## 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

• 23 learning outcomes – click to view

Samples: Comparing numbers – to 30. Number line. Counting to ten on the number line. Counting on the farm.

• #### Comparing numbers – to 30

• Activities: 1 course, 0 extra
• #### Number Line - Printable

• Activities: 0 course, 1 extra
• #### Counting to 10 using a number line

• Activities: 6 course, 2 extra
• #### Counting to 10

• Activities: 11 course, 7 extra
• #### Subitising - ten frame

• Activities: 2 course, 2 extra
• #### Subitising - objects

• Activities: 4 course, 3 extra
• #### Subatising - dominoes

• Activities: 2 course, 0 extra
• #### Subitising - Matching quantities

• Activities: 2 course, 1 extra
• #### Comparing groups and numbers

• Activities: 4 course, 0 extra
• #### Counting to 20

• Activities: 5 course, 7 extra
• #### Counting to 20 on a number Line

• Activities: 4 course, 2 extra
• #### Counting to 30 on a number line

• Activities: 5 course, 4 extra
• #### Counting backwards from 30

• Activities: 4 course, 4 extra
• #### Counting backwards from ten

• Activities: 5 course, 2 extra
• #### Reading numbers – to one hundred

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

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

• Activities: 1 course, 0 extra
• #### Counting to 30 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 100 using a hundreds chart

• Activities: 6 course, 2 extra
• #### Counting to one hundred on a number line

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

• Activities: 7 course, 5 extra
• #### Counting on by five on a number line

• Activities: 6 course, 3 extra
• #### Counting on by ten on a number line

• Activities: 6 course, 5 extra
• ACMNA013 – Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line

• 9 learning outcomes – click to view

Samples: Numbers - to 30. Comparing numbers – to 30. Comparing groups (least). Counting from 10 to 20 on a number line.

• #### Numbers - to 30

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

• Activities: 1 course, 0 extra
• #### Comparing groups and numbers

• Activities: 4 course, 0 extra
• #### Counting to 20 on a number Line

• Activities: 4 course, 2 extra
• #### Counting to 30 on a number line

• Activities: 5 course, 4 extra
• #### Counting backwards from ten

• Activities: 5 course, 2 extra
• #### Reading and writing numbers – to one hundred

• Activities: 2 course, 0 extra
• #### Comparing numbers – to one hundred

• Activities: 1 course, 0 extra
• #### Counting to one hundred 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 using cubes. Counting to 30 using cubes. Counting ones. Place Value Teens Mab using blocks to count.

• #### Counting to 20 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 30 using cubes

• Activities: 1 course, 0 extra
• #### Counting ones

• Activities: 1 course, 0 extra
• #### Place value (11-20)

• Activities: 2 course, 0 extra
• #### Expanded notation (11-30)

• Activities: 2 course, 0 extra
• #### Expanded notation (21-100 - identify the value of the 'ones')

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

• Activities: 1 course, 0 extra
• #### Numbers represented using MAB (up to 100)

• Activities: 3 course, 2 extra
• #### Counting in tens and ones

• Activities: 2 course, 2 extra
• #### Place value concepts (bundled sticks)

• Activities: 2 course, 1 extra
• ACMNA015 – Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

• 18 learning outcomes – click to view

• #### Two more than

• Activities: 4 course, 5 extra
• #### Adding two more on a number line

• Activities: 2 course, 0 extra
• #### Adding 2 - word problems

• Activities: 1 course, 0 extra
• #### Adding within six using visual cues

• Activities: 0 course, 1 extra
• #### Adding on to 5 (problem solving)

• Activities: 1 course, 0 extra
• #### Adding to ten using visual cues

• Activities: 0 course, 3 extra
• #### Single-digit addition problem solving using visual cues

• Activities: 0 course, 2 extra

• Activities: 7 course, 3 extra
• #### One less than

• Activities: 3 course, 1 extra
• #### One less than (problem solving)

