Print/Download

Mathematics

Hide options
  • Learning area
  • Curriculum filter
    Show/Hide Curriculum
    Filter Actions
    Year Levels Year Levels
    Strands Strands
    General capabilities General capabilities
    Cross-curriculum priorities Cross-curriculum priorities
    Filter Actions
 

Year 1

Year 1 Level 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...

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:

  • understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways
  • fluency includes readily counting number in sequences forwards and backwards, locating numbers on a line and naming the days of the week
  • problem-solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer
  • reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data and explaining patterns that have been created.

Hide full description ›

Year 1 Content Descriptions

Number and Algebra
Number and place value

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)

Fractions and decimals

Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)

Money and financial mathematics

Recognise, describe and order Australian coins according to their value (ACMNA017)

Patterns and algebra

Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)

Measurement and Geometry
Using units of measurement

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)

Location and transformation
Statistics and Probability
Chance

Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

Data representation and interpretation

Choose simple questions and gather responses and make simple inferences (ACMSP262)

Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Year 1 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.

Back to top