## Mathematics – Australia – Australian Curriculum

• ##### Number and place value
• ACMNA012 – 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

• 25 learning outcomes – click to view

Samples: Comparing numbers – to 30. Number line. Counting to 10 on the Number Line. Ordering groups of objects to 10.

• #### Comparing numbers – to 30

• Activities: 1 course, 0 extra
• #### Number Line - Print and keep a copy handy

• Activities: 0 course, 1 extra
• #### Counting to Ten on the Number Line

• Activities: 3 course, 0 extra
• #### Connecting Number Names to Ten

• Activities: 7 course, 9 extra
• #### Dominoes (counting)

• Activities: 1 course, 0 extra
• #### Subitising using Dot Patterns

• Activities: 2 course, 4 extra
• #### Subitising using objects

• Activities: 4 course, 2 extra
• #### Counting dominoes - how many altogether?

• Activities: 1 course, 0 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 0 extra
• #### Comparing groups - to 10

• Activities: 1 course, 0 extra
• #### Comparing written numbers - to 10

• Activities: 1 course, 0 extra
• #### Counting to 20

• Activities: 2 course, 6 extra
• #### Counting to 20 on a Number Line

• Activities: 4 course, 0 extra
• #### Counting to 30 on a Number Line

• Activities: 2 course, 3 extra
• #### Counting Backwards

• Activities: 2 course, 2 extra
• #### Counting Backwards on a number line

• Activities: 3 course, 0 extra
• #### Reading numbers – to 100

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 100

• Activities: 1 course, 0 extra
• #### Counting to Twenty using Place Value

• Activities: 2 course, 0 extra
• #### Counting to Thirty using Place Value

• Activities: 1 course, 0 extra
• #### Number Chart 1 to 100

• Activities: 4 course, 0 extra
• #### Counting to 100 on a number line

• Activities: 3 course, 2 extra
• #### Skip counting 2's

• Activities: 4 course, 2 extra
• #### Skip counting 5's

• Activities: 3 course, 2 extra
• #### Skip counting 10's

• Activities: 4 course, 3 extra
• ACMNA013 – Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line

• 11 learning outcomes – click to view

Samples: Write numbers - to 30. Comparing numbers – to 30. Comparing groups - to 10 (greater than, equal to, less than).

• #### Write numbers - to 30

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 30

• Activities: 1 course, 0 extra
• #### Comparing groups - to 10

• Activities: 1 course, 0 extra
• #### Comparing written numbers - to 10

• Activities: 1 course, 0 extra
• #### Counting to 20 on a Number Line

• Activities: 4 course, 0 extra
• #### Counting to 30 on a Number Line

• Activities: 2 course, 3 extra
• #### Counting Backwards on a number line

• Activities: 3 course, 0 extra
• #### Write numbers – to 100

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 100

• Activities: 1 course, 0 extra
• #### Write numbers to 100

• Activities: 1 course, 0 extra
• #### Counting to 100 on a number line

• Activities: 3 course, 2 extra
• ACMNA014 – Count collections to 100 by partitioning numbers using place value

• 10 learning outcomes – click to view

Samples: Counting to 20 - includes a bundle of 10. Counting to 30 - includes two bundles of 10. Place value - count ones.

• #### Counting to Twenty using Place Value

• Activities: 2 course, 0 extra
• #### Counting to Thirty using Place Value

• Activities: 1 course, 0 extra
• #### Place Value - Counting Ones

• Activities: 1 course, 0 extra
• #### Place Value Teens

• Activities: 4 course, 0 extra
• #### Expanded notation (11-30)

• Activities: 1 course, 0 extra
• #### Expanded notation (21-100 - identify the value of the 'ones')

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

• Activities: 1 course, 0 extra
• #### Place value - tens and ones

• Activities: 3 course, 2 extra
• #### Place value - tens and ones

• Activities: 1 course, 2 extra
• #### Place value - tens and ones - bundled sticks

• Activities: 2 course, 0 extra
• ACMNA015 – Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

• 20 learning outcomes – click to view

Samples: Count on 2 - numbers up to 10. Two more than. Plus two. Plus two. Adding within 5. Add on to 5. Adding dots.

• #### Two More Than

• Activities: 2 course, 1 extra
• #### Two more than - problem solving

• Activities: 1 course, 0 extra
• #### Plus two

• Activities: 2 course, 0 extra
• #### Plus two - problem solving

• Activities: 1 course, 0 extra

• Activities: 1 course, 0 extra
• #### Adding on to 5

• Activities: 2 course, 0 extra
• #### Adding to 10 (visual)

• Activities: 5 course, 4 extra
• #### Adding to 10 - problem solving

• Activities: 1 course, 2 extra
• #### Adding On To 10 (with Visual Cues)

• Activities: 2 course, 0 extra
• #### Adding on to 10 - problem solving

• Activities: 1 course, 0 extra
• #### One Less Than

• Activities: 2 course, 1 extra
• #### One less than - problem solving

• Activities: 1 course, 0 extra
• #### Take away 1 (numbers under 10)

• Activities: 2 course, 0 extra
• #### Two Less Than

• Activities: 2 course, 2 extra
• #### Subtracting 2

• Activities: 2 course, 0 extra
• #### Subtracting 2 - problem solving

• Activities: 2 course, 0 extra
• #### Subtracting from 10 (visual cues)

• Activities: 4 course, 2 extra
• #### Subtracting from 10 - problem solving

• Activities: 2 course, 0 extra
• #### Subtracting up to 10 (using counters)

• Activities: 4 course, 0 extra
• #### Subtracting up to 10 - problem solving

• Activities: 4 course, 0 extra
• ##### Fractions and decimals
• ACMNA016 – Recognise and describe one-half as one of two equal parts of a whole.

