Rationale
Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics and probability.Aims
The Australian Curriculum: Mathematics aims to ensure that students:are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.
Key ideas
In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. The proficiency strands describe the actions in which students can engage when learning and using the content.Structure
The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands.The content strands are number and algebra, measurement and geometry, and statistics and probability. They describe what is to be taught and learnt.
PDF documents
Resources and support materials for the Australian Curriculum: Mathematics are available as PDF documents.Mathematics: Sequence of content
Mathematics: Sequence of achievement
Glossary
Foundation Year
Foundation Year 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 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
- fluency includes readily counting numbers in sequences, continuing patterns and comparing the lengths of objects
- problem-solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer
- reasoning includes explaining comparisons of quantities, creating patterns and explaining processes for indirect comparison of length.
Foundation Year Content Descriptions
Number and place value
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
(ACMNA001 - Scootle
)
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
(ACMNA002 - Scootle
)
Subitise small collections of objects
(ACMNA003 - Scootle
)
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
(ACMNA289 - Scootle
)
Represent practical situations to model addition and sharing
(ACMNA004 - Scootle
)
Patterns and algebra
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings
(ACMNA005 - Scootle
)
Using units of measurement
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language
(ACMMG006 - Scootle
)
Compare and order duration of events using everyday language of time
(ACMMG007 - Scootle
)
Connect days of the week to familiar events and actions
(ACMMG008 - Scootle
)
Shape
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment
(ACMMG009 - Scootle
)
Data representation and interpretation
Answer yes/no questions to collect information and make simple inferences
(ACMSP011 - Scootle
)