• Activities: 1 course, 0 extra
• #### Take one away

• Activities: 2 course, 0 extra
• #### Two less than

• Activities: 2 course, 3 extra
• #### Subtracting 2

• Activities: 3 course, 0 extra
• #### Subtracting 2 (problem solving)

• Activities: 1 course, 0 extra
• #### Subtracting from 10

• Activities: 7 course, 2 extra
• #### Subtracting from 10 (problem solving)

• Activities: 2 course, 3 extra
• #### Subtracting single digit numbers - visual

• Activities: 4 course, 0 extra
• #### Subtracting single-digit numbers (problem solving)

• Activities: 4 course, 3 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: A half. Halving groups. A half. Halving groups. Recognizing halves. Halves: identifying an equal share.

• #### Halving objects

• Activities: 4 course, 3 extra
• #### Halving groups

• Activities: 3 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. Counting the total value of a set of coins. Comparing the value of coins.

• #### Ordering coins

• Activities: 1 course, 2 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: Sorting items. Repeating patterns. Counting on number line (by 2's). Sorting - Which belongs to a group.

• #### Sorting objects

• Activities: 3 course, 0 extra
• #### Continue patterns created with objects

• Activities: 2 course, 5 extra
• #### Counting by two

• Activities: 3 course, 10 extra
• ##### Using units of measurement
• ACMMG019 – Measure and compare the lengths and capacities of pairs of objects using uniform informal units

• 10 learning outcomes – click to view

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

• #### Directly compare length

• Activities: 1 course, 5 extra
• #### Compare the length of three objects

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

• Activities: 2 course, 5 extra
• #### Full to empty

• Activities: 3 course, 1 extra
• #### Comparing volume

• Activities: 3 course, 0 extra
• #### Direct comparison - volume

• Activities: 1 course, 4 extra
• #### Volume using informal units

• Activities: 3 course, 10 extra
• #### Volume - stacking boxes

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

• Activities: 4 course, 2 extra
• #### Measure mass with informal units

• Activities: 6 course, 7 extra
• ACMMG020 – Tell time to the half-hour

• 3 learning outcomes – click to view

Samples: Reading the time on a clock. Telling the time - half past. Estimate the duration of time.

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

• Activities: 4 course, 8 extra
• #### Telling the time on an analog clock - half past

• Activities: 5 course, 8 extra
• #### Most likely duration for an event

• Activities: 1 course, 2 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. Estimate time units (seconds, minutes, hours).

• #### Compare the duration of events.

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

• Activities: 1 course, 2 extra
• ##### Shape
• ACMMG022 – Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

• 6 learning outcomes – click to view

Samples: Naming shapes - objects. Sorting two-dimensional shapes. Matching shapes. Dividing shapes. Environmental objects.

• #### Naming shapes in objects

• Activities: 1 course, 6 extra
• #### Sorting two-dimensional shapes

• Activities: 3 course, 5 extra
• #### Shapes Match

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

• Activities: 1 course, 0 extra
• #### Three-dimensional objects in the environment

• Activities: 4 course, 2 extra
• #### Classify and sort three-dimensional objects

• Activities: 3 course, 7 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: 3 course, 3 extra
• #### Describe movement using everyday language

• Activities: 1 course, 2 extra

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

• Activities: 2 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'

• 2 learning outcomes – click to view

Samples: Simple chance experiment - part 2. Chance - will, might or won't happen. Conducting a chance experiment.

• #### A game of Chance

• Activities: 0 course, 4 extra
• #### Describe chance outcomes as 'will', 'won't', or 'might' happen.

• Activities: 2 course, 0 extra
• ##### Data representation and interpretation
• ACMSP262 – Choose simple questions and gather responses

• 1 learning outcomes – click to view

Samples: Using simple questions to gather data. Using simple questions to gather data.

• #### Choose simple questions to gather responses

• Activities: 2 course, 0 extra
• 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. Interpret data as drawings. Display data using objects and drawings.

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

• Activities: 2 course, 2 extra