## Mathematics – Australia – Australian Curriculum

• ##### Number and place value
• ACMNA026 – Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences.

• 7 learning outcomes – click to view

Samples: Adding on 10 using blocks. Subtracting 10 using blocks. Adding 10. Groups of 2. Groups of 5. Groups of 10. Groups of 3.

• #### Adding on 10 using blocks

• Activities: 2 course, 0 extra
• #### Subtracting 10 using blocks

• Activities: 1 course, 0 extra
• #### Adding 10 (to two digits)

• Activities: 4 course, 14 extra
• #### Number patterns and groups (of 2)

• Activities: 4 course, 9 extra
• #### Number patterns and groups (of 5)

• Activities: 5 course, 14 extra
• #### Number patterns and groups (of 10)

• Activities: 4 course, 6 extra
• #### Number patterns and groups (of 3)

• Activities: 3 course, 1 extra
• ACMNA027 – Recognise, model, represent and order numbers to at least 1000

• 6 learning outcomes – click to view

Samples: Write numbers – to 1000. Reading numbers – to 1000. Comparing numbers – to 1000. Ordinal numbers.

• #### Write numbers – to 1000

• Activities: 1 course, 1 extra
• #### Reading numbers – to 1000

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 1000

• Activities: 1 course, 1 extra
• #### Ordinal numbers

• Activities: 4 course, 3 extra
• #### Counting by 100 (multiples of 100)

• Activities: 1 course, 0 extra
• #### Writing numbers to 1000

• Activities: 1 course, 0 extra
• ACMNA028 – Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

• 13 learning outcomes – click to view

Samples: Expanded notation. Expanded notation (21-100 - identify the value of the 'ones').

• #### Expanded notation (11-30)

• Activities: 2 course, 0 extra
• #### Expanded notation (21-100 - identify the value of the 'ones')

• Activities: 1 course, 0 extra
• #### Expanded notation (21-100 - identify tens or ones)

• Activities: 1 course, 0 extra
• #### Numbers represented using MAB (up to 100)

• Activities: 2 course, 2 extra
• #### Counting in tens and ones

• Activities: 2 course, 2 extra
• #### Place value concepts (bundled sticks)

• Activities: 2 course, 0 extra
• #### Place value - hundreds, tens and ones

• Activities: 4 course, 4 extra
• #### Adding on 10 using blocks

• Activities: 2 course, 0 extra
• #### Adding multiples of 10 using blocks

• Activities: 2 course, 0 extra
• #### Subtracting 10 using blocks

• Activities: 1 course, 0 extra
• #### Subtracting multiples of 10 using blocks

• Activities: 1 course, 0 extra
• #### Expanded form - numbers to 1000

• Activities: 1 course, 0 extra
• #### Numbers written in expanded form

• Activities: 1 course, 0 extra
• ACMNA029 – Explore the connection between addition and subtraction

• 12 learning outcomes – click to view

• Activities: 1 course, 1 extra
• #### Adding single digit numbers

• Activities: 5 course, 20 extra
• #### Adding single digit numbers (problem solving)

• Activities: 2 course, 8 extra
• #### Adding 10 (to two digits)

• Activities: 4 course, 14 extra
• #### Make 10.

• Activities: 5 course, 4 extra
• #### Make 10 (problem solving)

• Activities: 2 course, 2 extra
• #### Single digit addition (missing number)

• Activities: 3 course, 10 extra
• #### Explain addition and subtraction by drawing

• Activities: 1 course, 0 extra
• #### 'Adding on' to subtract

• Activities: 1 course, 0 extra
• #### Subtracting single digit numbers

• Activities: 6 course, 12 extra
• #### Subtracting single digits from up to 20 (problem solving)

• Activities: 2 course, 7 extra
• #### Single digit subtraction (missing number)

• Activities: 3 course, 7 extra
• ACMNA030 – Solve simple addition and subtraction problems using a range of efficient mental and written strategies

• 10 learning outcomes – click to view

Samples: Two more than. Adding 2 (problem solving). Add on to 5. Adding on to 10 (problem solving).

