# Mathematics

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### 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

## 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 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.

### Year 1 Content Descriptions

#### Using units of measurement

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

Using measurement
• Estimate and measure with metric units

• understanding that in order to compare objects, the unit of measurement must be the same size
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
• Identify and clarify information and ideas

Numeracy

Using measurement
• Estimate and measure with metric units

Tell time to the half-hour (ACMMG020 - Scootle )
Literacy

Composing texts through speaking, writing and creating
• Compose texts
• Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
• Navigate, read and view learning area texts
• Comprehend texts

Word Knowledge
• Understand learning area vocabulary

Numeracy

Using measurement
• Operate with clocks, calendars and timetables

• reading time on analogue and digital clocks and observing the characteristics of half-hour times
Numeracy

Using measurement
• Operate with clocks, calendars and timetables

Literacy

Comprehending texts through listening, reading and viewing
• Navigate, read and view learning area texts
• Interpret and analyse learning area texts

Word Knowledge
• Understand learning area vocabulary

Describe duration using months, weeks, days and hours (ACMMG021 - Scootle )
Literacy

Composing texts through speaking, writing and creating
• Compose spoken, written, visual and multimodal learning area texts
• Compose texts

Word Knowledge
• Understand learning area vocabulary

Numeracy

Using measurement
• Operate with clocks, calendars and timetables

• describing the duration of familiar situations such as ‘how long is it until we next come to school?’
Literacy

Word Knowledge
• Understand learning area vocabulary

Composing texts through speaking, writing and creating
• Compose spoken, written, visual and multimodal learning area texts

Numeracy

Using measurement
• Operate with clocks, calendars and timetables

#### Shape

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022 - Scootle )
Numeracy

Using spatial reasoning
• Visualise 2D shapes and 3D objects

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
• Identify and clarify information and ideas
• Organise and process information

• focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
• Identify and clarify information and ideas
• Organise and process information

Literacy

Word Knowledge
• Understand learning area vocabulary

Grammar knowledge
• Use knowledge of words and word groups

Composing texts through speaking, writing and creating
• Compose spoken, written, visual and multimodal learning area texts

Numeracy

Using spatial reasoning
• Visualise 2D shapes and 3D objects

#### Location and transformation

Give and follow directions to familiar locations (ACMMG023 - Scootle )
Numeracy

Using spatial reasoning
• Interpret maps and diagrams

Literacy

Composing texts through speaking, writing and creating
• Compose texts
• Compose spoken, written, visual and multimodal learning area texts
• Use language to interact with others

Comprehending texts through listening, reading and viewing
• Comprehend texts
• Listen and respond to learning area texts
• Navigate, read and view learning area texts
• Interpret and analyse learning area texts

Word Knowledge
• Understand learning area vocabulary

• understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance
Literacy

Composing texts through speaking, writing and creating
• Use language to interact with others

Word Knowledge
• Understand learning area vocabulary

Numeracy

Using spatial reasoning
• Interpret maps and diagrams

• understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions
Numeracy

Using spatial reasoning
• Interpret maps and diagrams

Literacy

Word Knowledge
• Understand learning area vocabulary

• interpreting and following directions around familiar locations
Literacy

Word Knowledge
• Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
• Listen and respond to learning area texts
• Navigate, read and view learning area texts
• Interpret and analyse learning area texts

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
• Identify and clarify information and ideas

Numeracy

Using spatial reasoning
• Interpret maps and diagrams

### Year 1 Achievement Standards

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.