe data displays.
Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.
Read full description ›
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 reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in social contexts both locally and globally to enhance student capacity to improve their social and economic well-being for human flourishing. Schools and teachers provide equitable access and opportunity for all students to learn mathematics relevant to their year level.
Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives.
In selecting authentic and relevant social contexts students move most appropriately from personal to local to global contexts.
In P-2 students can apply their numeracy knowledge to understand their place in the world, their environment, shapes and images and patterns created by nature. Students notice and wonder at the sacramental moments of beauty and awe of the world and their environment. They apply their numeracy knowledge to describe their understandings and reflect on their experiences.
Investigatesequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Recognise, model, represent and order numbers to at least 1000
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting
Explore the connection between addition and subtraction
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
Recognise and represent multiplication as repeated addition, groups and arrays
Recognise and represent division as grouping into equal sets and solve simple problems using these representations
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections
Count and order small collections of Australian coins and notes according to their value
Describe patterns with numbers and identify missing elements
Solve problems by usingsentences for addition or subtraction
Compare and order several shapes and objects based on length, area,andusing appropriate uniform informal units
Compare masses of objects using balance scales
Tell time to the quarter-hour, using the language of 'past' and 'to'
Name and order months and seasons
Use a calendar to identify the date and determine theof days in each month
Describe and draw two-dimensional shapes, with and without digital technologies
Describe the features of three-dimensional objects
Interpret simple maps of familiar locations and identify the relative positions of key features
Investigate the effect of one-step slides and flips with and without digital technologies
Identify and describe half and quarter turns
Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’
Identify a question of interest based on one categorical variable. Gatherrelevant to the question
Collect, check and classify
Create displays ofusing lists, table andand interpret them
Show subject-specific achievement standard
By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.
Read full description ›
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 reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
Hide full description ›
The ability to problem solve and apply mathematical knowledge and understanding within real world contexts supports students to develop 21st century numeracy skills. Applying mathematics knowledge and understanding in the Australian Curriculum Mathematics is developed through the introduction of contexts. Authentic contexts can also be located in other areas of the curriculum by connecting the mathematical content to be applied across the curriculum. Numeracy is the application of mathematical knowledge and skills in real world contexts. The general capability of numeracy provides a pathway for exploring Catholic Perspectives and Catholic Social Teachings.
When students are asked to solve problems and understand social contexts through a mathematics lens they deepen their understanding of the world, the views of others and connect more authentically with their community and society. Developing numeracy skills provides students with the processes and skills to understand and participate in their world, justify their viewpoints and critique information.
The Australian curriculum mathematical content descriptions can be taught through social contexts that connect learners to apply mathematics in order to understand their world and bring about social change. From a Catholic perspective, contexts can be developed by teachers at different year levels depending on the relevant learning development and knowledge of students.
From the Australian Curriculum Mathematics, an understanding and application of data and statistics can be enhanced through the introduction of contexts that support a Catholic perspective. For instance, data and statistics can be used to inform our judgement and justify how we might respond to the poor and marginalised and those in greatest need, both locally and globally. Using data and statistics to make judgements and reason thinking strengthens students’ knowledge of their call to action, to live in the image and likeness of God. Numeracy skills and understandings support the development of the whole learner to live with dignity with a vision for a just and fair world.
From a Catholic perspective, teachers are required to teach students the mathematical knowledge and skills that support their development as numerate learners and users who can bring a critical lens to real world contexts. Teachers have an obligation to support students to apply their numeracy knowledge and skills in