• #### Two more than - problem solving

• Activities: 1 course, 0 extra
• #### Adding 2 (problem solving)

• Activities: 1 course, 0 extra
• #### Adding on to 5 (problem solving)

• Activities: 2 course, 1 extra
• #### Adding on to 10 (problem solving)

• Activities: 1 course, 0 extra
• #### Adding single digit numbers (problem solving)

• Activities: 2 course, 8 extra
• #### Make 10 (problem solving)

• Activities: 2 course, 2 extra
• #### Subtracting 2 (problem solving)

• Activities: 2 course, 0 extra
• #### Subtracting from 10 (problem solving)

• Activities: 3 course, 3 extra
• #### Subtracting single digit numbers (problem solving)

• Activities: 4 course, 3 extra
• #### Subtracting single digits from up to 20 (problem solving)

• Activities: 2 course, 7 extra
• ACMNA031 – Recognise and represent multiplication as repeated addition, groups and arrays

• 12 learning outcomes – click to view

Samples: Groups of 2. Counting on number line (by 2's). Groups of 2. 2x Multiplication facts (times tables) - puzzle.

• #### Number patterns and groups (of 2)

• Activities: 4 course, 9 extra
• #### Counting on number line (by 2's)

• Activities: 7 course, 6 extra
• #### 2x tables

• Activities: 12 course, 6 extra
• #### 2x Multiplication facts (times tables) - puzzle

• Activities: 1 course, 0 extra
• #### Number patterns and groups (of 5)

• Activities: 5 course, 14 extra
• #### Counting on number line (by 5's)

• Activities: 6 course, 5 extra
• #### 5x tables

• Activities: 9 course, 7 extra
• #### Counting on number line (by 10's)

• Activities: 6 course, 7 extra
• #### Number of tens

• Activities: 1 course, 0 extra
• #### Number patterns and groups (of 10)

• Activities: 4 course, 6 extra
• #### 10x tables

• Activities: 9 course, 6 extra
• #### Arrays

• Activities: 1 course, 0 extra
• ACMNA032 – Recognise and represent division as grouping into equal sets and solve simple problems using these representations

• 4 learning outcomes – click to view

Samples: Sharing between 2. Dividing by 2. Dividing by 2 (problem solving). Using the division symbol. Sharing equally.

• #### Sharing between 2

• Activities: 1 course, 5 extra
• #### Dividing by 2

• Activities: 4 course, 1 extra
• #### Dividing by 2 (problem solving)

• Activities: 2 course, 3 extra
• #### Using the division symbol

• Activities: 3 course, 0 extra
• ##### Fractions and decimals
• ACMNA033 – Recognise and interpret common uses of halves, quarters and eighths of shapes and collections

• 3 learning outcomes – click to view

Samples: Introduction to Fractions. Quarters. Fractions of groups. Halves, thirds and quarters. Eighths.

• #### Halves, thirds and quarters

• Activities: 2 course, 1 extra
• #### Quarters and eighths

• Activities: 6 course, 9 extra
• #### Dividing groups into halves and quarters

• Activities: 3 course, 5 extra
• ##### Money and financial mathematics
• ACMNA034 – Count and order small collections of Australian coins and notes according to their value

• 1 learning outcomes – click to view

Samples: Comparing and Counting Money. What's the Total Amount. AU Comparing & Counting Money (Coins).

• #### Comparing and counting coins

• Activities: 1 course, 3 extra
• ##### Patterns and algebra
• ACMNA035 – Describe patterns with numbers and identify missing elements

• 1 learning outcomes – click to view

Samples: Number Patterns (2,3,5,10). Missing elements in number patterns. Patterns Problem Solving. Patterns and algebra.

• #### Number Patterns (2,3,5,10)

• Activities: 2 course, 5 extra
• ACMNA036 – Solve problems by using number sentences for addition or subtraction

• 1 learning outcomes – click to view

Samples: Representing word problems as number sentences.

• #### Representing word problems as number sentences

• Activities: 1 course, 0 extra
• ##### Using units of measurement
• ACMMG037 – Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units

• 7 learning outcomes – click to view

Samples: Ordering objects based on length. Compare length - graph. Comparing area using a grid. Area using informal units.

• #### Order objects based on length.

• Activities: 1 course, 0 extra
• #### Compare length - Graph

• Activities: 1 course, 0 extra
• #### Comparing area

• Activities: 2 course, 6 extra
• #### Area using informal units.

• Activities: 2 course, 5 extra
• #### Objects using cubes

• Activities: 3 course, 5 extra
• #### Compare mass using balance scales

• Activities: 1 course, 0 extra
• #### Measure mass with informal units using a balance scale

• Activities: 4 course, 7 extra
• ACMMG038 – Compare masses of objects using balance scales

• 2 learning outcomes – click to view

Samples: Compare mass using balance scales. Measuring mass using informal units.

• #### Compare mass using balance scales

• Activities: 1 course, 0 extra
• #### Measure mass with informal units using a balance scale

• Activities: 4 course, 7 extra
• ACMMG039 – Tell time to the quarter-hour, using the language of 'past' and 'to'

• 1 learning outcomes – click to view

Samples: Telling the time on an analog clock - quarter to and past.

