# 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 2

### Year 2 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 number calculations with counting sequences, partitioning and combining numbers flexibly and identifying and describing the relationship between addition and subtraction and between multiplication and division
• fluency includes readily counting numbers in sequences, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations
• problem-solving includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape
• reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations and creating and interpreting simple representations of data.

### Year 2 Content Descriptions

#### Chance

Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047 - Scootle )
Literacy

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

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

Word Knowledge
• Understand learning area vocabulary

Numeracy

Interpreting statistical information
• Interpret chance events

Critical and Creative Thinking

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

Generating ideas, possibilities and actions
• Consider alternatives
• Imagine possibilities and connect ideas

• classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning
Critical and Creative Thinking

Generating ideas, possibilities and actions
• Imagine possibilities and connect ideas
• Consider alternatives

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

Numeracy

Interpreting statistical information
• Interpret chance events

Literacy

Word Knowledge
• Understand learning area vocabulary

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

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

#### Data representation and interpretation

Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048 - Scootle )
Literacy

Word Knowledge
• Understand learning area vocabulary

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

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

Numeracy

Interpreting statistical information
• Interpret data displays

Critical and Creative Thinking

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

• determining the variety of birdlife in the playground and using a prepared table to record observations
Critical and Creative Thinking

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

Literacy

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

Word Knowledge
• Understand learning area vocabulary

Numeracy

Interpreting statistical information
• Interpret data displays

Collect, check and classify data (ACMSP049 - Scootle )
Critical and Creative Thinking

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

Numeracy

Interpreting statistical information
• Interpret data displays

Literacy

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

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

Word Knowledge
• Understand learning area vocabulary

• recognising the usefulness of tally marks
Literacy

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

Word Knowledge
• Understand learning area vocabulary

Critical and Creative Thinking

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

• identifying categories of data and using them to sort data
Literacy

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

Word Knowledge
• Understand learning area vocabulary

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

Critical and Creative Thinking

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

Create displays of data using lists, table and picture graphs and interpret them (ACMSP050 - Scootle )
Literacy

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

Word Knowledge
• Understand learning area vocabulary

Visual Knowledge
• Understand how visual elements create meaning

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

Critical and Creative Thinking

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

Reflecting on thinking and processes
• Reflect on processes
• Transfer knowledge into new contexts

Numeracy

Interpreting statistical information
• Interpret data displays

• creating picture graphs to represent data using one-to-one correspondence
Numeracy

Interpreting statistical information
• Interpret data displays

Literacy

Visual Knowledge
• Understand how visual elements create meaning

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

• comparing the usefulness of different data displays
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

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

Numeracy

Interpreting statistical information
• Interpret data displays

### Year 2 Achievement Standards

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.