Students:

demonstrate concepts of counting using every day experiences

recognise the effects of adding to and taking away from a collection of objects

identify situations that involve the use of money

Typically by the end of Foundation Year, students:

connect and order number names, numerals and groups of objects using numbers up to two digits

solve everyday addition and share stories

recognise the different value of coins and notes in the Australian monetary system

Typically by the end of Year 2, students:

estimate the solution to a problem and then calculate the answer

identify and use combinations of coins and notes for simple purchases

Typically by the end of Year 4, students:

model, represent, order and use numbers up to five digits

estimate a solution to a problem and then check the solution by recalling addition, subtraction, multiplication and division facts

estimate the change from simple purchases

Typically by the end of Year 6, students:

identify, describe and use numbers larger than one million

solve problems and check calculations using efficient mental and written strategies

create simple financial plans, budgets and cost predictions

Typically by the end of Year 8, students:

compare, order and use positive and negative numbers to solve everyday problems

solve complex problems by estimating and calculating using efficient mental, written and digital strategies

identify and justify ‘best value for money’ decisions

Typically by the end of Year 10, students:

use different ways to represent very large and very small numbers including scientific notation

solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies

evaluate financial plans to support specific financial goals

Students:

recognise simple patterns in everyday contexts

Typically by the end of Foundation Year, students:

describe and continue patterns

Typically by the end of Year 2, students:

Level 1e is the starting point for this sub-element

Typically by the end of Year 4, students:

identify and describe trends in everyday patterns

Typically by the end of Year 6, students:

identify and describe pattern rules and relationships that help to identify trends

Typically by the end of Year 8, students:

identify trends using number rules and relationships

Typically by the end of Year 10, students:

explain how the practical application of patterns can be used to identify trends

Students:

recognise a ‘whole’ and ‘parts of a whole’ within everyday contexts

Level 1b is the starting point for this sub-element

Typically by the end of Foundation Year, students:

recognise that a whole object can be divided into equal parts

identify quantities such as more, less and the same in everyday comparisons

Typically by the end of Year 2, students:

visualise and describe halves and quarters

solve problems using halves and quarters

Typically by the end of Year 4, students:

visualise, describe and order tenths, hundredths, 1-place and 2-place decimals

solve problems using equivalent fractions for tenths, hundredths, 1-place and 2-place decimals

Typically by the end of Year 6, students:

visualise, describe and order equivalent fractions, decimals and simple percentages

solve problems using equivalent fractions, decimals and simple percentages

Typically by the end of Year 8, students:

visualise and describe the proportions of percentages, ratios and rates

solve problems using simple percentages, ratios and rates

Typically by the end of Year 10, students:

illustrate and order relationships for fractions, decimals, percentages, ratios and rates

solve problems involving fractions, decimals, percentages, ratios and rates

Students:

sort or match objects according to their features

demonstrate awareness of position of self and objects in relation to everyday contexts

Typically by the end of Foundation Year, students:

sort and name simple 2D shapes and 3D objects

follow directions to demonstrate understanding of common position words and movements

Typically by the end of Year 2, students:

identify, sort and describe common 2D shapes and 3D objects

give and follow directions on maps and diagrams of familiar locations

Typically by the end of Year 4, students:

visualise, sort, identify and describe symmetry, shapes and angles in the environment

interpret information, locate positions and describe routes on maps and diagrams using simple scales, legends and directional language

Typically by the end of Year 6, students:

visualise, sort, describe and compare the features of objects such as prisms and pyramids in the environment

identify and describe routes and locations, using grid reference systems and directional language such as north or north east

Typically by the end of Year 8, students:

visualise, describe and apply their understanding of the features and properties of 2D shapes and 3D objects

create and interpret 2D and 3D maps, models and diagrams

Typically by the end of Year 10, students:

visualise, describe and analyse the way shapes and objects are combined and positioned in the environment for different purposes

create and interpret maps, models and diagrams using a range of mapping tools

Students:

display information using real objects or photographs and respond to questions about the information displayed