• #### Telling the time on an analog clock - quarter to and past

• Activities: 3 course, 8 extra
• ACMMG040 – Name and order months and seasons

• ACMMG041 – Use a calendar to identify the date and determine the number of days in each month

• 1 learning outcomes – click to view

• Activities: 2 course, 5 extra
• ##### Shape
• ACMMG042 – Describe and draw two-dimensional shapes, with and without digital technologies

• 4 learning outcomes – click to view

Samples: Identifying shapes based on attributes. Naming two-dimensional shapes. Quadrilaterals. Constructing 2D shapes.

• #### Identifying shapes based on attributes

• Activities: 1 course, 0 extra
• #### Naming two-dimensional shapes

• Activities: 1 course, 0 extra
• #### Identifying two-dimensional shapes

• Activities: 5 course, 0 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 3 extra
• ACMMG043 – Describe the features of three-dimensional objects

• 5 learning outcomes – click to view

Samples: Environmental objects. Predicting the movement of objects -roll/slide.

• #### Identify and describe three-dimensional objects in the environment

• Activities: 3 course, 2 extra
• #### Classify and sort three-dimensional objects

• Activities: 2 course, 7 extra
• #### Joining 3D objects to make composite objects

• Activities: 1 course, 0 extra
• #### Three-dimensional objects (top, side and front view)

• Activities: 1 course, 2 extra
• #### Describe the features of three-dimensional objects

• Activities: 4 course, 8 extra
• ##### Location and transformation
• ACMMG044 – Interpret simple maps of familiar locations and identify the relative positions of key features

• 1 learning outcomes – click to view

Samples: Interpret simple maps - the zoo. Interpret simple maps: Activity 1. Interpret simple maps: Activity 1.

• #### Interpret simple maps - the zoo

• Activities: 1 course, 2 extra
• ACMMG045 – Investigate the effect of one-step slides and flips with and without digital technologies

• 2 learning outcomes – click to view

Samples: Identify image transformations - slide, flip or turn. Investigate the effect of slides, flips and turns.

• #### Identify image transformations - slide, flip or turn

• Activities: 1 course, 1 extra
• #### Investigate the effect of slides, flips and turns.

• Activities: 1 course, 0 extra
• ACMMG046 – Identify and describe half and quarter turns

• 1 learning outcomes – click to view

Samples: Half and quarter turns. Half or Quarter turns. Half and quarter turns: Activity 1.

• #### Identify and describe half and quarter turns

• Activities: 2 course, 2 extra
• ##### Chance
• ACMSP047 – Identify practical activities and everyday events that involve chance. Describe outcomes as 'likely' or 'unlikely' and identify some events as 'certain' or 'impossible'

• 1 learning outcomes – click to view

Samples: Describe outcomes as 'likely' or 'unlikely' - 'certain' or 'impossible'. Chance. Chance - Possible or Impossible.

• #### Describe outcomes as 'likely' or 'unlikely' - 'certain' or 'impossible'.

• Activities: 2 course, 1 extra
• ##### Data representation and interpretation
• ACMSP048 – Identify a question of interest based on one categorical variable. Gather data relevant to the question

• 1 learning outcomes – click to view

Samples: Using simple questions to gather data. Using simple questions to gather data.

• #### Choose simple questions to gather responses

• Activities: 2 course, 0 extra
• ACMSP049 – Collect, check and classify data

• 4 learning outcomes – click to view

Samples: Using simple questions to gather data. Interpret data as drawings. Data in tables: Activity 1. Data - tally marks.

• #### Choose simple questions to gather responses

• Activities: 2 course, 0 extra
• #### Interpret data presented using drawings and symbols

• Activities: 2 course, 2 extra
• #### Interpret data presented in a table

• Activities: 2 course, 3 extra
• #### Interpret data presented with tally marks

• Activities: 2 course, 2 extra
• ACMSP050 – Create displays of data using lists, table and picture graphs and interpret them

• 4 learning outcomes – click to view

Samples: Using simple questions to gather data. Interpret data as drawings. Data in tables: Activity 1. Data - tally marks.

• #### Choose simple questions to gather responses

• Activities: 2 course, 0 extra
• #### Interpret data presented using drawings and symbols

• Activities: 2 course, 2 extra
• #### Interpret data presented in a table

• Activities: 2 course, 3 extra
• #### Interpret data presented with tally marks

• Activities: 2 course, 2 extra