• 2 learning outcomes – click to view

Samples: Halves and quarters. Halves: identifying an equal share. A half. Halving groups. Recognizing halves. Halving groups.

• #### A half.

• Activities: 2 course, 2 extra
• #### Halving groups.

• Activities: 2 course, 1 extra
• ##### Money and financial mathematics
• ACMNA017 – Recognise, describe and order Australian coins according to their value

• 2 learning outcomes – click to view

Samples: Ordering coins. Needs and Wants.

• #### Ordering coins

• Activities: 1 course, 0 extra
• #### Making Choices: Needs and wants

• Activities: 1 course, 0 extra
• ##### Patterns and algebra
• ACMNA018 – Investigate and describe number patterns formed by skip counting and patterns with objects

• 3 learning outcomes – click to view

Samples: Sort and classify objects. Recognizing and continuing repeating patterns. Investigating number patterns.

• #### Sort and classify objects

• Activities: 1 course, 0 extra
• #### Continue patterns created with objects

• Activities: 4 course, 4 extra
• #### Investigate number patterns formed by skip counting

• Activities: 1 course, 3 extra
• ##### Using units of measurement
• ACMMG019 – Measure and compare the lengths and capacities of pairs of objects using uniform informal units

• 11 learning outcomes – click to view

Samples: Compare length (taller-shorter). Compare the length of 3 things. Measure length using informal units - blocks.

• #### Directly compare length

• Activities: 3 course, 1 extra
• #### Compare the length of 3 things

• Activities: 1 course, 0 extra
• #### Measure length using informal units - blocks

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 2 course, 4 extra
• #### Full to empty

• Activities: 2 course, 0 extra
• #### Comparing volume

• Activities: 1 course, 0 extra
• #### Use direct and indirect comparisons to compare volume

• Activities: 2 course, 0 extra
• #### Compare or measure volume measured using informal units

• Activities: 1 course, 4 extra
• #### Volume - stacking boxes

• Activities: 1 course, 0 extra
• #### Compare mass using a balance scale

• Activities: 2 course, 0 extra
• #### Measure mass with informal units using a balance scale

• Activities: 4 course, 3 extra
• ACMMG020 – Tell time to the half-hour

• 3 learning outcomes – click to view

Samples: Reading An Analog Clock. Reading A Clock Half Past. Estimate the duration of time.

• #### Telling the time on an analog clock - o'clock

• Activities: 2 course, 2 extra
• #### Telling the time on an analog clock - half past

• Activities: 2 course, 2 extra
• #### Most likely duration for an event

• Activities: 1 course, 0 extra
• ACMMG021 – Describe duration using months, weeks, days and hours

• 2 learning outcomes – click to view

Samples: Compare the duration of events. Estimate the duration of time.

• #### Compare the duration of events.

• Activities: 1 course, 0 extra
• #### Most likely duration for an event

• Activities: 1 course, 0 extra
• ##### Shape
• ACMMG022 – Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

• 7 learning outcomes – click to view

Samples: Using shapes to construct a picture. Shapes Match 1. Sorting shapes according to colour and shape. Shapes Match 2.

• #### Identify and describe two-dimensional shapes in the environment

• Activities: 5 course, 7 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Classify and sort two-dimensional shapes

• Activities: 4 course, 3 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Joining shapes

• Activities: 1 course, 0 extra
• #### Identify and describe three-dimensional objects in the environment

• Activities: 3 course, 0 extra
• #### Classify and sort three-dimensional shapes

• Activities: 2 course, 1 extra
• ##### Location and transformation
• ACMMG023 – Give and follow directions to familiar locations

• 6 learning outcomes – click to view

Samples: Position using everyday language: Activity 1. Describe movement using everyday language. Follow simple directions.

• #### Describe position by using everyday language.

• Activities: 2 course, 3 extra
• #### Describe movement using everyday language

• Activities: 1 course, 0 extra

• Activities: 1 course, 0 extra
• #### Follow directions to locations.

• Activities: 1 course, 0 extra
• #### Describe movement using positional language.

• Activities: 1 course, 0 extra
• #### Give directions to reach a location

• Activities: 1 course, 0 extra
• ##### Chance
• ACMSP024 – Identify outcomes of familiar events involving chance and describe them using everyday language such as 'will happen', 'won't happen' or 'might happen'

• 1 learning outcomes – click to view

Samples: Chance - will, might or won't happen.

• #### Describe chance outcomes as 'will', 'won't', or 'might' happen.

• Activities: 1 course, 0 extra
• ##### Data representation and interpretation
• ACMSP262 – Choose simple questions and gather responses

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

• 1 learning outcomes – click to view

Samples: Interpret data as drawings. Display data using objects and drawings. Display data using objects and drawings.

• #### Interpret data presented using drawings and symbols

• Activities: 1 course, 2 extra