Level 1b is the starting point for this sub-element

Typically by the end of Foundation Year, students:

recognise how to ask and answer simple data questions and interpret data in drawings or picture graphs

recognise that some events might or might not happen

Typically by the end of Year 2, students:

collect and describe data on a relevant issue based on one variable and display as lists, tables or picture graphs

identify and describe familiar events that involve chance

Typically by the end of Year 4, students:

collect record and display data as tables, diagrams, picture graphs and column graphs

describe possible outcomes from chance experiments using informal chance language and recognising variations in results

Typically by the end of Year 6, students:

collect, compare, describe and interpret data as 2-way tables, double column graphs and sector graphs, including from digital media

describe chance events and compare observed outcomes with predictions using numerical representations such as a 75% chance of rain or 50/50 chance of snow

Typically by the end of Year 8, students:

compare, interpret and assess the effectiveness of different data displays of the same information

describe and explain why the actual results of chance events are not always the same as expected results

Typically by the end of Year 10, students:

explain the likelihood of multiple events occurring together by giving examples of situations when they might happen

Students:

sequence familiar actions and events in a variety of ways

Typically by the end of Foundation Year, students:

measure by comparing objects and indicate if these measurements are the same or different

sequence familiar actions and events using the everyday language of time

Typically by the end of Year 2, students:

estimate, measure and order using direct and indirect comparisons and informal units to collect and record information about shapes and objects

read digital and analogue clocks to the half and quarter hour, sequence events by months and seasons and identify a date on a calendar

Typically by the end of Year 4, students:

read digital and analogue clocks to the minute, convert between hours and minutes, use 'am' and 'pm', and use calendars to locate and compare time events

Typically by the end of Year 6, students:

convert between 12- and 24-hour systems to solve time problems, interpret and use timetables from print and digital sources

Typically by the end of Year 8, students:

use 12- and 24-hour systems within a single time zone to solve time problems, and place personal and family events on an extended time scale

Typically by the end of Year 10, students:

solve complex problems involving surface area and volume of prisms and cylinders and composite solids

use 12- and 24-hour systems within a multiple time zone to solve time problems, use large and small timescales in complex contexts and place historical and scientific events on an extended time scale

Students:

- demonstrate concepts of counting using every day experiences

- recognise the effects of adding to and taking away from a collection of objects

- identify situations that involve the use of money

Students:

- recognise simple patterns in everyday contexts

Students:

- recognise a ‘whole’ and ‘parts of a whole’ within everyday contexts

- Level 1b is the starting point for this sub-element

Students:

- sort or match objects according to their features

- demonstrate awareness of position of self and objects in relation to everyday contexts

Students:

- display information using real objects or photographs and respond to questions about the information displayed

- Level 1b is the starting point for this sub-element

Students:

- sequence familiar actions and events in a variety of ways

Typically by the end of Foundation Year, students:

- connect and order number names, numerals and groups of objects using numbers up to two digits

- solve everyday addition and share stories

- recognise the different value of coins and notes in the Australian monetary system

Typically by the end of Foundation Year, students:

- describe and continue patterns

Typically by the end of Foundation Year, students:

- recognise that a whole object can be divided into equal parts

- identify quantities such as more, less and the same in everyday comparisons

Typically by the end of Foundation Year, students:

- sort and name simple 2D shapes and 3D objects

- follow directions to demonstrate understanding of common position words and movements

Typically by the end of Foundation Year, students:

- recognise how to ask and answer simple data questions and interpret data in drawings or picture graphs

- recognise that some events might or might not happen

Typically by the end of Foundation Year, students:

- measure by comparing objects and indicate if these measurements are the same or different

- sequence familiar actions and events using the everyday language of time

Typically by the end of Year 2, students:

- estimate the solution to a problem and then calculate the answer

- identify and use combinations of coins and notes for simple purchases

Typically by the end of Year 2, students:

Level 1e is the starting point for this sub-element

Typically by the end of Year 2, students:

- visualise and describe halves and quarters

- solve problems using halves and quarters

Typically by the end of Year 2, students:

- identify, sort and describe common 2D shapes and 3D objects

- give and follow directions on maps and diagrams of familiar locations

Typically by the end of Year 2, students:

- collect and describe data on a relevant issue based on one variable and display as lists, tables or picture graphs

- identify and describe familiar events that involve chance

Typically by the end of Year 2, students:

- estimate, measure and order using direct and indirect comparisons and informal units to collect and record information about shapes and objects

- read digital and analogue clocks to the half and quarter hour, sequence events by months and seasons and identify a date on a calendar

Typically by the end of Year 4, students:

- model, represent, order and use numbers up to five digits

- estimate a solution to a problem and then check the solution by recalling addition, subtraction, multiplication and division facts

- estimate the change from simple purchases

Typically by the end of Year 4, students:

- identify and describe trends in everyday patterns

Typically by the end of Year 4, students:

- visualise, describe and order tenths, hundredths, 1-place and 2-place decimals

- solve problems using equivalent fractions for tenths, hundredths, 1-place and 2-place decimals

Typically by the end of Year 4, students:

- visualise, sort, identify and describe symmetry, shapes and angles in the environment

- interpret information, locate positions and describe routes on maps and diagrams using simple scales, legends and directional language

Typically by the end of Year 4, students:

- collect record and display data as tables, diagrams, picture graphs and column graphs

- describe possible outcomes from chance experiments using informal chance language and recognising variations in results

Typically by the end of Year 4, students:

- read digital and analogue clocks to the minute, convert between hours and minutes, use 'am' and 'pm', and use calendars to locate and compare time events

Typically by the end of Year 6, students:

- identify, describe and use numbers larger than one million

- solve problems and check calculations using efficient mental and written strategies

- create simple financial plans, budgets and cost predictions

Typically by the end of Year 6, students:

- identify and describe pattern rules and relationships that help to identify trends

Typically by the end of Year 6, students:

- visualise, describe and order equivalent fractions, decimals and simple percentages

- solve problems using equivalent fractions, decimals and simple percentages

Typically by the end of Year 6, students:

- visualise, sort, describe and compare the features of objects such as prisms and pyramids in the environment

- identify and describe routes and locations, using grid reference systems and directional language such as north or north east

Typically by the end of Year 6, students:

- collect, compare, describe and interpret data as 2-way tables, double column graphs and sector graphs, including from digital media

- describe chance events and compare observed outcomes with predictions using numerical representations such as a 75% chance of rain or 50/50 chance of snow

Typically by the end of Year 6, students:

- convert between 12- and 24-hour systems to solve time problems, interpret and use timetables from print and digital sources

Typically by the end of Year 8, students:

- compare, order and use positive and negative numbers to solve everyday problems

- solve complex problems by estimating and calculating using efficient mental, written and digital strategies

- identify and justify ‘best value for money’ decisions

Typically by the end of Year 8, students:

- identify trends using number rules and relationships

Typically by the end of Year 8, students:

- visualise and describe the proportions of percentages, ratios and rates

- solve problems using simple percentages, ratios and rates

Typically by the end of Year 8, students:

- visualise, describe and apply their understanding of the features and properties of 2D shapes and 3D objects

- create and interpret 2D and 3D maps, models and diagrams

Typically by the end of Year 8, students:

- compare, interpret and assess the effectiveness of different data displays of the same information

- describe and explain why the actual results of chance events are not always the same as expected results

Typically by the end of Year 8, students:

- use 12- and 24-hour systems within a single time zone to solve time problems, and place personal and family events on an extended time scale

Typically by the end of Year 10, students:

- use different ways to represent very large and very small numbers including scientific notation

- solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies

- evaluate financial plans to support specific financial goals

Typically by the end of Year 10, students:

- explain how the practical application of patterns can be used to identify trends

Typically by the end of Year 10, students:

- illustrate and order relationships for fractions, decimals, percentages, ratios and rates

- solve problems involving fractions, decimals, percentages, ratios and rates

Typically by the end of Year 10, students:

- visualise, describe and analyse the way shapes and objects are combined and positioned in the environment for different purposes

- create and interpret maps, models and diagrams using a range of mapping tools

Typically by the end of Year 10, students:

- explain the likelihood of multiple events occurring together by giving examples of situations when they might happen

Typically by the end of Year 10, students:

- solve complex problems involving surface area and volume of prisms and cylinders and composite solids

- use 12- and 24-hour systems within a multiple time zone to solve time problems, use large and small timescales in complex contexts and place historical and scientific events on an extended time scale